Vaughn, M., Sotirovska, V., Darragh, J., Elhess, M. (2021). Examining agency in children’s nonfiction picture books. Children’s Literature in Education.
Vaughn, M., Parsons, S.A., & Massey, D. (2020). Aligning the science of reading with adaptive teaching. Reading Research Quarterly, 55(1), 299-306.
Vaughn, M., Premo, J., Erickson, D., & McManus, C. (2020). Student agency in literacy: Validation of the Student Agency Profile (StAP). Reading Psychology, 42(1),1-26
Vaughn, M., Jang, B.G., Sotirovska,V., & Cooper-Novack, G. (2020). Student agency in literacy: A systematic review of the literature. Reading Psychology, 42(2),1-23
Vaughn, M. (2020). Student agency: Theoretical implications for practice [themed journal issue]. Editor position, Theory Into Practice. 59(2),109-243.
Vaughn, M. (2020). What is student agency and why does it matter more now than ever? In Student agency: Theoretical implications for practice [themed journal issue]. Theory Into Practice. 59(2),109-118.
Vaughn, M. (2020). Where to from here: Implications for research and practice for student agency in schools today. In Student agency: Theoretical implications for practice [themed journal issue]. Theory Into Practice. 59(2),234-243.
Vaughn, M., & Massey, D. (2019).TACKLE reading: Putting purposeful reading back into reading instruction. Literacy Today. 1-16.
Vaughn, M. (2019).Adaptive teaching during reading instruction: A multi-case study. Reading Psychology. 40(1), 1-33.
Vaughn, M. & Kuby, C.R. (2019). Fostering critical, relational visionaries: Autoethnographic processes in teacher education. Action in Teacher Education. 35(1), 1-20.
Roll, K., & Vaughn, M. (2019). Reshaping practice: An action research project exploring writing instruction. Journal of Teacher Action Research, 5(2),77-94.
Vaughn, M. (2018). Making sense of student agency in the early grades. Phi Delta Kappan, 99 (7),62-66.
Parsons, S.A., Vaughn, M., Scales, R., Gallagher, M., Davis, S., & Ward-Parsons, A. (2018) . Teachers’ instructional adaptations: A research synthesis. Review of Educational Research. 88(2),205-242.
Vaughn, M. & Massey, D. (2017). This is the first book I ever read that I couldn’t put down: Structuring authentic opportunities in literacy methods for preservice teachers (2017). Journal of Literacy Practice and Research, 43(1),34-40.
Parsons, S.A., Vaughn, M., Bruyning, A., & Daoud, N. (2017). Teaching, visioning, and hope: A longitudinal study of one teacher’s vision. In N.P. Gallavan, & L. G. Putney (Eds). Action in Teacher Education Yearbook XXVI (pp.21-36).
Vaughn, M., Parsons, S.A., Scales, R., Wall, A. (2017). Envisioning our practice: Interpreting and examining pedagogical visions of four junior faculty. New Educator, 13(3),251-270.
Vaughn, M., Parsons, S.A., Reyes, C., Puzio, K., & Allen, M.H. (2017). A multiple case study of teachers’ visions and reflective practice. Reflective Practice: International and Multidisciplinary Perspectives. (18)4, 526-539.
Parsons, S. A., Vaughn, M., Malloy, J. A., & Pierczynski, M. (2017). The development of teachers’ visions from preservice into their first years teaching: A longitudinal study. Teaching and Teacher Education, 64, 12-25.
Vaughn, M., & Parsons, S. A. (guest editors). (2016). Adaptive teaching: Theoretical implications for practice [themed journal issue]. Theory Into Practice, 55(3), 169-274.
Vaughn, M., & Parsons, S. A., Burrowbridge, S.C., Weesner, J., & Taylor, L. (2016). In their own words: Teachers reflections on adaptability. Theory Into Practice, 55(3),1-8.
Parsons, S. A., Vaughn, M. (2016). Toward adaptability: Where to from here? Theory Into Practice, 55(3),267-274.
Vaughn, M. Re-envisioning literacy in a teacher inquiry group in a Native American context. (2016). Literacy Research and Instruction, 55(1),24-47.
Bradshaw, S., & Vaughn, M. (2016).Students and teachers reading and reflecting: Revisiting Retrospective Miscue Analysis during classroom instruction. Journal of Research in Education, 26(1),54-75.
Vaughn, M., Parsons, S.A., Gallagher, M., & Branen, J. (2016). Teachers’ adaptive instruction supporting students’ literacy learning. The Reading Teacher, 69(5), 539-547.
Parsons, S.A., & Vaughn, M. (2016). A case study of one teacher’s instructional adaptations. Journal of Classroom Interaction, 51(1),4-17.
Rose, L., Vaughn. M., & Taylor L. (2015). Reshaping literacy instruction in a high poverty early childhood classroom. Journal of Research in Education, 25(1),72-87.
Vaughn, M., Allen, S., Kologi, S., & McGowan,S. (2015). Revisiting literature circles as open spaces for critical discussions. Journal of Reading Education, 40(2), 27-32.
Kuby, C., Vaughn, M. (2015). Young children’s identities becoming: Exploring agency in the creation of multimodal literacies. Journal of Early Childhood Literacy, 15(1), 1–40.
Vaughn, M. (2015). Adaptive teaching: Case studies of two elementary teachers’ visions and adaptations during literacy instruction. Reflective Practice: International and Multidisciplinary Perspectives, 16(1), 43-60.
Vaughn, M. (2014).The role of student agency: Exploring openings during literacy instruction. Teaching and Learning: The Journal of Natural Inquiry & Reflective Practice, 28(1), 4-16.
Vaughn, M. (2014). Aligning visions: Striking a balance between personal convictions for teaching and instructional goals. Educational Forum, 78(3), 1–9.
Vaughn, M., Parsons, S.A., Kologi, S., & Saul, M.S. (2014). Action research as a reflective tool: A multiple case study of eight rural educators’ understandings of instructional practice. Reflective Practice: International and Multidisciplinary Perspectives, 15(3),1-19.
Parsons, S.A., Malloy, J.A.,Vaughn, M. & La Croix, L. (2014). A longitudinal study of teacher visioning: Traditional program graduates and Teach for America Corps Members. Literacy Research and Instruction, 53(2), 134–161.
Parsons, S.A., & Vaughn, M. (2013).Exploring adaptive teaching across contexts:Cross-case analysis of rural and urban educators’ instructional adaptations. Alberta Journal of Educational Research, 59(2), 299-318.
Vaughn, M. & Saul, M.S. (2013). Navigating the rural terrain: A study of visions to promote change. Rural Educator, 34(2),38-48.
Vaughn, M. & Parsons, S. A. (2013). Teachers as innovators: Instructional adaptations opening spaces for enhanced literacy learning. Language Arts Journal, 91(2), 81-93.
Vaughn, M., & Faircloth, B. (2013). Teaching with a purpose in mind: Cultivating a vision for teaching. The Professional Educator, 37(2),1-12.
Vaughn, M. (2013).Examining teacher agency: Why did Les leave the building? New Educator, 9(2),119-134.
Vaughn, M., Parsons,S. A., (2012).Visions, enactments, obstacles and negotiations: case studies of two novice teachers enrolled in a graduate literacy course. Journal of Reading Education, 38(1), 18-25.
Vaughn, M., & Faircloth, B. (2011). Understanding teacher visioning and agency during literacy instruction. In In J. V. Hoffman, D. Shallert, C. Fairbanks, J. Worthy, & B. Maloch (Eds.), 60th Yearbook of the Literacy Research Association (pp. 309-323). Oak Creek, WI: National Reading Conference.
Parsons, S.A, Massey, D., Vaughn, M., Scales, R., Faircloth, B.S., Howerton, W.S., Griffith, R.R., Atkinson, T.S. (2010). Developing thoughtfully adaptive teachers of reading in face to-face and online teacher education course. Journal of School Connections, 3(93), 91-111.