Vaughn, M., Sotirovska, V., Darragh, J., Elhess, M. (2021). Examining agency in children’s nonfiction picture books. Children’s Literature in Education.

Sotirovska, V., Vaughn, M. (2021). The portrayal of characters with dyslexia in children’s picture books. Early Childhood Education, (1).

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.), 60^th 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.