Room: 2311 Benjamin Building
Phone: (301) 405-0067
Megan Madigan Peercy (Ph.D., University of Utah)
Associate Professor; LLSI
Teaching and Learning, Policy and Leadership (TLPL)
_______________________________________________Research Interests | Bio | Publications | Curriculum Vitae |
Dr. Peercy's research focuses on the preparation and development of teachers throughout their careers, as they work with language learners. Recent work examines the theory-practice relationship in second language teacher education, teacher collaborative relationships and learning as they work with language learners, and teachers' academic language and literacy practices with language learners.
Dr. Megan Madigan Peercy (Ph.D., University of Utah, 2004) is an associate professor in Language, Literacy, and Social Inquiry at the University of Maryland. Dr. Peercy has experience as an ESOL and Spanish teacher across a variety of ages and contexts, ranging from pre-K through adults.
Examples of Dr. Peercy’s recent work appear in Teachers and Teaching, Theory and Practice; Studying Teacher Education; Language, Culture, & Curriculum; and Action in Teacher Education. Dr. Peercy ‘s research has been recognized with the National Reading Conference (now Literacy Research Association) Dissertation of the Year Award, and was a finalist for the International Reading Association Outstanding Dissertation Award. She is also a recipient of the University of Maryland Graduate Faculty Mentor of the Year award.
Daniel, S. & Peercy, M. M. (2014). Expanding roles: Teacher educators’ perspectives on educating English learners. Action in Teacher Education, 36(2), 100-116. DOI: 10.1080/01626620.2013.864575
Martin-Beltrán, M. & Peercy, M. M. (2014). Collaboration to teach English language learners: Opportunities for shared teacher learning. Teachers and Teaching: Theory and Practice, 20(5). http://dx.doi.org/10.1080/13540602.2014.885704
Peercy, M. M. (2014): Challenges in Enacting Core Practices in
Language Teacher Education: A Self-Study, Studying Teacher Education: A
journal of self-study of teacher education practices, doi: 10.1080/17425964.2014.884970
Martin-Beltran. M. & Peercy, M. M. (2014). Collaboration to teach English language learners: opportunities for shared teacher learning, Teachers and Teaching: theory and practice, doi: 10.1080/13540602.2014.885704
Peercy, M. M., Martin-Beltrán, M., & Daniel, S. (2013). Learning from each other: Creating a community of practice to support ELL literacy. Language, Culture, & Curriculum, 26(3), 284-299. http://dx.doi.org/10.1080/07908318.2013.849720
Martin-Beltran & Peercy, M. M. (2012). How can ESOL and Mainstream Teachers Make the Best of a Standards-based Curriculum to Collaborate? TESOL Journal 3(3), 425-444. doi: 10.1002/tesj.23
Peercy, M. M. (2012). Problematizing the theory-practice gap: How ESL teachers make sense of their preservice education. Journal of Theory and Practice in Education, 8(1), 20-40.
Martin-Beltran, M., Peercy, M. M., & Selvi, A. F. (2012). Collaboration to Teach Elementary English Language Learners: ESOL and mainstream teachers confronting challenges through shared tools and vision. In Honigsfeld, A. & Dove, M. (Eds.), Co-teaching and Other Collaborative Practices in the EFL/ESL Classroom: Rationale, Research, Reflections, and Recommendations. Charlotte, NC: Information Age Publishing.
Peercy, M. M. & Martin-Beltran, M. (2011). Envisioning collaboration: Including ESOL students and teachers in the mainstream classroom. International Journal of Inclusive Education, 16 (7-8), 657-673.
Peercy, M. M. (2011). Preparing English language learners for the mainstream: Academic language and literacy practices in two junior high school ESL classrooms. Reading and Writing Quarterly, 27(4), 324-362.
Peercy, M. M. (2006). “So that you’ll be good readers”: ESL teachers’ classroom discourses about reading. In J. Hoffman, D. Schallert, C. Fairbanks, J. Worthy, & B. Maloch, (Eds.), 55th Yearbook of the National Reading Conference, 78-84. Oak Creek, WI: NRC.
Buendia, E., Ares, N., Juarez, B., & Peercy, M. M. (2004). The geographies of difference: The production of the east side, west side, and central city school. American Educational Research Journal, 41(4), 833-863.
Ares, N. M. & Peercy, M. M. (2003). Constructing literacy: How goals, activity systems, and text shape classroom practice. Journal of Literacy Research, 35(1), 633-662.