College of Education, Health and Human Sciences College of Education, Health and Human Sciences
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Publications

Laurie MacGillivray

Professor

Instruction Curriculum Leadership

Office Location: 416B Ball Hall

Phone: (901) 678-2365

Email: lmcgllvr@memphis.edu

    • Yaden, D. B., Smolkin, L. B., MacGillivray, L. (1993). A Piagetian interpretation of children’s understanding of letter associations during alphabet book reading.  Journal of Reading Behavior, 25 (1), 43-68. 
    • Yaden, D. B., & MacGillivray, L., Way, R. D., & Villareal, J. (1994).  Authentic literacy assessment:  NASA technology addressing adult literacy.  Computers in the Schools, 2, 73-84. 
    • MacGillivray, L., & Hawes, S. (1994). “I don’t know what I’m doing, they all start with ‘B’:” Children negotiating peer reading interactions.  The Reading Teacher, 48, 210-217.  
    • MacGillivray, L. (1994). Tacit shared understandings of a first grade writing community.   Journal of Reading Behavior, 26 (2), 245-266. 
    • MacGillivray, L. (1994). Juggling as a metaphor for learning to composing. The California Reader, 28, 10-14. 
    • MacGillivray, L. (1995).  Teacher research.  In J. Lemlech (Ed.), Teachers and principals at work: Becoming a professional leader (pp.117-140).  New York:  Scholastic.  
    • MacGillivray, L., Tse, L., & McQuillan, J. (1995).  Second language and literacy teachers consider literature circles:  A play. Journal of Reading, 39, 36-44. 
    •  MacGillivray, L., & King, J. (1995).  Inside/out:  Talking and questioning our teaching selves through email exchanges. In K. Hinchman, D. Leu, & C. Kinzer (Eds.), National Reading Conference Yearbook (pp. 407-416). Chicago: National Reading Conference. 
    • Freppon, P., &  MacGillivray, L. (1996).  Imagining self as teacher:  Preservice teachers’ creations of personal profiles of self as first year teacher. Teacher Education Quarterly, 23, 19-33. 
    • MacGillivray, L. (1997). “I’ve seen you read:” Reading strategies in a first grade classroom.  Journal of Research in Childhood Education, 11, 135-146.  
    • MacGillivray, L. (1997). Do what I say, not what I do: An instructor rethinks her own teaching and research. Curriculum Theory, 27(4), 469-488. 
    • Carspecken, P., & MacGillivray, L.  (1998). Raising consciousness about reflection, validity, and meaning.  In O. Shacklock & J. Smyth (Eds.), Being reflective in critical educational and social research (pp. 171-190). London: Falmer Press.
    • MacGillivray, L., & Martinez, A. M. (1998).  Princesses who commit suicide: Primary children writing within and against gender stereotypes.  Journal of Literacy Research, 30 (1), 53-84. 
    • Yaden, D., Rowe, D., & MacGillivray, L.  (1999). Emergent literacy (Technical Report No. 1-005).  Ann Arbor, MI:  University of Michigan, Graduate School of Education, Center for the Improvement of Early Reading Achievement. [peer reviewed by representatives of the federal grant] 
    • Yaden, D., Rowe, D., & MacGillivray, L.  (2000).  Emergent literacy.  In M. Kamil, P. Mosenthal, P. D. Pearson , & R. Barr (Eds.), Handbook of Reading Research, Volume III.  Mahwah, NJ:  Erlbaum.   
    • MacGillivray, L., & Freppon, P. A.  (2000). Reflections over time:  Preservice teachers’ images of their first year of teaching.  Action in Teacher Education, 22 (2), 122-132. 
    • Davis, J. B., & MacGillivray, L. (2001).  Life lessons from adolescent books with teen parents. English Journal, 90, 90-96.          
    • Rueda, R., MacGillivray, L., Monzo, L., & Arzubiaga, A. (2001). Engaged reading: A multi-level approach to considering sociocultural factors with diverse learners. (Research Report No. 1-012). Ann Arbor, MI: University of Michigan, Graduate School of Education, Center for the Improvement of Early Reading Achievement. [peer reviewed by representatives of the federal grant] 
       
    • Rueda, R., MacGillivray, L., Monzo, L., & Arzubiaga, A. (2001).  Engaged reading: A multi-level approach to considering sociocultural factors with diverse learners. In D. McInerny & S. VanEtten (Eds.), Research on socio-cultural influences on motivation and learning (pp. 233-264). Information Age Publishing, Inc. 
    • Walker, N. T., MacGillivray, L., & Aguilar, J. A.  (2001). Negotiating higher education: Latina teachers’ memories of striving for success (Research Report No. 3-010).  Ann Arbor, MI:  University of Michigan, Graduate School of Education, Center for the Improvement of Early Reading Achievement. [peer reviewed by representatives of the federal grant]
    • Orellana, M., Monkman, K., & MacGillivray, L. (2002). Parents and teachers talk about literacy and success. CIERA Report No. 3-020. Ann Arbor, MI: University of Michigan, Graduate School of Education, Center for the Improvement of Early Reading Achievement.  [peer reviewed by representatives of the federal grant] 
       
    • MacGillivray, L., Aguilar, J., & Walker, N. (2002). Latina educators and school discourse: Dealing with tension onthe path to success.  CIERA Technical Report 3-018. Ann Arbor, MI: University of Michigan, Graduate School of education, Center for the Improvement of Early Reading Achievement. [peer reviewed by representatives of the federal grant] 
       
    • Aguilar, J. A., MacGillivray, L., & Walker, N. T. (2003). Latina educators and school discourse:  Dealing with tension on the path to success. Journal of Latinos and Education, 2, 89-100.  
    • Monkman, K., MacGillivray, L., & Leyva, C. (2003). Literacy on three planes: Infusing social justice and culture into classroom instruction. Bilingual Research Journal, 27, 245-258. 
    • MacGillivray, L., Ardell, A. L., Curwen, M. S., Palma, J. (2004). Colonized teachers: Examining the implementation of a scripted reading program. Teaching Education, 15(2), 131-144.  
    • MacGillivray, L. & Rueda, R. (2004).  Listening to inner city teachers of English language learners: Differentiating literacy instruction.  In F. Boyd (Ed.), Multicultural and multilingual literacy and language practices. New York: Guildford Publications, Inc.  
    • MacGillivray, L., & Curwen, M. (2007). Tagging as a social literacy practice. Journal of Adolescent and Adult Literacy, 50(5), 354-369.   
    • MacGillivary, L., Ardell, A., & Curwen, M.  (2009). Libraries, churches and schools: Literate lives of homeless women and children. Urban Education (45) 221-245.
         
    • MacGillivray, L. (2010).  "Hallelujah!” Bible-based Literacy Practices of Children Living in a Homeless Shelter. In MacGillivray, L. (Ed.) Literacy in Times of Crisis. New York: Routledge.    
    • MacGillivray, L., Ardell, A., & Curwen, M. (2010). Supporting the Literacy Development of Children Living in Homeless Shelters. The Reading Teacher, 63(5), 384–392.

       
    • Heise, D. & MacGillivray, L. (2011). Implementing an art program for children in a homeless shelter. Studies in Art Education, 52(4), 323-336  
    • Henward, A. & MacGillivray, L. (2012) “It’s a combination of the Bible and what’s in your heart”: Unresolvable tensions and contested narratives in a southern child care center. Journal of Curriculum Theorizing.
    • Heise, D. & MacGillivray, L. (in press). Fostering resilience in an intergenerational art and literacy program. Intersection of Art and Special Education. A Publication of the Kennedy Center for Performing Arts.
    • Henward, A. & MacGillivray, L. (under review) Preschool Girls as Bricoleurs: Poaching Horror and Gendered Discourses. Gender and Education.


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