Biography

Sarah McCarthey's research focuses on teachers' writing instruction within current policy contexts. She serves as Director of Teacher Education and manages all programs in the College. As co-editor (with Mark Dressman and Paul Prior) of Research in the Teaching of English, Sarah has been in the forefront of publishing outstanding literacy research. Her leadership in the University of Illinois Writing Project has linked the College of Education with local schools, Writing Studies, and the National Writing Project.

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Key Professional Appointments

Associate Head of Graduate ProgramsCurriculum and Instruction, University of Illinois at Urbana-Champaign, 2007 - present

ProfessorCurriculum and Instruction, Univeristy of Illinois at Urbana-Champaign, 2005 - present

Associate ProfessorCurriculum and Instruction, University of Illinois, 1999 - 2005

Associate ProfessorCurriculum and Instruction, University of Texas, 1997 - 1999

Assistant ProfessorCurriculum and Instruction, University of Texas, 1991 - 1997

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Education

Ph.D., Teacher Education, Michigan State University, 1991

M.A., Teacher Education, Stanford University, 1982

B.A., English/Elementary Education, Tufts University, 1977

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Awards, Honors, Associations

Distinguished Senior ScholarBureau of Educational Research, 2012 - 2013

Graduate Mentoring AwardGraduate Mentoring AwardCollege of Education, 2011 - 2012

Hardie FellowBureau of Educational Research, 2009 - 2010

best journal article of 2005$1000 award for best jounral articleJournal of Second Language Writing, 2006 - 2006

Faculty FellowBureau of Educational Research, 2002 - 2003

Distinguished ScholarCollege of Education, 2001 - 2001

Division K, Young Researchers AwardAmerican Educational Research Association, 1997 - 1997

Research & Service

Sarah McCarthey's current focus is on the impact of professional development on teachers' writing instruction. She collected data on 20 teachers' writing instruction, philosophies of writing, and perceptions of professional development. In her work investigating teachers' attitudes towards writing and their writing instruction within policy contexts such as NCLB, she has identified trends in writing instruction including the implementation of writer's workshop, genre-based instruction, and skills approaches. She has also documented the importance of access to high-quality professional development for teachers to make changes in their writing instruction. Sarah is also actively involved in conducting research on teachers' and students' use of the online writing environment, Scholar.

Sarah is P. I. on the project "u-learn.net: An anywhere/anytime formative assessment and learning feedback environment" funded by the Institute of Education Sciences, U.S. Department of Education, Small Business Innovation Research Program. This project corresponds with her work as a consultant on the Assess-As-you-Go Project with Bill Cope as P.I. The projects focus on innovation in assessment in writing as students engage in writing and peer review in technology environments.

Sarah was co-editor with Mark Dressman and Paul Prior of Research in the Teaching of English, a premier journal in the field of literacy, between 2008-2013. She is also a co-investigator of the University of Illinois Writing Project with Paul Prior (Writing Studies) and Scott Filkins (Champaign Unit #4). The project brings together local teachers to improve writing instruction in grades k-12.

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Publications

McCarthey, S., Woodard, R., & Kang, G. (2014) Elementary teachers negotiating discourses in writing instruction Written Communication 31 (1), 58-90

McCarthey, S., Magnifico, A., Woodard, R., & Kline, S. (2013) Situating technology--Facilitated feedback and revision: The case of Tom.. Exploring technology for writing and writing instruction Information Science Reference: Hershey, PA, USA

McCarthey, S., & Mkhize, D. (2013) Teachers' orientations towards writing instruction Journal of Writing Research 4 (4)

McCarthey, S., Woodard, R., & Kang, G. (2012) Access and perceptions of professional development in writing. International advances in writing research: Cultures, places, measures The WAC Clearinghouse

McCarthey, S. (2012) Understanding ecologies of writing in multiple settings.. Special Issue of Pedagogies: An International Journal

McCarthey, S., Woodard, R., & Kang, G. (2011) Teachers' perceptions of professional development in writing. 60th Yearbook of the Literacy Research Association Literacy Research Association: Oak Creek, WI

McCarthey, S., & Ro, Y. (2011) Approaches to writing instruction in elementary classrooms.. Pedagogies: An International Journal

Dressman, M., & McCarthey, S. (2011) Toward a pragmatics of epistemology, methodology, and other people's theories in literacy research. Literacy Research Methods Guilford Press: New York

Vojak, C., Kline, S., Cope, B., McCarthey, S., & Kalantzis, M. (2011) New spaces and old places: An analysis of writing assessment software Computers and Composition

Cope, B., Kalantzis, M., McCarthey, S., Vojak, C., & Kline, S. (2011) Technology-mediated writing assessments: Paradigms and principles Computers and Composition

McCarthey, S., & Zheng, X. (2010) Principles for writing practices with young ELLs. Best practices in ESL instruction Guilford: New York

McCarthey, S. (2009) Understanding English language learners' identities in two languages and literacies in two contexts. Multicultural families, home literacies, and mainstream schooling Information Age Publishing: Charlotte, NC

McCarthey, S. (2008) The impact of No Child Left Behind on teachers' writing instruction Written Communication

McCarthey, S. (2008) Writing. 21st Century Education: A reference hanbook Sage: San Francisco

McCarthey, S. (2007) Four metaphors of the composing process. International handbook of research in arts education Springer: The Netherlands

McCarthey, S. (2007) Composing as metaphor and process: Prelude to the composition section. International handbook of research in arts education Springer: The Netherlands

McCarthey, S., Guo, Y., & Cummins, S. (2005) Understanding changes in elementary Mandarin students' L1 and L2 writing Journal of Second Language Writing

McCarthey, S., & Garcia, G. (2005) English language learners' writing practices and attitudes Written Communication

McCarthey, S., Garcia, G., Lin, S., A., G., & Y., . (2004) Understanding writing contexts for English language learners Research in the Teaching of English

McCarthey, S. (2004) Bakhtin's dialogism in a preschooler's talk Literacy Teaching and Learning

McCarthey, S., & Moje, E. (2002) Identity matters Reading Research Quarterly

McCarthey, S. (2002) Students' identities and literacy learning. Internationa Reading Association and National Reading Conference IRA: Neward, DE

McCarthey, S.. Understanding English language learners' identities from three theoretical perspectives. Multicultural families, home literacies, and mainstream schooling SUNY Press: New York

McCarthey, S.. Understanding ecologies of writing in multiple settings Special Issue of Pedagogies: An International Journal

McCarthey, S., & Geoghegan, C.. The Role of Professional Development for Enhancing Writing Instruction. Handbook of Writing Research Sage: USA

McCarthey, S., Woodard, R., & Kang, G.. Access and perceptions of professional development in writing New Directions in International Writing Research

Abbott, J., & McCarthey, S. (2001) Classroom influence on first-grade students’ oral narratives Journal of Literacy Research

McCarthey, S. (2001) Identity construction in elementary readers and writers Reading Research Quarterly

McCarthey, S., Dressman, M., Smolkin, L., McGill-Franzen, A., & Harris, V. (2000) How will diversity affect literacy in the next millennium? Reading Research Quarterly

McCarthey, S. (2000) Home-school connections: A review of the literature Journal of Educational Research

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Grants

Co-Principal InvestigatorAssessing Complex Performance: A Postdoctoral Training Program Researching Students Writing and Assessment in Digital Workspaces, Institute of Education Sciences, 3/1/2011 12:00:00 AM - 9/30/2016 12:00:00 AM

Principal InvestigatorEnglish Language Learners' Identity Constructions as Writers, Bureau of Educational Research, 8/21/2002 12:00:00 AM - 8/20/2003 12:00:00 AM

Senior PersonnelThe Assess-As-You-Go Writing Assistant: A Student Work Environment That Brings Together Formative and Summative Assessment, Institute of Education Sciences, 8/1/2009 12:00:00 AM - 7/31/2013 12:00:00 AM

Co-Principal InvestigatorResearch in the Teaching of English, National Council of Teachers of English, 7/1/2007 12:00:00 AM - 6/30/2013 12:00:00 AM

Principal InvestigatorEnglish Language Learners' Identity Constructions as Writers, Campus Research Board, 1/6/2003 12:00:00 AM - 12/21/2003 12:00:00 AM

Principal InvestigatorU-learn.net, Phases 1 & 2, U.S. Department of Education (Common Ground Publishing LLC), 7/1/2010 12:00:00 AM - 12/14/2012 12:00:00 AM

Principal InvestigatorEnglish Language Learners' Identity Constructions as Writers, Campus Research Board, 1/15/2002 12:00:00 AM - 1/3/2003 12:00:00 AM

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Service

Editorial Board MemberEditorial Board Member, Journal of Second Language Writing, 2009 - 2013

Co-editor with Mark Dressman and Paul PriorNational Council of Teachers of English, Research in the Teaching of English, 2007 - 2012

Editorial Board MemberEditorial Board, Elementary School Journal, 1997 - 2008

Editorial Board MemberEditorial Board, Reading Research Quarterly, Reading Research Quarterly, 1999 - 2007

Editorial Board MemberWritten Communication, 2006 - present

Assistant EditorHarris, T. l., & Hodges, R. E. (in preparation). The Literacy Dictionary: The vocabulary of reading and writing, 2nd edition). Newark, DE, International Reading Association, 2002 - 2004

MemberEditorial Board, National Reading Conference, 2001 - 2004

Associate EditorThe New Advocate, 2000 - 2003

MemberEditorial Board, Journal of Literacy Studies, Journal of Literacy Studies, 1999 - 2002

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Courses

Ling and the School Curr Analyzes linguistics for the school curriculum including dialect diversities, use of language in social contexts, and variations in oral and written forms of language. Gives attention to classroom discourse in US and international settings, and ethnography of communication. Course Information: Prerequisite: Admission to a doctoral program.

Teach Elem Rdg & Lang Arts II Second of a two-course sequence that examines the basic theories, issues, methods, and materials for a developmental K-8 language arts program. It continues to emphasize the need to integrate the four language arts (reading, writing, speaking, and listening) as tools for learning across the curriculum. This second course, however, places a relatively greater emphasis on writing than on reading speaking, and listening. Continues to address cultural diversity in language arts instruction, with emphasis on linguistic diversity. Course Information: Prerequisite: CI 467 and CI 475; admission to the Elementary Teacher Education Program.

Education Orientation Seminar Informational orientation seminar for Education majors to enhance their understanding of college life and the field of education as a profession.

Sarah McCarthey

Professor, Curriculum & Instruction

Contact

Office

142A Education Building
1310 S. Sixth St.
Champaign, IL 61820

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