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.

Expand
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

Expand
Education

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

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

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

Expand
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.

Expand
Publications

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

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

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

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. (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. The WAC Clearinghouse, 41-59.

McCarthey, S. (2012). Understanding ecologies of writing in multiple settings. Special Issue of Pedagogies: An International Journal, 7(3), 261-267.

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, .

McCarthey, S., Woodard, R., Kang, G. (2011). Teachers' perceptions of professional development in writing. Literacy Research Association, 195-207.

Cope, B., Kalantzis, M., McCarthey, S., Vojak, C., Kline, S. (2011). Technology-mediated writing assessments: Paradigms and principles. Computers and Composition, 28(2), 79-96.

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, 28(2), 97-111.

McCarthey, S., Ro, Y. (2011). Approaches to writing instruction in elementary classrooms. Pedagogies: An International Journal, 6(4), 273-295.

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, 25, 462-505.

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

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. (2007). Four metaphors of the composing process. 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, 14, 71-104.

McCarthey, S., Garcia, G. (2005). English language learners' writing practices and attitudes. Written Communication, 22(1), 36-75.

McCarthey, S., Garcia, G., Lin, S., A., G., Y., . (2004). Understanding writing contexts for English language learners. Research in the Teaching of English, 38(4), 351-394.

McCarthey, S. (2004). Bakhtin's dialogism in a preschooler's talk. Literacy Teaching and Learning, 8(2), 27-62.

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

McCarthey, S., Moje, E. (2002). Identity matters. Reading Research Quarterly, 37, 228-238.

McCarthey, S. (2001). Identity construction in elementary readers and writers. Reading Research Quarterly, 36, 122-151.

Abbott, J., McCarthey, S. (2001). Classroom influence on first-grade students’ oral narratives. Journal of Literacy Research, 33, 389-421.

McCarthey, S. (2000). Home-school connections: A review of the literature. Journal of Educational Research, 93, 145-153.

McCarthey, S., Dressman, M., Smolkin, L., McGill-Franzen, A., Harris, V. (2000). How will diversity affect literacy in the next millennium? Reading Research Quarterly, 35(4), 548-552.

Expand
Grants

Co-Principal InvestigatorAssessing Complex Performance: A Postdoctoral Training Program Researching Students Writing and Assessment in Digital Workspaces, Institute of Education Sciences, 2015

Senior PersonnelThe Assess-As-You-Go Writing Assistant: A Student Work Environment That Brings Together Formative and Summative Assessment, Institute of Education Sciences, 2013

Co-Principal InvestigatorResearch in the Teaching of English, National Council of Teachers of English, 2013

Principal InvestigatorU-learn.net, Phases 1 & 2, U.S. Department of Education (Common Ground Publishing LLC), 2012

Principal InvestigatorEnglish Language Learners' Identity Constructions as Writers, Campus Research Board, 2003

Principal InvestigatorEnglish Language Learners' Identity Constructions as Writers, Bureau of Educational Research, 2003

Principal InvestigatorEnglish Language Learners' Identity Constructions as Writers, Campus Research Board, 2003

Expand
Service

Editorial Board MemberWritten Communication, 2006 - 9999

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

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

Expand
Courses

Teach Elem Rdg & Lang Arts I First of a two-course sequence that examines the basic theories, issues, methods, and materials for a developmental K-8 language arts program. Emphasizes the need to integrate the four language arts (reading, writing, speaking , and listening) as tools for learning across the curriculum. Addresses cultural diversity in language arts instruction, with emphasis on linguistic diversity. Course Information: 3 or 4 undergraduate hours. 3 or 4 graduate hours. Prerequisite: CI 467 and admission to the Elementary Teacher Education Program. Elementary Education students register for 3 hours. Special Education students register for 4 hours.

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: 3 undergraduate hours. 3 graduate hours. Prerequisite: CI 467 and CI 475; admission to the Elementary Teacher Education Program.

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.

Clinical Practicum in Reading Diagnostic procedures and individual instruction with small groups of children who have reading difficulties. Course Information: Prerequisite: CI 575 and CI 576.

Sem for Adv Stu of Education Course Information: Approved for both letter and S/U grading. Prerequisite: Admission to doctoral study.

Sarah McCarthey

Professor, Curriculum & Instruction

Contact

Office

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