Main Menu Summer 2013

Sarah McCarthey

Sarah McCarthey's research focuses on teachers' writing instruction within current policy contexts such as NCLB. Sarah has explored teachers' integration of writing in their science instruction with Margery Osborne and local teachers. Her work with Georgia Garcia in understanding English language learners' writing practices has contributed to the national dialogue on literacy instruction. 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.

Educational Background

  • Ph.D., Teacher Education, Michigan State University, 1991
  • M.A., Teacher Education, Stanford University, 1982
  • B.A., English/Elementary Education, Tufts University, 1977

Key Professional Appointments

  • Associate Head of Graduate Programs, Curriculum and Instruction, University of Illinois at Urbana-Champaign, 2007-present
  • Professor, Curriculum and Instruction, Univeristy of Illinois at Urbana-Champaign, 2005-present
  • Associate Professor, Curriculum and Instruction, University of Illinois, 1999-2005
  • Associate Professor, Curriculum and Instruction, University of Texas, 1997-1999
  • Assistant Professor, Curriculum and Instruction, University of Texas, 1991-1997

Activities & Honors

  • Distinguished Senior Scholar, Bureau of Educational Research, 2012-2013
  • Editorial Board Member, Editorial Board Member, Journal of Second Language Writing, 2009-2013
  • Editorial Board Member, Written Communication, 2006-2013
  • Graduate Mentoring Award, Graduate Mentoring Award, College of Education, 2011-2012
  • Co-editor with Mark Dressman and Paul Prior, National Council of Teachers of English, Research in the Teaching of English, 2007-2012
  • Hardie Fellow, Bureau of Educational Research, 2009-2010
  • Editorial Board Member, Editorial Board, Elementary School Journal, 1997-2008
  • Editorial Board Member, Editorial Board, Reading Research Quarterly, Reading Research Quarterly, 1999-2007
  • best journal article of 2005, $1000 award for best jounral article, Journal of Second Language Writing, 2006-2006
  • Assistant Editor, Harris, 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
  • Member, Editorial Board, National Reading Conference, 2001-2004
  • Faculty Fellow, Bureau of Educational Research, 2002-2003
  • Associate Editor, The New Advocate, 2000-2003
  • Member, Editorial Board, Journal of Literacy Studies, Journal of Literacy Studies, 1999-2002
  • Distinguished Scholar, College of Education, 2001-2001
  • Division K, Young Researchers Award, American Educational Research Association, 1997-1997

Research Statement

Sarah McCarthey's current focus is on the impact of professional development on teachers' writing instruction. Funded by a Hardie Grant, Sarah and two graduate students 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.

Grants

  • Co-Principal Investigator, Assessing Complex Performance: A Postdoctoral Training Program Researching Students Writing and Assessment in Digital Workspaces, Institute of Education Sciences, 2011-2015
  • Principal Investigator, U-learn.net, Phases 1 & 2, U.S. Department of Education (Common Ground Publishing LLC), 2010-2012
  • Senior Personnel, The Assess-As-You-Go Writing Assistant: A Student Work Environment That Brings Together Formative and Summative Assessment, Institute of Education Sciences, 2009-2013
  • Co-Principal Investigator, Research in the Teaching of English, National Council of Teachers of English, 2007-2013
  • Principal Investigator, English Language Learners' Identity Constructions as Writers, Campus Research Board, 2003-2003
  • Principal Investigator, English Language Learners' Identity Constructions as Writers, Bureau of Educational Research, 2002-2003
  • Principal Investigator, English Language Learners' Identity Constructions as Writers, Campus Research Board, 2002-2003

Select 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., Mkhize, D. (2013). Teachers' orientations towards writing instruction. Journal of Writing Research, 4(4).
  • 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., Woodard, R., Kang, G. (2013). Elementary teachers negotiating discourses in writing instruction. Written Communication, 31(1), 58-90.
  • 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.
  • 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.
  • 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., 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., Moje, E. (2002). Identity matters. Reading Research Quarterly, 37, 228-238.
  • McCarthey, S. (2002). Students' identities and literacy learning. Internationa Reading Association and National Reading Conference. IRA: Neward, DE.
  • 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., 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.
  • McCarthey, S. (2000). Home-school connections: A review of the literature. Journal of Educational Research, 93, 145-153.

In The News

Dec. 31, 1969

Dec. 31, 1969

Dec. 31, 1969

Dec. 31, 1969

Dec. 31, 1969