Dr. Deborah MacPhee
Professor
Teaching and Learning
Office
DEG Degarmo Hall
Office Hours
By appointment
Office Phone
Email
- About
- Education
- Research
Biography
Deborah MacPhee is a professor of elementary literacy education in the School of Teaching and Learning, where she teaches literacy theory and methods courses for graduate and undergraduate students.
Current Courses
599.007Dissertation Research
599.200Dissertation Research Final Term
467.001Equitable Reading Development & Practices
208.001Reading and Language Development
208.003Reading and Language Development
223.003Content Area Language And Literacy In Elementary Classrooms
464.001Critical Interpretation and Application of Literacy Research
599.009Dissertation Research
208.010Reading and Language Development
Teaching Interests & Areas
Theories of reading and literacy development
Methods for teaching early readers
Integrating literacy and content learning
Research Interests & Areas
Professional learning and literacy coaching
Integrating literacy and content learning in K-5 classrooms
Media representations of the science of reading
PhD Language and Literacy
University of South Carolina
Columbia, SC
MMEd Elementary Education
University of South Carolina Aiken
Aiken, SC
Bachelor of Arts Elementary Education
University of South Carolina Aiken
Aiken, SC
Book, Chapter
MacPhee, D., & Cox, R. (2019). Interactive Read Alouds. In D. Stephens, J.A. Clyde, & J.C. Harste (Eds.), Reading instruction: What, how, and why. New York, NY: Scholastic.
MacPhee, D., Bemiss, E., & Stephens, D. (2015). Research on response-to-intervention supplemental interventions: Where’s the comprehension instruction? In S. Parris & L. Morrow (Eds.) Comprehension Instruction: Research-Based Best Practices. (3rd edition). New York, NY: Guilford Press.
Lintner, T. & MacPhee, D. (2012). Selecting history: What elementary educators say about their social studies textbook. In H. Hickman & B. Porfilio (Eds.), The New Politics of the Textbook: Critical Analysis in the Core Content Areas (pp.259-270). Boston, MA: Sense Publishers.
Journal Article
MacPhee, D., Handsfield, L. & Paugh, P. (2021). Conflict or conversation?: Media portrayals of the science of reading. Reading Research Quarterly.
Hunt, C., & MacPhee, D. (2020). Using critical discourse analysis to reflect on collaborative professional learning. International Journal of Mentoring and Coaching in Education, 9(2), 153-167.
Kline, S., & MacPhee, D. (2019). A Multidimensional model of teacher education: Designing and implementing pedagogical innovation. Critical Issues in Teacher Education, Volume XXVI. https://www.iate1.org/uploads/1/1/5/5/11556349/cite2019_pdf_for_website.pdf
MacPhee, D., & Belcher, M. (2019). Partners in PDS: Designing, implementing and examining a collaborative pedagogical model. School-University Partnerships, 13(2), 50-61.
MacPhee, D. & Hunt, C. (2018). Creating a culture of shared inquiry for literacy coaching. Illinois Reading Council Journal, 46(3), 7-18.
Other
Angleton, C., Handsfield, L., MacPhee, D., & Sanden, S. Kids are always learning infographic (2020)
MacPhee, D. The Identities We Teach: An Ethnographic Study of Three Teachers' Conceptual and Enacted Identities. University of South Carolina (2008)
Presentations
Yes, we learn to read through reading (and writing): A conversation about the “Science of Reading”. National Council of Teachers of English Annual Convention. (2020)
Hunt, C., & MacPhee, D. (2019, December). “Proving our worth”: Discourses of teacher evaluation in literacy coaching. Literacy Research Association Annual Conference, Tampa, FL.
Sanden, S., & MacPhee, D. (2019, October). Disrupting the “sience of reading” frenzy: Pushing back against a reading = phonics perspective. International Literacy Association, New Orleans, LA.
Hung, Y., & MacPhee, D. (2018, July). Challenging common notions of reading with Eye Movement and Miscue Analysis (EMMA) research. Research presented at the Whole Language Umbrella Literacies for All Summer Institute. Baltimore, MD.
Liwanag, M. P., Hung, Y. & MacPhee, D. (2018, March). Building on students’ language strengths: Using Eye Movement Miscue Analysis (EMMA) to map readers’ strategies. Presented at National Council of Teachers of English Assembly for Research (NCTEAR), Towson, MD.
Hunt, C., & MacPhee, D. (2017, December). Using critical discourse analysis to reflect on collaborative professional learning. Paper session presented at the Literacy Research Association Annual Conference, Tampa, FL.
MacPhee, D., & Haling, L. (2017, July). Frames matter: Investigating the perceived effects of reading process knowledge on educators’ professional practices. Presented at the Whole Language Umbrella Literacies for All Summer Institute. Tucson, AR.
MacPhee, D., & Belcher, M. (2016, December). Collaborative inquiry in a PDS. Paper session presented at the Literacy Research Association Annual Conference, Nashville, TN.
MacPhee, D., Belcher, M., Glick, J., & Calvert, T. (2016, November). Developing our profession from the inside: Learning and growing in a school-embedded literacy methods course. Panel presentation at the National Council for Teachers of English Annual Convention, Atlanta, GA.
MacPhee, D. & Sanden, S. (2015, December). Motivated to engage: Learning from the literacy stories of pre-service teachers. Paper session presented at the Literacy Research Association Annual Conference, Carlsbad, CA.