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.
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.
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)
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.