Dr. Megan Madigan Peercy (Ph.D., University of Utah, 2004) is an associate professor in Applied Linguistics & Language Education at the University of Maryland. Dr. Peercy has experience as an ESOL and Spanish teacher across a variety of ages and contexts, ranging from pre-K through adults.
research focuses on the
preparation and development of teachers throughout their careers, as
with language learners. Dr.
recent work examines the theory-practice relationship in second
teacher education, teacher collaborative relationships and learning as
work with language learners, and teachers’ academic language and
practices with language learners. She
was recently part of a research team with a $1.5 million Goal 2 Institute
Education Sciences grant, developing a cross-age peer tutoring program
develops the vocabulary and reading comprehension skills of English
Examples of Dr. Peercy’s recent work appear in Studying Teacher Education, Teachers & Teaching: Theory & Practice, Language, Culture & Curriculum, Reading and Writing Quarterly, International Journal of Inclusive Education, and TESOL Journal. Dr. Peercy ‘s research has been recognized with the National Reading Conference (now Literacy Research Association) Dissertation of the Year Award, and was a finalist for the International Reading Association Outstanding Dissertation Award. She is also a recipient of the University of Maryland Graduate Faculty Mentor of the Year award.
Peercy, M. M., Martin-Beltran, M., Silverman, R. D., & Daniel, S. M. (in press). Curricular design and implementation as a site of teacher expertise and learning. Teachers and Teaching: Theory and Practice.
Peercy, M. M. (in press). Do we ‘walk the talk’ in language teacher education? Teacher Education and Practice.
Peercy, M. M. (2014). Challenges in enacting core practices in language teacher education: A self-study. Studying Teacher Education, 10(2).
Daniel, S. & Peercy, M. M. (2014). Expanding roles: Teacher educators’ perspectives on educating English learners. Action in Teacher Education, 36(2).
Martin-Beltrán, M. & Peercy, M. M. (2014). Collaboration to teach elementary English language learners: Co-constructing tools for mediation and teacher learning. Teachers and Teaching: Theory and Practice, 20(5).
Peercy, M. M., Martin-Beltran, M., & Daniel, S. (2013). Learning together: Creating a community of practice to support ELL literacy. Language, Culture, & Curriculum, 26(3), 284-299.
- EDCI 734: Teaching English Language Learners: Current and Future Research Directions
- EDCI 613: Practice and Theory in Teaching Second Language Learners
- EDCI 638: Teaching ESL Reading and Writing in the Secondary Content Areas
- EDCI 636: Teaching ESL Reading and Writing in the Elementary Classroom Areas
University of Maryland Language Science Center
S-STEP AERA SIG 2231 Benjamin Building
Department of Teaching and Learning, Policy and Leadership
Division of Language, Literacy, Culture, and Social Inquiry (LLCSI)
College of Education
University of Maryland
College Park, MD 20742
Phone: (301) 405.0067
Fax: (301) 314.9055