Education
Ph.D., Teaching & Curriculum, Syracuse University, 2011
M.S., Learning Disabilities, Syracuse University, 2003
B.S., Elementary Education, Oklahoma
Baptist University, 1994
Vicki McQuitty
Professor
Areas of Expertise
Writing instruction in elementary schools
Disciplinary and academic writing
Preservice and inservice teacher professional development in writing instruction
Biography
Dr. Vicki McQuitty is a Professor in the Elementary Education program. She began her career as a fifth grade teacher, working in both public and private schools. She then completed an M.S. in Learning Disabilities and a Ph.D. in Teaching & Curriculum at Syracuse University. She currently teaches Literacy Methods courses and graduate courses that focus on academic writing and writing instruction. She is also the director of Maryland Writing Project. Her research interests include how elementary teachers learn to teach writing; integrating writing with science, math, and social studies instruction; and effective practices for implementing writing workshop pedagogies.
Research Interests
Dr. McQuitty's research interests include how elementary teachers learn to teach writing, integrating writing with science, math, and social studies instruction and how to implement writing instruction that supports student agency, decision-making, and metacognition.
Selected Publications
McQuitty, V. (2023). Theories of writing and writing instruction. In M. Barker, L., Gorlewski, D. A., Gorlewski, J. A., & Miller, C. (Eds.), Encyclopedia of English Language Arts Education. ( 241-248). Leiden, Netherlands: Brill.
Ballock, E., & McQuitty, V. (2023). Reasoning processes involved in reading and responding to students’ writing. Literacy Research and Instruction, 62(1), 49-73–73. https://doi.org/10.1080/19388071.2022.2059419
McQuitty, V., Lohnes Watulak, S., & Runciman, J. (2021). Teacher professional learning in a writing-as-making MOOC. Teaching/Writing: Journal of Writing Teacher Education, 10(1), 1-31.
McQuitty, V., & Ballock, E. (2020). Teacher candidates as writers: What is the relationship between writing experiences and pedagogical practice? Teaching/Writing: The Journal of Writing Teacher Education, 8, 95-116.
Martin, S., McQuitty, V., & Morgan, D. (2019). Complexity theory in teacher education. In J. Lampert (Ed.), Oxford Encyclopedia of Global Perspectives on Teacher Education. (108-120) https://doi.org/10.1093/acref/9780190670221.001.0001
Selected Grant Work
Science of Reading: Professional Development in Evidence-Based Writing Instruction as a Means to Support Foundational Reading Skills
- $28,300
- Maryland Leads Grant Program, Maryland State Department of Education (MSDE)
- 2022-2024
- This grant supports professional development for teachers about how to implement writing instruction that supports children's foundational reading skills and their composition skills.
Emerging Leaders Project
- $84,000
- Towson University College of Education via the Kahlert Foundation
- 2023-2025
- This grant supports professional development for early career teachers who teach large populations of ESOL students and focuses on writing instruction for multilingual learners.