Vicki McQuitty

Assistant Professor

Vicki McQuitty

Contact Information

PHONE
OFFICE
Psychology Building, Room 118

Education

Ph.D., Teaching & Curriculum, Syracuse University, 2011

M.S., Learning Disabilities, Syracuse University, 2003

B.S., Elementary Education, Oklahoma
Baptist University, 1994

Areas of Expertise

Writing instruction in elementary schools

Disciplinary and academic writing

Preservice and inservice teacher professional development in writing instruction

Biography

Vicki McQuitty is an assistant 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 ELED 320: Writing for Elementary Educators and graduate courses that focus on writing instruction. She is also co-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.

Publications

McQuitty, V. (2016). Leading, following, and partnering: Introduction to the special issue on science and literacy integration. Science Activities, 53(1), 1-3. doi: 10.1080/00368121.2015.1125229

McQuitty, V. (2016). Writing nonfiction: Academic language, authentic activity, and the disciplines. English Journal, 105(4), 101-103.

McQuitty, V. (2014). Process writing instruction in elementary classrooms: A review of effective practices from the research literature. Writing and Pedagogy, 6, 467-495.

Dotger, S., & McQuitty, V. (2014). Describing elementary teachers’ operative systems: A case study. Elementary School Journal, 115, 73-96. doi: 10.1086/676945

McQuitty, V. (2012). Emerging possibilities: A complex account of learning to teach writing. Research in the Teaching of English, 46, 358-389.

McQuitty, V., Dotger, S., & Khan, U. (2010). One without the other isn’t as good as both together: A theoretical framework of integrated writing/science instruction in the primary grades. In R. T. Jimenez, M. K. Hundley, V. J. Risko, & D. W. Rowe (Eds.), 59th Yearbook of the National Reading Conference (pp. 315-328). Oak Creek, WI: National Reading Conference.