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About
Marist College to Become Marist University
University designation reflects breadth of global opportunities and bold vision for Marist's next century.
About
-
Academics
Marist College to Become Marist University
University designation reflects breadth of global opportunities and bold vision for Marist's next century.
Academics
-
Admission & Financial Aid
Marist College to Become Marist University
University designation reflects breadth of global opportunities and bold vision for Marist's next century.
Admission & Financial Aid
-
Student Life
Marist College to Become Marist University
University designation reflects breadth of global opportunities and bold vision for Marist's next century.
Student Life
- Athletics
Dr. Mary Kelly
Assistant Professor of Education
Bio
Mary is an Assistant Professor of Education in the School of Social and Behavioral Sciences, specializing in applying an equity-oriented lens to study the intersection of teacher education and literacy. Her research, grounded in critical and post-structural theories, centers on preparing teachers to conceive of practice through anti-oppressive pedagogy. Through her scholarly interests, she has developed an active line of research focusing on the preparation of social justice teachers, considering the practices, tools, and structures necessary for such an endeavor. She also has a scholarly interest in how in-service teachers incorporate literacy practices into project-based learning classrooms, specifically in relation to technological literacy and text-based practices. Mary began her research interests during her career as a teacher. Her experiences as an urban, suburban, and international secondary English teacher compelled her to consider how to both design and rehearse the social, cognitive, and emotional dimensions of becoming a social justice educator. At Marist, Mary is working with teacher candidates to weave literacy within their practice, and with student teachers in the field.
Education
PhD, Curriculum and Instruction, Literacy, University of Colorado Boulder, 2018
MA, Curriculum and Instruction, Literacy, University of Phoenix, 2008
BA, Secondary English Education, Northern Arizona University, 2005
AA, Yavapai Community College, 2003
Research Interests / Areas of Focus
Critical literacy, anti-oppressive practice, practice-based pedagogy and program design, curricular innovation with Project-Based Learning (PBL) curriculum, discipline literacy in middle and high school
Selected Publications
Referred Journal Articles
McGinley, W. & Kamberelis, G., Welker, E., & Kelly, M., Swafford, J. (2017). Roles of affect and imagination in reading and responding to literature: Perspectives and possibilities. Journal of Curriculum Theorizing, 32, 2-25
Garcia, A. & Stamatis, K. & Kelly, M. (in press). Invisible potential: The social contexts of technology in three ninth-grade English language arts classrooms. Research in the Teaching of English
Manuscripts in Review
Garcia, A. & Kelly, M. & Stamatis, K. (in review). The mask of invisibility: Teacher beliefs and assumptions about technology use in three 9th grade English classrooms. Journal of Research on Technology in Education
Kelly, M. (in review). Behind the curtain: Structuring pre-service teacher education for social justice teaching dispositions. Action in Teacher Education
Selected Presentations
Dutro, E. & Kelly, M. (2018). What is trauma? A review of the literature toward critical compassion in “trauma-informed schools.” A paper proposed for presentation at the American Educational Research Association, New York City, NY
Kelly, M. & Repko-Erwin, M. (2018). She’s white but not really white: The utility of audio journals in pre-service teacher education. A paper proposed for presentation at the American Educational Research Association, New York City, NY
Scornavacco, K. & Kelly, M. (2018). Co-Design as an entryway to teacher leadership. A paper proposed for presentation at the American Educational Research Association, NY
Kelly, M. & Repko-Erwin, M. (2018) Building an anti-oppressive classroom culture. A paper presented at the National Council of Teachers of English Annual Convention, St. Louis, Missouri
Dominguez, M. & Kelly, M. & Cartun, A., Dutro E. (2017). The contrapuntal nature of novice teaching: Exploring harmonies and dissonance across variations of pedagogical rehearsal. A paper presented at the American Educational Research Association, Austin, TX
Garcia, A. & Stamatis, K. & Kelly, M. (2017). Invisible potential: The social contexts of technology in three ninth-grade English language arts classrooms. A paper presented at the American Educational Research Association, Austin, TX
Kelly, M. & Price, M. & Repko-Erwin, M. (2017). Behind the curtain: Preformative pedagogy and social justice teaching identity. A paper presented at the American Educational Research Association, Austin, TX
Price, E. & Kelly, M. (2017). It is not just modeling: Co-Designing anti-oppressive practice with pre-service teachers. A paper presented at the American Educational Research Association, Austin, TX
Stamatis, K. & Kelly, M. (2017). Designing without change: Co-Design and positioning within a research-teacher partnership. A paper presented at the American Educational Research Association, Austin, TX
Stamatis, K. & Kelly, M. & Garcia, A. (2017). Toward powerful coaching and mentoring as contexts for teacher learning. A paper presented at the American Educational Research Association, Austin, TX
Garcia, A. & Stamatis, K., & Kelly, M. (2016). Tech talk: discourse, technology, and ideology in 9th grade English classrooms. A paper presented at the 66th Annual Conference of the Literacy Research Association, Nashville, TN
Kelly, M. & Repko-Erwin, M. (2016). Re-Imagining pre-service teacher education: Co-Designing social justice practices in a studio-based workshop for secondary English education pre-service teachers. A paper presented at the 66th Annual Conference of the Literacy Research Association, Nashville, TN
Kelly, M. (2016). Who do I get to be? : Positioning bilingual students through literacy activities. A paper presented at the American Educational Research Association, Washington, DC
Price, E. & Kelly, M., & Potvin, A., Taylor-Heine, M., Kaplan, G., Putnam C, Munroe, A. (2016). Exploring teacher candidate perspectives on what defines an educative assessment. A paper presented at the American Educational Research Association, Washington, DC
Awards and Honors
Elizabeth A. Wilson Scholarship, University of Colorado-Boulder, 2015– 2016
Outstanding Teaching Award: Mason-McDuffle Education Foundation, 2013
Teachers 4 Social Justice Award: T4SJ Conference, San Francisco CA, 2011-2013
