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

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

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