 | Shelley Murphy email: shelley.murphy@utoronto.ca Department: Curriculum, Teaching and Learning | |
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Research Overview Shelley Murphy (PhD) is a former elementary teacher and is currently a Lecturer in the Department of Curriculum, Teaching and Learning at OISE. She teaches in the Master of Teaching Program and in the Wellbeing Emphasis of the Curriculum and Pedagogy Program. Shelley's current research is focused on teacher education and mindfulness in classroom settings. Her most recent publication, Fostering Mindfulness, was released in 2019 through Pembroke Publishers. Academic History Doctor of Philosophy, Department of Curriculum Teaching and Learning, OISE, University of Toronto Master of Arts, Language and Literacy Education, San Francisco State University, San Francisco, CA Professional Clear Reading Specialist Instruction Credential, San Francisco State University, San Francisco, CA Bachelor of Education, (Grad Dip. Primary), University of Western Sydney, Nepean, Australia Bachelor of Arts, Sociology, McMaster University, Hamilton, Ontario Teaching Overview CTL5042H Mindfulness in Education: Theory and Practice CTL7008H Introduction to Special Education and Mental Health (Course Lead) CTL7000H Curriculum and Teaching in Literacy Representative Publications Murphy, S. (2019). Fostering Mindfulness. Markham, ON: Pembroke. Murphy, S. (2018). Preparing Teachers for the Classroom: Mindful Awareness Practice in Preservice Education Curriculum. In Byrnes, K., Dalton, J. & Dorman, B. (Eds.), Impacting Teaching and Learning: Contemplative Practices, Pedagogy, and Research in Education (pp. 41-51). Lanham, Maryland: Rowman and Littlefield.
McGlynn-Stewart, M., Murphy, S., Pinto, I., Mogyorodi, E., and Nguyen, T. (2018). Technology Ghafouri, F., & McGlynn-Stewart, M., and Murphy, S. (2018). Travelling Companions. In A. Kemp (Ed.), Dignity of the Calling: Educators Share the Beginnings of Their Journey. Charlotte, NC: Information Age Publishing. Murphy, S. (2017). What I know now. In D. Booth & R. Coles (Eds.), What Is a Good Teacher? (p.43). Markham, ON: Pembroke.
Murphy, S. (2015). "How Do We Teach Them to Read If They Can’t Pay Attention? Murphy, S. (2015). The Selchie Story as Readers Theater. In D. Booth (Ed.), Exploding the Reading: Building a World of Responses from One Small Story, 50 Interactive Strategies for Increasing Comprehension (pp. 69-71). Markham, ON: Pembroke. Murphy, S. (2014). Finding the right fit: inclusive strategies for students with characteristics of ADHD. The Journal of the National Association for the Education of Young Children (NAEYC). 69 (3), 66-71. Murphy, S., McGlynn Stewart, M., Ghafouri, F. (2014). Constructing our identities through a writing support group: bridging from doctoral students to teacher educator researchers. Studying Teacher Education, 10 (3), 239-254. Murphy, S. (2013). Literacy support for striving writers. In D. Booth (Ed.), I've Got Something to Say: How Student Voices Inform Our Teaching (pp. 30-31). Markham, ON: Pembroke. Murphy, S. (2011). What I would do now: supporting diverse learners in reading and writing. In D. Booth (Ed.), Caught in the Middle: Reading and Writing in the Middle Years. Markham, ON: Pembroke. Murphy, S. (2010). Equanimity in the Classroom. The Mindfulness Bell, 54, 21-22. Murphy, S. (2009). Mindfulness in education: cultivating an attentive mind. The Holistic Educator, 19 (2), 1-9. Murphy, S. (2009). Readers Theater: bringing text to life for the striving reader. In D. Booth (Ed.), Whatever Happened to Language Arts? (pp. 21-25). Markham, ON: Pembroke. Honours and Awards 2017 Nominated for Award for Excellence in Initial Teacher Education Professional Activities Most Recent Conference Presentations: Murphy, S. (2019). Fostering Mindfulness. Seminar to be presented at A Mindful Society Conference, Toronto, ON. Murphy, S. (2019). Mindfulness, Teacher Educators and the Cultivation of Healthy Habits of Mind. Paper accepted to present at the American Educational Research Association Annual Meeting (AERA), Toronto, Ontario. Murphy, S. (2018). Exploring Processes of Implementation and Influence of Mindfulness Programs in Teacher Education. Paper presented at the American Educational Research Association Annual Meeting (AERA), New York, New York. Beck, C., Kosnik, C., Rosales, E., Murphy, S., McGlynn-Stewart, M. (2018). Student Talk and Knowledge Construction: Insights from a Longitudinal Study of Teachers. Paper presented at the American Educational Research Association Annual Meeting (AERA), New York, New York. Murphy, S. (2016). Mindfulness in a Required Special Education Course: From Resistance to Commitment to Practice. Symposium Paper presented at the American Educational Research Association Annual Meeting (AERA), Washington, DC. Beck, C., Kosnik, C., Rosales, E., Murphy, S. (2016). Teacher Motivation in Early Career: Findings of a Longitudinal Study. Paper presented at the American Educational Research Association Annual Meeting (AERA), Washington, DC. Kosnik, C., Murphy, S., Dharamshi, P. (2015). Moving From Outsiders to Insiders: Working With a Teacher Research Group. Paper presented at the American Educational Research Association Annual Meeting (AERA), Chicago, Illinois. Murphy, S. Ghafouri, F., & McGlynn-Stewart, M. (2015). From Research Student to Research Supervisor: Identity Shifts in Teacher Education. Paper presented at the American Educational Research Association Annual Meeting (AERA), Chicago, Illinois. Murphy, S. (2015). Mindfulness Awareness Practice in Preservice Education. Paper presented at the American Educational Research Association Annual Meeting (AERA), Chicago, Illinois. |
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