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Curriculum, Teaching  & Learning
Shelley Murphy


Shelley Murphy

email: shelley.murphy@utoronto.ca  

Department: Curriculum, Teaching and Learning



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
supported early literacy learning in a multilingual community preschool. Education 3-13: International.

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?
Change in Literacy Teaching Practice through Collaborative Learning. Language and Literacy, 17 (1),83-105.

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.