 | 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 current Lecturer and Course and Curriculum Development Leader in the Department of Curriculum, Teaching and Learning at OISE/University of Toronto. She teaches in the Master of Teaching Program and in the Wellbeing Emphasis of the Curriculum and Pedagogy Program. Dr. Shelley Murphy's current research is focused on teacher wellbeing and mindfulness in school settings. She is the recipient of A Mindful Society's 2019 Michele Chaban Spirit of Leadership Award for her work and research in the field of mindfulness in education. Her most recent publication, Fostering Mindfulness, was released in 2019 through Pembroke Publishers. Website: http://www.fosteringmindfulness.ca 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 Cross-Cultural Language and Academic Development (CLAD) Credential, Chapman University, Anaheim, 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 CTL7000H Curriculum and Teaching in Literacy Representative Publications Murphy, S., Donma, A., Kahut, S. A., Weisbaum, E., Chan, J., Plenert, E., & Tomlinson, D. (2022). Mindfulness Practices for Children and Adolescents Receiving Cancer Therapies. Journal of Pediatric Hematology/Oncology Nursing. 39. 40-48. https://doi.org/10.1177/27527530211056514 MacKinnon, K.; Wilton, L.; Murphy, S.; Stein Dzaldov, B.; Wattar, D.; DesRochers, J. & Mann, A. (2022). Designing for Meaningful Synchronous and Asynchronous Discussion in Online Courses. Open Library | PressBooks. (Chapter 3: Cultivating Mental Health, Well-Being, and a Culture of Care in Online Teaching and Learning Environments) Murphy, S. (2020). The Facts on Education: How can mindfulness support K-12 teaching and learning? EdCan Network; University of Toronto, Ontario Institute for Studies in Education. https://www.edcan.ca/articles/mindfulness/ Tomlinson, D., Sung, L., Vettese, E., Murphy, S., & Plenert, E. (2020). Mindfulness-Based Interventions for Symptom Management in Children and Adolescents with Cancer: A Systematic Review. Journal of Pediatric Oncology Nursing. https://doi.org/10.1177/1043454220944126 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? 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. Research Grants and Contracts 2019-2020 Sessional Faculty Research Grant (SFRG) Honours and Awards 2021 Nominee, OISE Cultivating Community Award 2019 Nominee, OISE Award for Excellence in Initial Teacher Education 2019 Recipient, A Mindful Society Michele Chaban Spirit of Leadership Award Professional Activities Murphy, S. (2020). Holistic practices for supporting well-being: Insights from teacher candidates. Paper to be presented at the American Educational Research Association Annual Meeting (AERA), San Francisco, California. Murphy, S. (2019, October). Mindfulness in Education. Full Day Keynote presented at the Manitoba School Counsellors' Association (MSCA), Winnipeg, Manitoba. Murphy, S. (2019, April). Research into Practice: Mindfulness in Education. Keynote presentation at the Ontario Institute for Studies in Education's (OISE's) Master of Teaching Research Conference, Toronto. Murphy, S. (2019, March). Mindfulness and Wellness. Presented at the York University Graduate Students in Education (YGSE) Wellness Retreat, Toronto. Murphy, S. (2019, May). Fostering Mindfulness for Children in the Classroom and beyond. Presented at A Mindful Society Conference, Toronto, ON. Murphy, S. (2019). Mindfulness, Teacher Educators and the Cultivation of Healthy Habits of Mind. Paper presented 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. 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. 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. Other Information Visit Shelley's website: http://www.shelleymurphy.ca http://www.fosteringmindfulness.ca Other Information Visit Shelley's website: http://www.shelleymurphy.ca http://www.fosteringmindfulness.ca |
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