UMass Boston

Biography

Patricia Paugh is a professor in the College of Education and Human Development at the University of Massachusetts Boston, where she teaches literacy methods courses and is graduate program director for elementary education. Pat’s scholarship is centered on issues of critical and disciplinary literacy in early childhood and elementary education primarily through collaborative research with teachers in urban classrooms.

Professional Publications & Contributions

Books

Selected Articles

Selected Book Chapters

  • Paugh, P., & Acevedo, M. (in press). Shifting the Discourse of Expertise through Engagement with Quality Multicultural and Multilingual Children’s Literature. In Olmstead & Yurko (Eds.) Using Global Children’s Literature as a Path to Culturally Sustaining Pedagogy. Peter Lang Publishers.
  • Handsfield, L. J., & MacPhee, D. & Paugh, P. (In press). Misrecognition, the “Science of Reading,” and the ongoing struggle for the legitimate discourse of the field of reading education. In G, Stahl, M. Mu, P. Ayling, and E. B. Weininger (Eds.), The Bloomsbury Handbook of Bourdieu in Educational Research. Bloomsbury Press.
  • Paugh, P. (2022). “I’m writing to teach those who do not know”: Making the Case for Inclusive Pedagogy that Values Difference and Capitalizes on Students’ Expertise. In D. Conrad, & T. Abodeeb-Gentile (Eds.). Intersections of Diversity, Literacy, and Learner Difficulties: Conversations between teacher, students and researchers (pp. 15-33), Springer International.
  • Paugh, P., Wendell, K., & Wright, C. (2022). The Face-to-Face Language of Engineering Design Teams in Urban Elementary Classrooms. In Wilson-Lopez, A., Tucker-Raymond, E., Esquinca, A., & Mejia, A. J. (Eds.). The Literacies of Design: Studies of Equity and Imagination in Engineering and Making. (pp. 102-119).West Lafayette, IN: Purdue University Press.
  • Paugh, P. & Robinson, E. (2009). Participatory research as self-study. In C. Lassonde, S. Galman, & C. Kosnick (Eds.), Self-Study research methodologies for teacher educators. Rotterdam, The Netherlands: Sense Publishers.
  • Dudley-Marling, C., & Paugh, P. (2005).The rich get richer and the poor get Direct Instruction. In B. Altwerger (Ed.), Reading for profit: The commercialization of reading instruction (pp. 156-171). Portsmouth: Heinemann.
  • Feldman, A., Paugh, P., and Mills, G. (2004). Self-Study through action research. In J.J. Loughran, M.L. Hamilton, V. Kubler-LaBoskey, and T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (pp. 943-977). Dordrecht: Kluwer Academic Publishers.

Grant Funded Projects

  1. National Science Foundation, Project Grant (2017 – 2021), Title: Integrating science content and engineering thinking in the elementary classroom, Co-Investigator 
    Total Amount: $1,127,305.  
  2. National Science Foundation, Basic Research Grant (2013-2018), Title: Collaborative research: Multimedia engineering notebook tools to support engineering discourse in urban elementary classrooms, PI and Co-Investigator Amount: $262, 806 
  3. UMASS Boston partnership with Boston Public Schools on MA Department of Elementary and Secondary Education Partnership Grant. Topic: Professional development for BPS teachers in science literacy. January through June 2010. Amount: $25,000
  4. University of Massachusetts Boston Curriculum & Instruction Departmental-Level Funding 
    Award for Faculty Scholarship Activity (2007-2008), Title: Exploring literacy development for Science and History content with urban school partners
    Amount: $1200
  5. Massachusetts Board of Higher Education Teacher Quality Grant Program (2005 - 2008),
    Title: Developing embedded professional practices for meeting the literacy needs of English Language Learners, Project Director (PI)
    Amount: $270,000 
  6. Healey Endowment Grant (2004). University of Massachusetts Amherst, Title: Creating instructional practices inclusive of the needs of struggling students within the general literacy curriculum: An investigation of a sociocultural theoretical model by academic and school-based research partners
    Amount: $10,000