University of Florida
PO Box 117048
2414 Norman Hall
Gainesville FL 32611
Dr. Coady is an Associate Professor of ESOL (English Speakers of Other Languages) and Bilingual Education. Her research areas include second language and literacy development for English Language Learners (ELLs); and teacher education (preservice and professional development) for English learners. Dr. Coady’s research consists of: 1) a model of literacy engagement for ELL, immigrant Spanish-speaking families under a Ford Foundation grant; and two mainstream, elementary teacher preparation for ELLs under a US Department of Education grant-funded study (2007-14), investigating the relationship between teacher preparation and achievement outcomes of English Language Learners. Both of these projects involve the development of products to facilitate family-school-community partnerships (e.g., fotonovelas) and teacher education (video-production and guides).
University of Colorado, Boulder, School of Education. Ph.D. Social, Bilingual and Multicultural Foundations of Education. August, 2001. Dissertation title: Policy and Practice in Bilingual Education: Gaelscoileanna in the Republic of Ireland. US Department of Education, Title VII Doctoral Fellow, 1998-2001.
National University, Kryvyi Rih, Ukraine. Honorary Diploma in Teaching. March 2013
Boston University, School of Education. M.Ed. Language, Literacy and Cultural Studies. 1994
University of New Hampshire. B.S. dual major: International Perspectives and Business Administration, Minor in Spanish. 1989
Key Professional Appointments
Associate Professor, University of Florida, College of Education, School of Teaching and Learning, ESOL/Bilingual Education, 2010-Present
William Fulbright Commission, Specialist Scholar in Applied Linguistics, 2013, Kryvyi Rih, Ukraine
Florida Department of Education, ESOL Standards Committee, Post-secondary Assessment Committee, Teacher Preparation/Institution Reviewer for ESOL Standards, 2010- present
Assistant Professor, University of Florida, College of Education, School of Teaching and Learning, ESOL/Bilingual Education, 2003-2010
Adjunct Faculty, Roger Williams University, Language and Literacy Development and Diversity, School of Education, Spring 2003
Brown University. Program Planning Specialist/Instructor. The Education Alliance, Providence, RI, 2001-2002
Activities & Honors
Chair, College of Education Diversity Committee 2010-2011
Outstanding Reviewer, Bilingual Research Journal, 2009
Scholarship of Engagement Award, College of Education, 2007
Coady, M. R. (2016). Project STELLAR (Supporting Teachers of English Language Learners Across Rural Settings). US DOE, National Professional Development Grant Competition. $2,393,911. Principal Investigator and Project Director.
Coady, M. R. (2016). William Fulbright Commission. Specialist Scholar Grant. Centre for Multilingualism. University of Witwatersrand, Johannesburg, South Africa.
Coady, M. R. (2013). William Fulbright Commission. Specialist Scholar Grant. Language – Teacher Education in Ukraine: Blurring the ESL/EFL Distinction. Consultant/ PI. $10,200.
Vasquez, M., and Williams, P. (2012). Program for Immigration, Religion, and Social Change (PIRSC). Ford Foundation. $400,000 (2012-2014). Role: co-PI. and director of the Education subgrant, $85,000.
Coady, M., de Jong, E., Denny, M., Harper, C., Lowry, R., Torres-Rivera, E., and Smith, S. (2011). Immigrant Latinos in New Destination Settings: The Context of Education. Ford Foundation project (subgrant from M. Vasquez & P. Williams), $7,500.
Margheritis, A., Carrion-Flores, C. Coady, M., Lauzardo, M., Vasquez, M. and Zsembik, B.A. (2010). Transnational Migration from Latin America. Title VI NRC subproposal. $4,000.
Stacciarini, J., Wiens, B., and Coady, M. (2008). Using Community Based Participatory Research (CBPR) to Address Rural Low Income Latino Mothers and Children. Intramural Grant. $5,000. Role: Co-Principal Investigator.
Deere, C. D. and Risner, M. (2009). The Andean “HATSS” Project: Reaching High Achievement for Teachers and Students of Spanish in Florida Schools. The Fulbright-Hays Group Projects Abroad Program. US Department of State. ($66,574). Role: Expert, non-PI Status.
de Jong, E., Coady, M., and Harper, C. (2007). Project DELTA (Developing English Language and Literacy through Teacher Achievement). US Department of Education. $1,107,771.00. (2007-2012). Role: Co- Principal Investigator.
Coady, M., Harper, C., & de Jong, E. (2016). Inclusion or inclusive?: Mainstream elementary teachers’ beliefs of their teacher preparation and instructional practices with ELLs. TESOL Quarterly. DOI: 10.1002/tesq.223
Coady, M. R. & Yilmaz, T. (2016). Preparing teachers of ELs: Home-school partnerships. First International TESOL Encyclopedia. Wiley.
Ho, C. & Coady, M. (2015). “My English isn’t good enough:” Cross cultural communication among Taiwanese international nurses in the US. Journal of Language & Communication.
Cho, H. S., & Coady, M. R. (2015). Racial Stratification, Language, and Identity in a Multicultural School in South Korea. Korean Journal of Comparative Education, 25(5), 85-117.
Coady, M. R., Coady, T. J., & Nelson, A. (2015). Assessing the Needs of Immigrant, Latino Families and Teachers in Rural Settings: Building Home-School Partnerships. NABE Journal (6).
Coady, M. & Tsehelska, M. (2013). Enhanced Communicative Approach: 21st Century EFL Teacher Education. Humanising Language Journal, 15(5).
de Jong, E. J., Harper, C. A., and Coady, M. R. (2013). Preparing mainstream teachers for CLD students: Enhancing the knowledge and skills that teachers of CLDs must have. Theory into Practice 52(2),89-97. Special Topics Issue, invited paper.
Coady, M., de Jong, E. J., and Harper, C. (2011). Preservice to practice: Mainstream teacher beliefs of preparation and efficacy with English language learners in the state of Florida. Bilingual Research Journal 34(2), 223-239.
Coady, M., de Jong, E. J., & Harper, C. (2010). Quality teacher preparation for ELLs: Preliminary findings from Florida. (pp. 97-99). In Casteel, C. J. & Ballantyne, K. G. (Eds.) Professional Development in Action: Improving Teaching for English Learners. Washington, DC: National Clearinghouse for English Language Acquisition.
Staccciarini, J. M., Wiens, B., Coady, M., Schwait, A., Pérez, A., Locke, B., LaFlam, M., Page, V., and Bernardi, K. (2011). CBPR: Building partnerships with Latinos in rural areas for a wellness approach to mental health. Issues in Mental Health Nursing Journal 32(8), 486-492.
Kranzler, J., H., Flores, C. G., and Coady, M. (2010). Examining the cross-battery approach for assessing English language learners. School Psychology Review 39(3), 431-446.
Coady, M. (2015). Second language reading development and instruction. In E. W. Ariza (Ed.) Fundamentals of teaching English to Speakers of Other Languages in K-12 mainstream classrooms. (2ndEd.) Dubuque, IA: Kendall/Hunt Publishing Co.
Coady, M. (2015). Second language writing development and instruction. In E. W. Ariza (Ed.) Fundamentals of teaching English to Speakers of Other Languages in K-12 mainstream classrooms. (2ndEd.) Dubuque, IA: Kendall/Hunt Publishing Co.
Coady, M. & Ariza, E. W. (2014). Voices from the Classroom. In Not for ESOL Teachers (2nd Ed.). Kendall Hunt.
Li, Z., Chu, Chu-Chuan, & Coady, M. (2014). The Transformative Power of Gaming Literacy: What Can We Learn from Adolescent English Language Learners’ Literacy Engagement in World of Warcraftt (WoW)? (pp. 129-154). Bridging literacies with videogames. In H. Gerbera and S. Abrams (Eds.). Rotterdam, NL: Sense Publishers.
Coady, M. (2013). Using families’ ways of knowing to enhance student learning. In E. Amatea (Ed.) Building Culturally-Responsive Family-School Partnerships: From Theory to Practice (pp. 227-245). (2nd Ed.). Upper Saddle River, NJ: Pearson.