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Coady, Maria



Associate Professor
ESOL/Bilingual Education
School of Teaching and Learning

College of Education
University of Florida
PO Box 117048
2414 Norman Hall
Gainesville, FL 32611
Phone: 352-273-4228
Fax: 352-392-9193
mcoady@coe.ufl.edu

Research Biography

Dr. Coady is an advanced Associate Professor of ESOL (English Speakers of Other Languages) and Bilingual Education. Her research investigates English learner (EL) and multilingual students in rural school settings; the language and literacy development of EL and multilingual students; the education of teachers and school leaders for rural EL students; and rural multilingual family engagement. Dr. Coady’s research cuts across local, national, and international contexts, and she has conducted research and/or prepared educators in countries such as Ireland, South Africa, Ukraine, China, the United Arab Emirates, the Dominican Republic, and Costa Rica.

In 2018, Dr. Coady was appointed the prestigious Irving and Rose Fien Endowed Professorship for her leadership and engagement with students facing educational disadvantage. In 2017, she was awarded a College of Education term professorship for her research, contributions, and publications.

In 2016, Dr. Coady (PI) received a US ED Office of English Language Acquisition (OELA) National Professional Development grant to prepare rural teachers and educational leaders for rural EL students, Project STELLAR (Supporting Teachers of English Language Learners Across Rural settings, $2.4 million). She was previously funded as co-PI under a US ED OELA grant, Project DELTA (Developing English Language and literacy through Teacher Achievement, $1.2 million), which examined preservice teacher education by investigating the relationship between teacher preparation and the achievement outcomes of EL students. Dr. Coady’s US ED grant-funded project involves a significant home-school-community partnership component with rural multilingual families. She has also received awards from the Ford Foundation.

Degrees

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

Assistant Professor, University of Florida, College of Education, School of Teaching and Learning, ESOL/Bilingual Education, 2003-2010

Program Planning Specialist/Instructor, The Education Alliance, Brown University, Providence, RI, 2001-2003

Activities and Honors

Irving and Rose Fien Endowed Professorship, 2018-2020

UF College of Education Term Professorship, 2017-2020

Program Coordinator ESOL/Bilingual Education, 2014-present

Chair, UF College of Education Diversity Committee, 2010-2011

Outstanding Reviewer, Bilingual Research Journal, 2009

Scholarship of Engagement Award, UF College of Education, 2007

Grants

Coady, M. R. (2016). Project STELLAR (Supporting Teachers of English Language Learners Across Rural settings). US ED, National Professional Development Grant Competition. $2,393,911. Principal Investigator and Project Director.

Coady, M. R. (2016 and 2013). William Fulbright Commission. Specialist Scholar Grant. University of Witwatersrand, Johannesburg, South Africa and Kryvyi Rih, Ukraine.

Vasquez, M., and Williams, P. (2012). Program for Immigration, Religion, and Social Change (PIRSC). Ford Foundation. $400,000 (2012-2014). Role: Co-Principal Investigator 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.

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.

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.

de Jong, E., Coady, M., and Harper, C. (2007). Project DELTA (Developing English Language and literacy through Teacher Achievement). US ED. $1,107,771. (2007-2012). Role: Co-Principal Investigator.

Selected Publications

Refereed

Ho, Y. Y., & Coady, M. (2018). English as a second language nurses in the United States: Culture, communication, and needs for continuing education. Studies in Continuing Education. doi: 10.1080/0158037X.2018.1460721

Coady, M., Li, S., & Lopez, M. (2018). Twenty-five years after the Florida Consent Decree: Does preparing all teachers work? FATE Journal.

Murray, N., & Coady, M. (2018). The adaptation of US-based TESOL programs to the needs of Chinese EFL teachers: A case study. The Asian EFL Journal.

Coady, M. R., Heffington, D., & Marichal, N. (2017). Shifting sands in Florida: Rural perspectives on immigration, education, and undocumented youth under the incoming Trump administration. Berkley Review in Education. Conversations.

Coady, M. R., & Yilmaz, T. (2017). Preparing teachers of ELs: Home-school partnerships. In J. I. Liontas (Ed.), The TESOL encyclopedia of English language teaching. Hoboken, NJ: TESOL International Association & Wiley. doi: 10.1002/9781118784235.eelt0837

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

Ho, C., & Coady, M. (2015). “My English isn’t good enough:” Cross cultural communication among Taiwanese international nurses in the US. 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 of Research and Practice, 6.

de Jong, E. J., Harper, C. A., & 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.

Coady, M., de Jong, E. J., & 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.

Staccciarini, J. M., Wiens, B., Coady, M., Schwait, A., Pérez, A., Locke, B., LaFlam, M., Page, V., & Bernardi, K. (2011). CBPR: Building partnerships with Latinos in rural areas for a wellness approach to mental health. Issues in Mental Health Nursing, 32(8), 486-492.

Coady, M., de Jong, E. J., & Harper, C. (2010). Quality teacher preparation for ELLs: Preliminary findings from Florida. In C. J. Casteel & K. G. Ballantyne (Eds.), Professional development in action: Improving teaching for English learners (pp. 97-99). Washington, DC: National Clearinghouse for English Language Acquisition.

Kranzler, J., H., Flores, C. G., & Coady, M. (2010). Examining the cross-battery approach for assessing English language learners. School Psychology Review, 39(3), 431-446.

Books

Coady, M. R. (2019). Engaging families in rural multilingual settings. Clevedon, UK: Multilingual Matters.

Ariza, E. W., & Coady, M. R. (2018). Why TESOL? Theories and issues in teaching English to speakers of other languages in K-12 classrooms (5th ed). Dubuque, IA: Kendall Hunt.

Book Chapters

Coady, M., & Ariza, E. W. (2018). Who are our students? In E. W. Ariza (Ed.), Not for ESOL teachers (3rd ed., pp. 3-20). Dubuque, IA: Kendall Hunt.

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 (2nd ed.) Dubuque, IA: Kendall Hunt.

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 (2nd ed.) Dubuque, IA: 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 Warcraft (WoW)? In H. Gerbera & S. Abrams (Eds.), Bridging literacies with videogames (pp. 129-154). 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 (2nd ed., pp. 227-245). Upper Saddle River, NJ: Pearson.

Selected Links

Project STELLAR website

Project DELTA website

Ariza, E. W., & Coady, M. R. (2018). Why TESOL? Theories and issues in teaching English to speakers of other languages in K-12 classrooms (5th ed). Dubuque, IA: Kendall Hunt.

Dr. Coady’s personal website