Doctor of Education, Florida Atlantic University, 2009
Major: Curriculum and Instruction
Master of Education, University of Florida, 2004
Major: Elementary Education
Bachelor of Education, University of Florida, 2003
Major Elementary Education
Assistant Professor, Department of Curriculum, Culture, and Educational Inquiry
Michelle Vaughan, Ed.D. is an assistant professor at Florida Atlantic University. She teaches courses in curriculum and instruction, action research, and school reform. She received her Ed.D. in Curriculum and Instruction from the Department of Curriculum, Culture, and Educational Inquiry at Florida Atlantic University.
As a scholar, I define action research as a vehicle for change, a way to arm practitioners with data and give them the voice they need to engage in critical conversations with decision-makers. My work uses action research to focus on the intersection of teaching and researching, continually asking the question, ‘How do I improve my practice?’
As an action researcher, my practice and scholarship are inexplicitly linked to bolster my student’s experience in my courses as well as contribute pedagogical knowledge to the field of curriculum and instruction.
Excellence in eLearning Distinguished Achievement Award (2019), awarded by the Center for eLearning at Florida Atlantic University.
Innovation in Higher Education Award (2017), awarded by Florida Distance Learning Association.
Excellence in eLearning Faculty Award (2016), awarded by the Center for eLearning at Florida Atlantic University.
THOUGHTS TO SHARE:
I have always been a teacher first. I believe it is necessary to have a deep understanding of your pedagogy, to comprehend the guiding values of your teaching thoroughly and how they manifest in relationships with students and the curriculum. When your values align with your instruction, students inevitably reap the rewards of excellent teaching. My work also argues that educational research should be conducted
teachers to capture the perspectives that are often missing in the research informing educational policy
1.Vaughan, M. (2019). Learning who I am: The exploration of my guiding values through a living theory methodology. Educational Journal of Living Theories, 12(1), 62-80.
2. Vaughan, M., Cavallaro, C., Baker, J., Celesti, C., Clevenger, C., Darling, H., Kasten, R., Laing, M., Marbach, R., Timar, A., & Wilder, K. (2019). Positioning teachers as researchers: Lessons in empowerment, change, and growth. Florida Educational Research Association Journal.
3. Vaughan. M., Boerum, C., & Whitehead, L. (2019). Action research in doctoral coursework: Perceptions of independent research experiences. International Journal for the Scholarship of Teaching and Learning
, 13(1), 1-8.
4. Uribe, S. & Vaughan, M. (2017). Facilitating student learning in distance education: A case study on the implementation of a multi-faceted feedback system. Distance Education, 38(3), 288-301. doi: 10.1080/01587919.2017.1369005
5. Vaughan, M. & Uribe, S. (2017). Giving them what they want: Online feedback that works. College Teaching, 66(1). doi:10.1080/87567555.2017.1336611.
6. Dassa, L. & Vaughan, M. (2017). #classagain? How education faculty engage the disengaged college student. The Clearing House:
A Journal of Educational Strategies, Issues and Ideas, 91(1), 42-45. doi:10.1080/00098655.2017.1342434
7. Vaughan, M., Baxley, T., & Kervin, C. (2017). Connecting the dots: A scaffolded model for undergraduate research. National Forum of Teacher Education Journal, 26(3), 1-12.
8. Vaughan, M. & Henderson, A. (2016). Exceptional educators: A collaborative training partnership for the inclusion of students with Down Syndrome. Support for Learning, 31(1), 46-58.
9. Vaughan, M. & Beers, C. (2016). Using an exploratory professional development initiative to introduce iPads in the early childhood education classroom. Early Childhood Education Journal, 45(3), 321-331. doi: 10.1007/s10643-016-0772-3
10. Vaughan, M. & Burnaford, G. (2015). Action research in graduate teacher education: A review of the literature 2000-2015. Educational Action Research, 24(2), 280-299.
11. Vaughan, M., Beers, C. & Burnaford, G. (2015). The Impact of iPads on teacher educator practice: A collaborative professional development initiative. International Journal of Technology in Teaching and Learning, 11(1), 21-34.
12. Vaughan, M. (2014). Flipping the learning: An investigation into the use of the flipped classroom model in an introductory teaching course. Education Research and Perspectives, 41(1), 25-41.