Silvestri, K., Jordan, M., Paugh, P., McVee, M. B., Schallert, D. (2021). Intersecting engineering and literacies: A review of the literature on communicative literacies in K-12 engineering education. Journal of Pre-College Engineering Education Research.
McVee, M. B., Shanahan, L. E., & English, K. (Eds.). (2017). Disciplinary Literacies and Engineering [Themed Issue]. Theory into Practice 56(4).
McVee, M. B., Silvestri, K., Shanahan, L.E., & English, K. (2017). Productive Communication in an Engineering afterschool club with girls who are English Language Learners. Theory Into Practice, 56(4), 246-254.
Shanahan, L. E., McVee, M. B., Silvestri, K. N., Haq, K. (2016). Disciplinary Literacies in an engineering club: Exploring Productive Communication and the engineering design process. Literacy Research: Theory Method and Practice, 65(1), 404–420.
Boyd, M. P., Vasquez, C. & Monaco-Shevlin, C. (2024). “When anybody speaks, we all need to be involved”: Classroom Conditions that Support Dialogic Space. Theory Into Practice, 63(2), 145-157.
Boyd, M. P. & Edmiston, B. (2021). Creating democratic classroom communities with morning meeting humanizing social practices. Democracy and Education, 19(1), 1-6.
Lysiak, L.K.S, Boyd, M.P., Iorio, J.P. & Vasquez, C. (2020). Classroom greetings: More than a simple hello. Special Issue on Classroom Discourse, Iranian Journal of Language Teaching Research, 8(3), 41-56.
Boyd, M. P., Edmiston, B., Vasquez, C. & Staples, J. (2020). Song of the Week: Developing we-for-us values. Australian Journal of Language and Literacy. Special issue on Talk and interaction in the dialogic classroom, 43(1), 95-108.
Boyd, M. P. (2016). Connecting man in the mirror: A classroom dialogic teaching and learning trajectory. Contributions to a Special Issue on International Perspectives on Dialogic Theory and Practice (eds. Sue Brindley, Mary Juzwik, and Alison Whitehurst). L1-Educational Studies in Language and Literature, 16, 1-26.
Voegler, E., Kearney, E, & Boyd, M.P. (2021). Heritage language as commodity or connection: Mapping teachers’ value orientations toward students’ language practice. NYS TESOL Journal, 8(2), 39-50.
Boyd, M. P., & Kong, Y. (2017). Reasoning words as linguistic features of reasoning: Classroom use and what it can tell us. Discourse Processes, 54 (1), 62-81.
Boyd, M. P. (2015). Relations between teacher questioning and student talk in one elementary ELL classroom. Journal of Literacy Research, 47(3), 370-404.
Boyd, M. P. & Markarian, W. (2015). Dialogic teaching and dialogic stance: Moving beyond interactional form. Research in the Teaching of English, 49(3), 272-296.
Boyd, M. P. (2012). Planning and realigning a lesson in response to student contributions: Intentions and decision-making. Elementary School Journal, 113(1), 25-51.
Boyd, M & Rubin, D. (2006). How contingent questioning promotes extended student talk: A function of display questions. Journal of Literacy Research, 38(2), 141-169.
Boyd, M. P. & Rubin, D. (2002). Elaborated student talk in an elementary ESoL classroom. Research in the Teaching of English, 36(4), 495-530.
King, C.U., Boyd, M.P., & Reid, S. (2024). Creating Dialogic Space Around Purposeful Selection for Reading and Teaching Diverse Literature. Theory Into Practice, 63(2), 170-181.
Aukerman, M. & Boyd, M. P. (2020). Mapping the terrain of dialogic literacy pedagogies. In Neil Mercer, Rupert Wegerif & Louis Major. (Eds). International Handbook of Research on Dialogic Education. Routledge. Chapter 26, pp. 373-385.
Boyd, M. P. (2016). Calling for response-ability in our classrooms. Language Arts, 93(3) 226-233.
Tortorelli, L. S., Strong, J. Z., & Anderson, B. E. (in press). Multisyllabic decoding achievement and relation to vocabulary at the end of elementary school. Journal of Experimental Child Psychology.
Silvestri, K. N., & McVee, M. B. (2025). Toward integrative methodological frameworks of Positioning Theory, social semiotics, and multimodality. In M. B. McVee, Van Langenhove, L., C. H. Brock, & Christensen, B. A. (Eds.). The Routledge International Handbook of Positioning Theory. Routledge.
McVee, M. B., Gavelek, J., & Shanahan, L. E. (2017). Beyond multimodality and toward embodiment in multiliteracies: What literacy scholars can learn from embodied cognition. In F. Serafini & E. Gee (Eds.), Remixing multiliteracies: Theory and practice from New London to new times (pp. 148-161). New York: Teachers College Press.
McVee, M. B. & Carse, C. (2016). A multimodal analysis of storyline in the ‘Chinese Professor political advertisement: Narrative construction and positioning in economic hard times. Visual Communication 15(4), 403-427.
Shanahan, L. E., McVee, M. B., & Bailey, N. M. (2014). Multimodality in action: New literacies as more than activity in the middle and high school classrooms. In R. E. Ferdig, & K. E. Pytash (Eds.), Exploring multimodal composition and digital writing. Hershey, PA: IGI Publishing.
Miller, S. M. & McVee, M. B. (Eds.) (2012). Literacy, technology, and pedagogical practice: Multimodal composing in a digital world. New York: Routledge.
McVee, M.B., Bailey, N.M., & Shanahan, L.E. (2008). Using digital media to interpret poetry: Spiderman meets Walt Whitman. Research in Teaching of English, 43(2), 112-143.
McVee, M. B., Silvestri, K. N., Schucker, K. A., & Cun, A. (2021). Positioning Theory, embodiment, and the moral orders of objects in social dynamics: How Positioning Theory has neglected the body and artifactual knowing. Special Issue in honor of Rom Harré, Journal for the Theory of Social Behaviour.
McVee, M. B., Silvestri, K. N., Barrett, N., Haq, K. (2019). Positioning Theory. In D. Alvermann, N. Unrau, & M. Sailors (Eds.). Theoretical Processes and Models of Literacy (7th ed., pp. 381-400). New York: Routledge.
McVee, M. B. & Carse, C. (2016). A multimodal analysis of storyline in the ‘Chinese Professor political advertisement: Narrative construction and positioning in economic hard times. Visual Communication 15(4), 403-427.
McVee, M. B. (2013). Interracial friendship and enmity between teachers and students: Lessons of urban schooling from a ‘cracker girl’. In R. Harré & F. M. Moghaddam (Eds.), The psychology of friendship and enmity: Relationships in love, work, politics, and war. (Vol. 2. Group and intergroup understanding). Santa Barbara, CA: Praeger.
McVee, M. B., Brock, C., Glazier, J. A. (Eds.) (2011). Sociocultural positionings in literacy research: Exploring discourse, culture, narrative, and power. Cresskill, NJ: Hampton Press.
Reichenberg, J. S., & McVee, M. B. (2019). 'When your lesson is bombing': The mediation of perplexity in the development of a reflective stance toward teaching. Teaching and Teacher Education, 80, 241-254.
Kibby, M. W., & Dechert, D. A. (2006). Lessons from the reading clinic. In A. McKeoug, L. Phillips, V. Timmons, & J. Lupart (Eds.), Understanding literacy development: A global view (pp.199-219). Newark, NJ: Erlbaum.
Roof, L., & McVee, M. B. (2020). The experiences of refugee youth from Burma in an American high school: Countering deficit-based narratives through student voice. New York: Routledge.
Cun, A., McVee, M. B., Vasquez, C. (2019). “I need child care!”: Using funds of knowledge, addressing challenges, and developing literacies with a classroom community of adult ESL learners. Literacy Research: Theory, Method, and Practice, 68 (1), pp. 334–354.
Nyachae, T. M., McVee, M. B., Boyd, F. B. (2019). Gradually releasing responsibility in justice-centered teaching: Educators reflecting on a social justice literacy workshop on police brutality. In McVee, M. B., Ortlieb, E. T., Reichenberg, J., & Pearson, P. D. (2019). The Gradual Release of Responsibility model in literacy research and practice (pp.103-118). Bingley, UK: Emerald Publishing Group.
McVee, M. B., Brock, C. H., & Pennington, J. L. (2019). Repositioning resistance: Studying the in-service and pre-service teachers we don’t reach and teach in our literacy and diversity courses Pedagogies: An International Journal, 14(3), 241-259.
McVee, M. B., & Boyd, F. B. (2016). Exploring diversity through multimodality, narrative, and dialogue: A framework for teacher reflection. New York: Routledge.
McVee, M. B., & Zhang, Z. C. M. (2016). Of cowboys and communists: A phenomenological narrative case study of a biracial Chinese-White adolescent. In W. Ma & G. Li (Eds.), Beyond test scores: Understanding the hearts and minds of Chinese-heritage students in North American Schools (pp. 180-194). New York: Routledge.
McVee, M. B. (2014). The challenge of more light, the complexity of culture: Lessons learned in exploring the cultural positioning with inservice and preservice teachers. Discourse: Studies in the Cultural Politics of Education.
McVee, M. B., Brock, C., Glazier, J. A. (Eds.) (2011). Sociocultural positioning in literacy research: Exploring discourse, culture, narrative, and power. Cresskill, NJ: Hampton Press.
McVee, M. B. (2005). Revisiting the Black Jesus: Evaluating a narrative through multiple retellings. Narrative Inquiry, 15(1), 161-195.
McVee, M. B. (2004). Narrative and the exploration of culture in teachers’ discussions of literacy, identity, self and other. Teaching and Teacher Education, 20 (8), 881-899.
McVee, M.B., Baldassarre, M., & Bailey, N. (2004). Positioning theory as lens to explore teachers’ beliefs about literacy and culture. C. M. Fairbanks, J. Worthy, B. Maloch, J. V. Hoffman, & D. L. Schallert (Eds.). 53rd National Reading Conference Yearbook (pp. 281-295). Oak Creek, WI: National Reading Conference.
Cun, A. & McVee, M. B. (2022). Listening to the stories of refugee children from Burma: A positioning and multimodal study. In S. Brown & L. Hao (Eds.), Multimodal literacies in young emergent bilinguals: Speaking back to print-centric practices. Multilingual Matters Publishing.
McVee, M. B., Orlieb, E. T., Reichenberg, J., & Pearson, P. D. (2019). The Gradual Release of Responsibility model in literacy research and practice. Bingley, UK: Emerald Publishing Group.
McVee, M. B., Shanahan, L. E., Hayden, H. E., Boyd, F. B., & Pearson, P. D. (2018). Video pedagogy in action: Critical reflective inquiry using the Gradual Release of Responsibility Model. New York: Routledge.
Ortlieb, E., Shanahan, L. E., & McVee, M. B. (Eds.). (2015). Video research in disciplinary literacies. Bingley, UK: Emerald Group Publishing.
Ortlieb, E., McVee, M. B., & Shanahan, L. E. (Eds.). (2015). Video reflection in literacy teacher education and development: Lessons from research and practice. Bingley, UK: Emerald Group Publishing.
Shanahan, L. E., McVee, M. B., Schiller, J. A., Tynan, E. A., D’Abate, R. L., Flury-Kashmanian, C. M., Rinker, T. W., Ebert, A. A., & Hayden, H. E. (2013). Learning to support struggling readers and literacy clinicians through reflective video pedagogy. In E. Ortlieb & E. Cheek, Jr. (Eds.), Literacy research, practice, and evaluation (pp. 303-323). Corpus Christi: Emerald Press.