TitleInterim Associate Dean, Academic Affairs
204 Poe Hall
Ellen McIntyre is the Interim Associate Dean of Academic Affairs for the College. In this role she oversees all academic programs and is currently working with faculty on long-term enrollment planning and revision of graduate programs. In particular, she is leading the College in the development of a new PhD program structure. Ellen's research and teaching interests have resulted in numerous books, articles, and grants.
McIntyre, E., Hulan, N., & Layne, V. (2010). Reading instruction for diverse classrooms: Research based, culturally responsive practice. New York: Guilford Press.
McIntyre, E., Kyle, D.W., Chen, C., Kraemer, J., & Parr, J. (2008). Six principles for teaching English language learners in all classrooms. CA: Thousand Oaks, Corwin Press.
Kyle, D.W., McIntyre, E., Miller, K., & Moore, G. (2005). Bridging school and home through family nights. Thousand Oaks, CA: Corwin Press.
Kyle, D.W., McIntyre, E., Miller, K. Moore, G. (2002). Reaching out: A K-8 resource for connecting with families. Thousand Oaks, CA: Corwin Press.
McIntyre, E., Rosebery, A., & González, N. (2001). Classroom diversity: Connecting curricula to students’ lives. Portsmouth, NH: Heinemann Educational Books.
McIntyre, E. & Pressley, M. (Eds.) (1996). Balanced Instruction: Strategies and skills in whole language. Christopher-Gordon Publishers.
Hovda, R. A., Kyle, D. W., & McIntyre, E. (1996). Creating nongraded K-3 primary classrooms: Teachers’ stories and lessons learned. (Eds.) Thousand Oaks, CA: Corwin Press.
Educational Research Areas:
Reading Instruction for Diverse Classrooms
Education and Social Class
Current Research Projects:
ATOMS for Accomplished Teachers of Mathematics and Science
Ellen’s field of research includes teacher education and literacy education. Her work focuses on how to best prepare teachers in all curricular areas; however, her expertise is in literacy research, theory, and methods as well as on diversity and equity issues in schools and communities.Ellen is the PI on a new NSF-funded study ($3.1M) to evaluate NC State's STEM-focused elementary teacher preparation program. The program is called ATOMS for Accomplished Teachers of Mathematics and science. This value-added study will follow pre-service teachers from the beginning of their teacher preparation program through their first or second years of teaching. Across these years, we will track growth of content knowledge in mathematics and science, pedagogical content knowledge, efficacy, and teaching performance. We will also measure elementary students' achievement in mathematics, science, and reading of ATOMS graduates. A presentation of the study was made in March 2012, "Project ATOMS: Multiple Measures, Methods, and Perspectives to Evaluate a Teacher Education Program."
Ellen McIntyre was PI of an NCTE-funded study of elementary teachers' implementation of research-based, culturally responsive reading instruction. A presentation of that study was made in April 2010 "Can Research-Based Reading Instruction be Culturally Responsive? Using Hybridity as a Concept for a Model of Elementary Teachers' Reading Instruction."
Professional Presentations & Publications
Professional Presentations & Publications:
Selected Recent Purblications
McIntyre, E., & Turner, J. (in press). Culturally responsive literacy instruction. In B. Taylor & N. Duke (Eds.), Handbook of Effective Literacy Instruction. NY: Guilford Press.
McIntyre, E. (2011). Book review for Sherry Marx’s, Revealing the invisible: Confronting passive racism in teacher education. In Qualitative Studies in Education, 24, 257-259.
McIntyre, E., & Hulan, N. (2010). Teachers’ developing understandings about race and achievement in a graduate course on literacy learning. Teacher Education and Practice, 23, 194-209.
McIntyre, E., Kyle, D.W., Munoz, M., Chen, C., & Beldon, S. (2010). Teacher learning and ELL reading achievement in sheltered instruction classrooms: Linking professional development to student development. Literacy Research and Instruction, 29, 1-18.
McIntyre, E. Sociocultural perspectives on children with reading difficulties. (2010). In R. Allington & A. McGill-Franzen (Eds.) Handbook of Research on Reading Disabilities. (pp. 41-56). New York: Routledge.
McIntyre, E, Hulan, N., & Maher, M. (2010). The relationship between literacy learning and cultural differences: A study of teachers’ dispositions. Journal of Reading Education, 35, 19-25.
McIntyre, E. (2010). Principles for teaching ELLs in the mainstream classroom: Adapting best practices for all learners. In G. Li & P. Edwards (Eds.), Best Practices for ELL Teaching. (pp. 61-83). New York: Guilford Press.
McIntyre, E. (2009). Issues in funds of knowledge teaching and research: Key concepts from a study of Appalachian families and schooling. In M. L. Dantas & P. Manyak (Eds.), Home-school Connections in a Multicultural Society: Learning From/With Diverse Families (pp. 61-83). New York: Routledge.
McIntyre, E., Rightmyer, E., & Petrosko, J. (2008). Scripted and non-scripted reading instructional models: Effects on the phonics and reading achievement of first grade struggling readers. Reading Writing Quarterly, 24 (4), 377-407.
McIntyre, E. (2007). Story discussion in the primary grades: Balancing authenticity and explicit teaching. The Reading Teacher, 60 (7), 610–620.
McIntyre, E., Powell, R., Coots, K. Jones, D., Powers, S., & Deeters, F. Petrosko, J.P. (2007). Reading instruction in the NCLB era: Teachers’ implementation fidelity of early reading models. Journal of Educational Research and Policy Studies, 5 (2), 66-102.
McIntyre, E., & Kyle, D.W. (2006). The success and failure of one mandated reform for young children. Teaching and Teacher Education, 22, 1130-1144.
McIntyre, E., Rightmyer, E.C., Powell, R., Powers, S., & Petrosko, J.P. (2006). How much should young children read? A study of the relationship between development and instruction. Literacy Teaching and Learning: An International Journal of Early Literacy, 11 (1), 55-76.
Rightmyer, E. C., McIntyre, E., and Petrosko, J. M. (2006). Instruction, development, and achievement of struggling primary grade readers. Reading Research and Instruction, 45, 209-242.
Powell, R., McIntyre, E., & Rightmyer, E. (2006). Johnny won’t read and Susie won’t either: Reading instruction and student resistance. Journal of Early Childhood Literacy, 6 (1).
McIntyre, E., Kyle, D.W., & Moore, G. (2006). A teacher’s guidance toward small group dialogue in a low-SES primary grade classroom. Reading Research Quarterly, 41(1), p. 36-63.