See a more complete listing of my publications on ResearchGate.
Selected recent publications:
Kidwell, T., Peercy, M. M., Tigert, J., & Fredricks, D. (2021). Novice teachers’ use of pedagogical language knowledge to humanize language and literacy development. TESOL Journal. http://doi.org/10.1002/tesj.590.
Peercy, M. M. & Troyan, F. J. (2020). “Am I doing it wrong?”: Critically examining mediation in lesson rehearsal. Teaching and Teacher Education. https://doi.org/10.1016/j.tate.2020.103082.
Peercy, M. M. & Sharkey, J. (2020). Self-study in English Language Teaching: Emerging considerations about the intersection of teacher educators’ identities and pedagogies. In J. Kitchen, A. Berry, S. M. Bullock, A. Crowe, H. Guðjónsdóttir,, & M. Taylor, (Eds.), International Handbook of Self-Study of Teaching and Teacher Education (2nd ed.). Springer.
Fredricks, D. & Peercy, M. M. (2020). Youth perspectives on humanizing core practices. In L. Cardozo-Gaibisso & M. V. Dominguez (Eds.), Handbook of research on advancing language equity practices within immigrant communities (pp. 107-128). IGI Global.
Peercy, M. M. & Sharkey, J. (2020). Missing a S-STEP? How self-study of teacher education practice can support the language teacher education knowledge base. Language Teaching Research. https://doi.org/10.1177/1362168818777526
Peercy, M. M., Kidwell, T., Lawyer, M., Tigert, J., Fredricks, D., Feagin, K., & Stump, M. (2019). Experts at being novices: What new teachers can add to practice-based teacher education efforts. Action in Teacher Education. https://doi.org/10.1080/01626620.2019.1675201
Peercy, M. M., Varghese, M., & Dubetz, N. (2019). Critically examining practice-based teacher education for teachers of language minoritized youth. TESOL Quarterly. https://doi.org/10.1002/tesq.533
Peercy, M. M., Sharkey, J., Baecher, L., Motha, S., & Varghese, M. (2019). Exploring TESOL teacher educators as learners and reflective scholars: A shared narrative inquiry. TESOL Journal, 10(4). https://doi.org/10.1002/tesj.482
Peercy, M. M., Tigert, J., Feagin, K., Kidwell, T., Fredricks, D., Lawyer, M., Bitter, M., Canales, N., & Mallory, A. (2019). “I need to take care of myself”: The case for self-care as a core practice for teaching. In C. R. Rinke & L. Mawhinney (Eds.), Opportunities and challenges in teacher recruitment and retention: Teacher voices across the pipeline(pp. 303-325). Charlotte, NC: Information Age Publishing.
Sharkey, J. & Peercy, M. M. (Eds.). (2018). Self-study of language and literacy teacher education practices: Culturally and linguistically diverse contexts. Bingley, UK: Emerald Publishing.
Troyan, F. J. & Peercy, M. M. (2018). Moving beyond “Très bien’: Examining teacher educator practice in lesson rehearsals. In J. Sharkey & M. M. Peercy (Eds.), Self-study of language and literacy teacher education practices:Culturally and linguistically diverse contexts. Bingley, UK: Emerald Publishing.
Peercy, M. M., DeStefano, M., Sethna, K., & Bitter, M. (2018).Scaffolding scaffolding: A collaborative effort to understand and enact appropriate scaffolding for EL learning in science. In J. Sharkey (Ed.), Engaging Research: Transformative Practice for Elementary Settings(pp. 133-148). Alexandria, VA: TESOL Press.
Peercy, M. M. (2018). Mainstream and ESL teacher collaboration. In J. Liontas, M. DelliCarpini, G. Park, & S. Salas (Eds.), TESOL encyclopedia of English language teaching, v.7 (section on teacher training and professional development) (pp. 4631-4636). Hoboken, NJ: Wiley.
Peercy, M. M. & Troyan, F. J. (2017). Making transparent the challenges of developing a practice-based pedagogy of teacher education. Teaching and Teacher Education, 61, 26-36.
Peercy, M. M., Ditter, M., & DeStefano, M. (2017). “We need more consistency”: Negotiating the division of labor in ESOL-mainstream teacher collaboration. TESOL Journal, 8(1), 215-239.
Peercy, M. M., Martin-Beltrán, M., Yazan, B., & DeStefano, M. (2017). “Jump in any time”: How teacher struggle with curricular reform generates opportunities for teacher learning. Action in Teacher Education, 39(2), 203-217.
Peercy, M. M., DeStefano, M., Kidwell, T., & Ramirez, R. (2016). Co-constructing practice in an online ESOL literacy methods course. Professional Development in Education, 42(5), 752-766.
Troyan, F. J. & Peercy, M. M. (2016). “Feedback from outside of my own head”: Novice teachers’ perspectives on learning in lesson rehearsals. International Multilingual Research Journal, 10(3), 188-200.
Peercy, M. M., DeStefano, M., Yazan, B., & Martin-Beltrán, M. (2016). “She’s my right hand”: Teacher collaboration for linguistically diverse students’ equitable access to curriculum. In J. C. Richards & K. Zenkov (Eds.), Social justice, the Common Core, and closing the instructional gap: Empowering diverse learners and their teachers (pp. 39-56). Charlotte, NC: Information Age Publishing.