Margaret Quinn is an Assistant Professor in the Child and Family Studies department. Her scholarship examines the early language and literacy development of children from diverse ethnic, cultural, linguistic, and socioeconomic backgrounds with a specific focus on writing. Her research also focuses upon pedagogical approaches to support early writing, literacy, and language in early childhood and elementary classrooms (e.g., early writing instruction, assessment, and differentiation). She previously served as a lead graduate student researcher on an IES-funded grant creating and implementing a writing-focused professional development program for Head Start teachers and also as a project coordinator for a large-scale language and literacy intervention evaluation in the Metro Atlanta area. During her doctoral studies, she was awarded with an RCALL Language and Literacy Fellowship and worked across disciplines with faculty and students from departments of Education, Psychology, and Linguistics. Prior to her academic work, she taught in schools in Georgia and in Northern Ireland, teaching in toddler, preschool, and Pre-K classrooms.
- Children’s language and literacy development
- The nature, development, and measurement of early writing, particularly early composing
- Effective pedagogy supporting young children’s development and learning
- Quantitative methodologies, measurement, and statistics
- Ph.D., Early Childhood and Elementary Education, Georgia State University, 2017
- M.S., Counseling and Therapeutic Communication, Ulster University, 2009
- B.A., Interdisciplinary Studies, New York University
Awards and Recognitions
- Hayden-Waltz Doctoral Dissertation Award ($1000, 2017) – Presented to a graduate whose dissertation exhibits originality, clarity and effectiveness in the presentation of ideas, quality writing and contributes to the future scholarly productivity of her field. College of Education and Human Development, Georgia State University
- Sara B. McCraw Literacy Fund LRA Graduate Student Travel Grant Award ($500, 2016)– A competitive scholarship for travel to the Literacy Research Association’s annual conference to share original research, December 2016, Nashville, TN.
Selected Recent Publications
Quinn, M. F. & Bingham, G. E. (in press). The nature and measurement of children’s early composing. Reading Research Quarterly.
Bingham, G. E., Quinn, M. F., Zhang, X., McRoy, K., & Gerde, H. K. (2018). Writing and play: Providing meaningful writing opportunities in early childhood classrooms. Early Childhood Education Journal. doi: 10.1007/s10643-018-0894-x
Zhang, C., & Quinn, M. F. (2018). Promoting early writing skills through morning meeting routines: Guidelines for best practices. Early Childhood Education Journal, 46(5), 547-556. doi:10.1007/s10643-017-0886-2
Bingham, G. E., Quinn, M., & Gerde, H. K. (2017). Examining early childhood teachers’ writing practices: Associations between pedagogical supports and children’s writing skills. Early Childhood Research Quarterly, 39, 35-46.
Zhang C., Bingham, G. E., & Quinn, M. F. (2017). Examining the relative importance of children’s language, literacy, and behavioral regulation to invented spelling. Reading and Writing, 30, 1705-1728.