» Dr. Margie Sauceda Curwen
Assistant Professor

College of Educational Studies
Dr. Margie Sauceda Curwen
Office Location:
Reeves Hall 4D
Email:
Education
University of Redlands, Bachelor of Science
University of California, Los Angeles, Master of Arts
University of Southern California, Ph.D. in Education
Biography

Dr. Curwen earned her Ph.D. in Literacy, Language and Learning from the University of Southern California Rossier School of Education. She has been a classroom teacher and reading specialist for elementary grades. She currently teaches undergraduate and graduate courses in literacy, language arts, children’s literature, and teaching methods. Research interests include qualitative approaches into the sociocultural resources accessed when individuals engage in reading and writing practices, out-of-school literacy contexts, and the teachers’ role in instruction. Her research is focused on the differential academic achievement for students from diverse backgrounds, particularly multi-generational Latinos. She has published in Journal of Adult and Adolescent Literacy, Urban Education, The Reading Teacher, Teaching Education, and Issues in Teacher Education.

K-12 Teaching Experience

Dr. Margie Curwen holds a multiple subject teaching credential with training in Cross-cultural Language and Development (CLAD) strategies.  She taught first grade for five years in a public elementary school in Southern California. As a certified Reading Recovery teacher, she provided literacy intervention for first grade students for two of these years. She later became a school site literacy specialist serving grades K through 6.  Throughout these years, she provided professional development to the district’s primary grade teachers in language arts and math and conducted family workshops. Dr. Curwen’s research focus is on social contexts of learning in public elementary classrooms, after-school settings, and high school programs.

Publications:

Curwen, M. S. (in press). Middle-class Latinos opting for American creed: Stories of hope. In L. D. Monzó and A. Merzal (Eds.), The hope for audacity: Public identity and equity action in education (pp. 13-27). New York: Peter Lang.

Curwen, M. S. (2011). “Martin Luther King stopped discrimination”: Intergenerational Latino Elementary Students’ Perceptions of Social Issues. Journal of Urban Learning, Teaching, and Research, 7, 62-71.

Curwen, M. S., Miller, R. G., White-Smith, K. A., & Calfee, R. C. (2010). Increasing teachers’ metacognition develops students’ higher learning during content area literacy instruction:  Findings from the Read-Write Cycle Project. Issues in Teacher Education, 19(2), 127-151.

MacGillivray, L., Ardell, A., & Curwen, M. S. (2010). Libraries, churches, and schools: The literate lives of mothers and children in a homeless shelter. Urban Education, 45(2), 332-245.

MacGillivray, L., Ardell, A., & Curwen, M. S. (2010). Supporting the literacy development of children living in homeless shelters. The Reading Teacher, 63(5), 384-392.

Curwen, M. S. (2009). Visiting Room 501. Phi Delta Kappan, 90(10), 756-761.


Conference Presentations:

MacGillivray, L., Ardell, A. & Curwen, M. S., (2012, April). “It’s like a mental vacation”: Book Club Meetings in a Homeless Shelter for Women. Paper to be presented at the annual meeting of the American Educational Research Association (AERA), Vancouver, Canada.

Miller, R. G., Curwen, M. S., Calfee, R. C., K.W. Smith, & O’Bannion, C. (2012, April). “Gives me the “right” to teach science: Professional development impact on teachers’ practice. Paper to be presented at the annual meeting of the American Educational Research Association (AERA), Vancouver, Canada.

MacGillivray, L., Curwen, M. S.,  & Ardell, A. (2011, April). “Like Oprah’s Book Club”: Creating a Community of Readers in a Homeless Shelter for Mothers with Addiction.  Paper presented at the annual meeting of the American Educational Research Association (AERA), New Orleans, LA.

White-Smith, K. A., Miller, R. G., Curwen, M. S., Calfee, R. C., & O’Bannion, C. (2011, April). Thinking like a Scientist: Achievement Via Interdisciplinary Literacy Curricula in the Primary Grades. Paper presented at the annual meeting of the American Educational Research Association (AERA), New Orleans, LA.

Curwen, M. S., MacGillivray, L., & Ardell, A. (2011, February). Book Club: Participation in a Homeless Shelter for Women. Paper presented at the winter research meeting of the National Council of Teachers of English (NCTE), Madison, WI.

MacGillivray, L., Ardell, A., & Curwen, M. S., (2010, December). “[Without literacy] it would be like where the women are just doing time”: Literacy practices in a shelter for homeless families. Paper presented at the annual meeting of the Literacy Research Association/National Reading Conference (LRA/NRC), Fort Worth, Texas.

Curwen, M. S. (2010, April). “Martin Luther King stopped discrimination”: Intergenerational Latino elementary students’ perceptions of social issues. Paper presented at the annual meeting of the American Educational Research Association (AERA), Denver, CO.

Recent Creative, Scholarly Work and Publications
Curwen, M.S. (2012). Middle-class Latinos opting for American creed: Stories of hope. In L. D. Monzó & A. Merzal (Eds.), The hope for audacity: Public identity and equity action in education (pp. 10-29). New York: Peter Lang.
Curwen, M.S. (2011). “Martin Luther King stopped discrimination”: Intergenerational Latino Elementary Students’ Perceptions of Social Issues. Journal of Urban Learning, Teaching, and Research, 7, 62-71.
MacGillivray, L., Ardell, A., & Curwen, M. S. (2010). Supporting the literacy development of children living in homeless shelters. The Reading Teacher, 63(5), 384-392.
MacGillivray, L., Ardell, A., & Curwen, M. S. (2010). Libraries, churches, and schools: The literate lives of mothers and children in a homeless shelter. Urban Education, 45(2), 332-245.
Curwen, M. S., Miller, R. G., White-Smith, K. A., & Calfee, R. C. (2010). Increasing teachers’ metacognition develops students’ higher learning during content area literacy instruction: Findings from the Read-Write Cycle Project. Issues in Teacher Education, 19(2), 127-151.