Mary Ann Reilly is an artist and progressive educator who has worked as a K-12 teacher, director and assistant superintendent for urban public schools in New Jersey and oversees Blueprints for Learning, a consulting interest. Mary Ann has an earned doctorate in English Education from Columbia University. Her dissertation (1998) "Courting (in)Stability: A Post Structuralist Perspective on Language Arts Literacy Curriculum, Instruction and Professional Development" focused on complexity.
Mary Ann’s academic writing has been published widely, including articles in English Education, Language Arts, The Reading Teacher, Journal of Adolescent and Adult Literacy, The Journal of Curriculum and Pedagogy, MultiCultural Review, Reading and Writing Quarterly, and Teacher Development. Her most recent publications include “Dressing the Corpse: Professional Development and the Play of Singularities” published in The Journal of Curriculum and Pedagogy and “Restoring Points of Potentiality: Sideshadowing in Elementary Classrooms“ published in The Reading Teacher.
As an artist, her areas of specialty include black & white photography and collage. Her work has been exhibited in galleries in Manhattan as well as locations throughout the United States. Art, like teaching is about perspective and the capacity to recognize what has been present often without knowing. Each allows her the occasion to recast the familiar in new cloth, resituate understanding, and unsettle certainties.
Reilly, M.A, Gangi, J. M., & R. Cohen. (2010). Deepening Literacy Learning: Art and Literature Engagements in K-8 Classrooms . Charlotte, NC: Information Age Publishing.
Reilly, M.A. (2010). “What is Written” (p. 262) and “Circa 1967” (p. 264), in Tonya Huber Warring (Ed.). Volume 3 Storied inquiries in international landscapes: An anthology of educational research. Charlotte, NC: Information Age Publishing.
Reilly, M.A. (2010). Choice of action: Using data to make instructional decisions in kindergarten. In Dorothy Strickland’s (Ed.) Essential readings on early literacy (pp. 120-128). Newark, DE: International Association of Reading.
Reilly, M.A and Cohen, R. (2008). In Tonya Huber-Warring (Series Ed.), Growing a soul for social change: Building the knowledge base for social justice (pp.383-398). Teaching <~> Learning indigenous, intercultural worldviews: International perspectives on social justice and human rights (premiere vol. in this series). Charlotte, NC: Information Age Publishing.
Reilly, M.A. (2009). Professional development: A Bakhtinian perspective. In Brendan Culligan’s (Ed.) The changing landscapes of literacy: Building best practices (pp.150-157). 32nd Reading Association of Ireland Conference Proceedings. Dublin, Ireland: Reading Association of Ireland.
Published Articles in Refereed Journals
Reilly, M.A. (Forthcoming 2011). To enter stone, be water. Reading & Writing Quarterly. London: Routledge.
Reilly, M.A. (2009). Restoring points of potentiality: Sideshadowing in elementary classrooms. The Reading Teacher, 63 (4), pp. 298-306.
Reilly, M.A. (2009). Saying what you see in the dark: Engaging students through art. LEARNing Landscape, 3(1),69-89.
Reilly, M.A. (2009). Dressing the Corpse: Professional learning and the play of singularities. Journal of Curriculum & Pedagogy, 6(1), 79-99.
Reilly, M.A. (2009). Opening spaces of possibility: Teacher as bricoleur. Journal of Adolescent & Adult Literacy 52 (5), 376-384.
Reilly, M.A. (2008). Finding the right words: Art conversations and poetry. Language Arts 86 (2), 19-27. Urbana, IL: National Council of Teachers of English.
Reilly, M.A. (2008). Occasioning possibilities, not certainties: Professional learning and peer-led book clubs. Teacher Development, 12, 3. pp. 211-221. London: Routledge/Taylor & Francis.
Reilly, M.A. (2007). Choice of action: Using data to make instructional decisions in kindergarten. The Reading Teacher, 60:8, 770-776.
Reilly, M.A. (1998). Difficult Flows and Waves: Unfixing Beliefs in a Grade 8 Language Arts Literacy Class. English Education, Urbana, IL: National Council of Teachers of English.
Wepner, S., Bettica, A., Gangi, J., Reilly, M.A., & Klemm, T. (Fall/Winter 2008). Developing a school-college professional learning community to promote student engagement. Excelsior, 3, 1, 36-60.
Articles in Professional Journals (Not Refereed)
Reilly, M.A. (2008). Gödel and the fallacy of “Scientifically Based Research”. Multicultural Review.17 (1), pp. 100-102.
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