Bio


Dr. McLaughlin's research combines studies of K-12 education policy in the U.S and work on the broad question of community-school collaboration to support youth development. Her research on public education focuses on how school teaching is shaped by "context" issues such as organizational policy, social-cultural conditions of the schools, districts and communities. Within communities, she is involved with local efforts engage whole communities-schools, community organizations and agencies, parents, faith-based institutions-in developing new strategies and capacity to promote youth development broadly considered. Dr. McLaughlin is Co-Director of the Center for Research on the Context of Teaching, an education research center that analyzes how teaching and learning are shaped by their contexts and the connection between teacher learning communities and educational reforms. She is Director of the John Gardner Center for Youth and their Communities, a partnership between Stanford University and Bay Area communities to build new practices, knowledge and capacity for youth development and learning.

Academic Appointments


  • Emeritus Faculty, Acad Council, Graduate School of Education

Administrative Appointments


  • Director, Center for Research on the Context of Teaching (1987 - Present)
  • Professor of Education, Stanford Graduate School of Education (1989 - 1999)
  • Director, The John W. Gardner Center for Youth and Their Communities: http://gardnercenter.stanford.edu (2000 - Present)
  • David Jacks Professor Emeritus of Education and Public Policy, Stanford Graduate School of Education (2000 - Present)
  • Associate Professor of Education, Stanford Graduate School of Education (1983 - 1989)

Boards, Advisory Committees, Professional Organizations


  • Advisor, National Center on Schools and Communities (2019 - Present)
  • Advisor, USED Blue Ribbon Schools Commission (2019 - Present)
  • Member, National Academy of Education (2019 - Present)
  • Member, American Educational Research Association (AERA) (2019 - Present)
  • Member, Advisory Board, Partners in School Innovation (2019 - Present)
  • Member, Advisory Board, Irvine Foundation Urban Initiative (2019 - Present)
  • Member, Advisory Board, Center for Research on Equity and Diversity in Education (2019 - Present)
  • Member, Advisory Board, National Writing Project, Urban Initiative (2019 - Present)
  • Member, Advisory Board, Children and Youth Community Health Initiative, California Wellness Foundation (2019 - Present)
  • Member, Board of Directors, National Network for Youth (2019 - Present)
  • Member, Editorial Board, Teachers and Teaching (2019 - Present)
  • Member, Panel on Youth and Communities, National Research Council (2019 - Present)
  • Trustee, MidPeninsula High School (2019 - Present)
  • Chair, Evaluation Training Program (1983 - 1987)
  • Visiting Professor, University of California (1977 - 1980)
  • Senior Social Scientist, Rand Corporation (1973 - 1983)

Professional Education


  • Ph.D., Harvard University, Education and Social Policy (1973)
  • Ed.M., Harvard University, Education and Social Policy (1973)
  • B.A., Connecticut College, Philosophy (1963)

Research Interests


  • Educational Policy
  • School Reform

Current Research and Scholarly Interests


School context; planned change; teacher workplaces; government policy; inner-city youth; neighborhood-based organizations; community youth development.

2021-22 Courses


All Publications


  • Playing Fair: The Contribution of High-Functioning Recess to Overall School Climate in Low-Income Elementary Schools JOURNAL OF SCHOOL HEALTH London, R. A., Westrich, L., Stokes-Guinan, K., McLaughlin, M. 2015; 85 (1): 53-60

    Abstract

    Recess is a part of the elementary school day with strong implications for school climate. Positive school climate has been linked to a host of favorable student outcomes, from attendance to achievement. We examine 6 low-income elementary schools' experiences implementing a recess-based program designed to provide safe, healthy, and inclusive play to study how improving recess functioning can affect school climate.Data from teacher, principal, and recess coach interviews; student focus groups; recess observations; and a teacher survey are triangulated to understand the ways that recess changed during implementation. Comparing schools that achieved higher- and lower-functioning recesses, we link recess functioning with school climate.Recess improved in all schools, but 4 of the 6 achieved a higher-functioning recess. In these schools, teachers and principals agreed that by the end of the year, recess offered opportunities for student engagement, conflict resolution, pro-social skill development, and emotional and physical safety. Respondents in these four schools linked these changes to improved overall school climate.Recess is an important part of the school day for contributing to school climate. Creating a positive recess climate helps students to be engaged in meaningful play and return to class ready to learn.

    View details for DOI 10.1111/josh.12216

    View details for Web of Science ID 000345761200007

    View details for PubMedID 25440453

  • School Connectedness for Students in Low-Income Urban High Schools TEACHERS COLLEGE RECORD Nasir, N. S., Jones, A., McLaughlin, M. 2011; 113 (8): 1755-1793
  • Shifts in Reform Influence How and What Teachers Learn PHI DELTA KAPPAN McLaughlin, M. W. 2011; 92 (6): 67-67
  • What Does It Mean to Be African American? Constructions of Race and Academic Identity in an Urban Public High School AMERICAN EDUCATIONAL RESEARCH JOURNAL Nasir, N. S., McLaughlin, M. W., Jones, A. 2009; 46 (1): 73-114
  • Community organizing and youth advocacy. New directions for youth development Deschenes, S., McLaughlin, M., Newman, A. 2008; 2008 (117): 1-4

    View details for DOI 10.1002/yd.242

    View details for PubMedID 18384135

  • Organizations advocating for youth: the local advantage. New directions for youth development Deschenes, S., McLaughlin, M., Newman, A. 2008; 2008 (117): 11-25

    Abstract

    Youth occupy a unique place in our democratic society. They must primarily rely on others to speak on their behalf as decisions are made about the allocation of resources within and across various youth-serving institutions. Advocacy organizations comprise crucial representational assets for all youth, but America's poorest children and youth especially need an effective voice to speak for and about them. Yet advocates for youth in urban areas face tough challenges since urban voters typically have few positive connections to youth. This article draws on three years of research focused on three organizations in the San Francisco Bay Area that have successfully advocated for better policies for youth. The authors explore the strategies that these organizations have employed to overcome the challenges they face, with particular attention to the advantages that follow from advocating at the local rather than at the state or federal level.

    View details for DOI 10.1002/yd.244

    View details for PubMedID 18384136

  • Qualities That Attract Urban Youth to After-School Settings and Promote Continued Participation TEACHERS COLLEGE RECORD Strobel, K., Kirshner, B., O'Donoghue, J., McLaughlin, M. 2008; 110 (8): 1677-1705
  • Advocacy organizations and the field of youth services: Ongoing efforts to restructure a field NONPROFIT AND VOLUNTARY SECTOR QUARTERLY Scott, W. R., Deschenes, S., Hopkins, K., Newman, A., McLaughlin, M. 2006; 35 (4): 691-714
  • Introduction: moving youth participation forward. New directions for youth development O'Donoghue, J. L., Kirshner, B., McLaughlin, M. 2002: 15-26

    Abstract

    Given the emerging interest among researchers, practitioners, and policymakers in youth participation, it is important to examine and assess carefully the promise and challenges of youth engagement.

    View details for PubMedID 12630271

  • Youth civic engagement in the twenty-first century JOURNAL OF RESEARCH ON ADOLESCENCE Youniss, J., BALES, S., Christmas-Best, V., Diversi, M., McLaughlin, M., SILBEREISEN, R. 2002; 12 (1): 121-148
  • Design cooperation: Strengthening the link between organizational and instructional change in schools EDUCATIONAL POLICY MINTROP, H., Gamson, D., McLaughlin, M., Wong, P. L., Oberman, I. 2001; 15 (4): 520-546
  • Community counts EDUCATIONAL LEADERSHIP MCLAUGHLIN, M. W. 2001; 58 (7): 14-18
  • School-community connections: Strengthening opportunity to learn and opportunity to teach Handbook of research on teaching Honig, M. I., Kahne, J., McLaughlin, M. W. 2001; 4
  • Teachers engaged in evidence-based reform: Trajectories of teachers’ inquiry, analysis, and action Teachers caught in the action: Professional development that matters McLaughlin, M. W., Zarrow, J. 2001: 79-101
  • Community Counts: How Youth Organizations Matter for Youth Development. n/a McLaughlin, M. W. 2000
  • Investing in teaching as a learning profession: Policy problems and prospects Teaching as the learning profession: Handbook of policy and practice Darling-Hammond, L., McLaughlin, M. W. 1999: 376-411
  • Listening and learning from the field: Tales of policy implementation and situated practice International handbook of educational change McLaughlin, M. W. Springer. 1998: 70–84
  • Teacher learning: New policies, new practices - Introduction Conference on Teacher Learning - New Policies, New Practices MCLAUGHLIN, M. W., Oberman, I. TEACHERS COLLEGE PRESS. 1996: R9–R11
  • Teacher Learning: New Policies, New Practices. The Series on School Reform. McLaughlin, M. W., Oberman, I. ERIC. 1996
  • POLICIES THAT SUPPORT PROFESSIONAL-DEVELOPMENT IN AN ERA OF REFORM PHI DELTA KAPPAN DARLINGHAMMOND, L., MCLAUGHLIN, M. W. 1995; 76 (8): 597-604
  • Urban Sanctuaries: Neighborhood Organizations in the Lives and Futures of Inner-City Youth HARVARD EDUCATIONAL REVIEW McLaughlin, M., Irby, M., Langman, J. 1995; 65: 681-682
  • Policies that support professional development in an era of reform Phi delta kappan Darling-Hammond, L., McLaughlin, M. W. 1995; 76 (8): 597-604
  • URBAN SANCTUARIES - NEIGHBORHOOD ORGANIZATIONS THAT KEEP HOPE ALIVE PHI DELTA KAPPAN MCLAUGHLIN, M. W., IRBY, M. A. 1994; 76 (4): 300-306
  • LEARNING FOR ANYTHING EVERYDAY JOURNAL OF CURRICULUM STUDIES HEATH, S. B., MCLAUGHLIN, M. W. 1994; 26 (5): 471-489
  • THE BEST OF BOTH WORLDS - CONNECTING SCHOOLS AND COMMUNITY YOUTH ORGANIZATIONS FOR ALL-DAY, ALL-YEAR LEARNING EDUCATIONAL ADMINISTRATION QUARTERLY HEATH, S. B., MCLAUGHLIN, M. W. 1994; 30 (3): 278-300
  • TEACHER PROFESSIONALISM IN LOCAL SCHOOL CONTEXTS Meeting of the American-Educational-Research-Association TALBERT, J. E., MCLAUGHLIN, M. W. UNIV CHICAGO PRESS. 1994: 123–53
  • UNDERSTANDING CONTEXT EFFECTS ON SECONDARY-SCHOOL TEACHING TEACHERS COLLEGE RECORD TALBERT, J. E., MCLAUGHLIN, M. W., Rowan, B. 1993; 95 (1): 45-68
  • Teachers' work Individual, colleagues and contexts Little, J. W., McLaughlin, M. W. 1993
  • HOW DISTRICT COMMUNITIES DO AND DO NOT FOSTER TEACHER PRIDE EDUCATIONAL LEADERSHIP MCLAUGHLIN, M. W. 1992; 50 (1): 33-35
  • NETWORKS FOR EDUCATIONAL-CHANGE - POWERFUL AND PROBLEMATIC PHI DELTA KAPPAN LIEBERMAN, A., MCLAUGHLIN, M. W. 1992; 73 (9): 673-677
  • CONTEXT MATTERS - TEACHING IN JAPAN AND IN THE UNITED-STATES PHI DELTA KAPPAN Sato, N., MCLAUGHLIN, M. W. 1992; 73 (5): 359-366
  • TEST-BASED ACCOUNTABILITY AS A REFORM STRATEGY PHI DELTA KAPPAN MCLAUGHLIN, M. W. 1991; 73 (3): 248-251
  • COMMUNITY ORGANIZATIONS AS FAMILY - ENDEAVORS THAT ENGAGE AND SUPPORT ADOLESCENTS PHI DELTA KAPPAN HEATH, S. B., MCLAUGHLIN, M. W. 1991; 72 (8): 623-627
  • CONSTRUCTING A PERSONALIZED SCHOOL ENVIRONMENT PHI DELTA KAPPAN MCLAUGHLIN, M. W., Talbert, J., Kahne, J., Powell, J. 1990; 72 (3): 230-235
  • INVOLVING LOW-INCOME PARENTS IN THE SCHOOLS - A ROLE FOR POLICY PHI DELTA KAPPAN MCLAUGHLIN, M. W., Shields, P. M. 1987; 69 (2): 156-160
  • A MATTER OF INTERPRETATION PHI DELTA KAPPAN HEATH, S. B., MCLAUGHLIN, M. W. 1987; 68 (10): 786-786
  • A CHILD RESOURCE POLICY - MOVING BEYOND DEPENDENCE ON SCHOOL AND FAMILY PHI DELTA KAPPAN HEATH, S. B., MCLAUGHLIN, M. W. 1987; 68 (8): 576-580
  • WHY TEACHERS WONT TEACH PHI DELTA KAPPAN MCLAUGHLIN, M. W., PFEIFER, R. S., SWANSONOWENS, D., Yee, S. 1986; 67 (6): 420-426
  • NOTES ON THE NEW POLITICS OF EDUCATION EDUCATION AND URBAN SOCIETY MCLAUGHLIN, M. W., Catterall, J. S. 1984; 16 (3): 375-381
  • TEACHER EVALUATION AND SCHOOL IMPROVEMENT TEACHERS COLLEGE RECORD MCLAUGHLIN, M. W. 1984; 86 (1): 193-207