UNC School of Education

Curriculum Vitae (PDF)

“What we want and need is education pure and simple, and we shall make surer and faster progress when we devote ourselves to finding out just what education is and what conditions have to be satisfied in order that education may be a reality and not a name or a slogan.”

– John Dewey

Overview

Mollie Lloyd always thought she wanted to be a teacher. Led by a belief in the power of education for all people and the power of a teacher within education, she sealed her commitment to the profession in ninth grade with encouragement from her algebra teacher. She joined Carolina’s faculty in 2006 and specializes in literacy education and professional development. “I am most interested in those students who struggle with reading and writing,” she said. “My focus is helping teachers—entrusted to teach all students to become readers and writers—to develop their understanding of students’ literacy profiles and explore opportunities for successful literacy engagements.”

In keeping with Dewey’s philosophy, Lloyd is committed to finding out what makes students want to read and write, the conditions that best advance literacy and helping teachers find their realities in the process. She encourages her students to be knowledgeable, inquisitive, willful and thoughtful as they adapt literacy teaching to individual students within a complex, diverse society.

Educational Background

• Ph.D. 2005 - University of North Carolina at Greensboro; Curriculum & Instruction, Teacher Education; Literacy Education
• M.Ed. 1999 - Appalachian State University; Literacy Education and Curriculum & Supervision
• B.S. 1987 - Converse College; Early Childhood Education (Preschool-2nd Grade) and Intermediate Education (3rd Grade-8th Grade, Language Arts and Social Studies)

Research Interests

• Literacy Education
• Literacy Diagnosis and Assessment
• Struggling Readers
• Emergent Readers

Teaching Areas

• Elementary Literacy
• Education Emergent Literacy
• Reflective Literacy Teaching
• Content Area Reading and Writing

Courses

• EDUC 513: Teaching Reading and Language Arts (K-6)
• EDUC 519: Seminar on Teaching Elementary Grades
• EDUC 520: Emergent Literacy
• EDUC 701: Reflective Literacy Teaching
• EDUX 703: Revisiting Literacy
• EDUX 722: Advanced Reflective Literacy Teaching

Funded Research

• 2009, Research Triangle Schools Partnerships (RTSP) School of Education Seed Grant: Study Group Professional Development, New Hope elementary School, Orange County Schools, NC $18,500
• 2008, Research Triangle Schools Partnerships (RTSP) School of Education Seed Grant: Study Group Professional Development, New Hope elementary School, Orange County Schools, NC $12,000

Selected Professional Affiliations

• Delta Kappa Gamma Society International, Eta State, Beta Omicron Chapter
• International Reading Association
• National Council of Teachers of English
• National Reading Conference

Selected Publications

Lloyd, M., (2005). What Elementary Teachers Focus on in Study Groups Designed to Advance Reading Achievement. Doctoral Dissertation, (June, 2005), University of North Carolina at Greensboro.

Popp, P.A., Contributors Egelson, P., Lloyd, M., & Humphries, S. (2004). Reading on the go! Students who are highly mobile and reading instruction. Prepared for National Center for Homeless Education (December, 2004), NCHE of SERVE, University of North Carolina at Greensboro.

Duffy, A., Anderson, J., Durham, C., Erickson, A., Lloyd, M., et al. (2003) Responding to the rhetoric: Perspectives on reading instruction. The Reading Teacher, 56(7), 684-686.