91±¬ÁÏ

Shelley Murphy

Shelley Murphy

(she/her)
Department of Curriculum, Teaching & Learning
Contact info

Biography

Dr. Shelley Murphy is a Senior Lecturer and Course, Curriculum and Development Leader in the Department of Curriculum, Teaching and Learning at 91±¬ÁÏ/University of Toronto. She is a former classroom teacher and currently teaches in the Master of Teaching program and the Wellbeing Emphasis of the Curriculum and Pedagogy Program. Shelley developed and teaches a graduate course in the Theory and Practice of Mindfulness in Education which forefronts a Trauma-Sensitive and Social Justice framework. She is a Certified Trauma-Sensitive Mindfulness (TSM) teacher and has been teaching and practicing mindfulness for over 20 years. Shelley facilitates a monthly Mindfulness Community of Practice for Educators and has extensive experience offering professional learning workshops on the topics of mindfulness and wellbeing in the education field and beyond. Shelley is the recipient of A Mindful Society's 2019 Michele Chaban Spirit of Leadership Award for her work and research in the field. She is the author of Fostering Mindfulness which was released through Pembroke Publishers.

Degrees

  • PhD, Curriculum, Teaching, and Learning
    91±¬ÁÏ / University of Toronto,

    Toronto ON
    Canada
  • Master of Arts, Language and Literacy Education
    San Francisco State University,

    San Francisco, CA
    United States
  • Bachelor of Education, (Grad Dip. Primary)
    University of Western Sydney,

    Nepean
    Australia

Scholarly & Creative Works

  • Journal of Pediatric Hematology/Oncology Nursing. 39. 40-48
    Murphy, S., Donma, A., Kahut, S. A., Weisbaum, E., Chan, J., Plenert, E., & Tomlinson, D.
  • Open Library | PressBooks (Chapter 3: Cultivating Mental Health, Well-Being, and a Culture of Care in Online Teaching and Learning Environments)
    MacKinnon, K.; Wilton, L.; Murphy, S.; Stein Dzaldov, B.; Wattar, D.; DesRochers, J. & Mann, A.
  • EdCan Network; University of Toronto, 91±¬ÁÏ
    Murphy, S.
  • Journal of Pediatric Oncology Nursing
    Tomlinson, D., Sung, L., Vettese, E., Murphy, S., & Plenert, E.
  • Fostering Mindfulness
    Murphy, S. (2019). Fostering Mindfulness. Markham, ON: Pembroke Publishers.
  • Preparing Teachers for the Classroom: Mindful Awareness Practice in Preservice Education Curriculum
    In Byrnes, K., Dalton, J. & Dorman, B. (Eds.), Impacting Teaching and Learning: Contemplative Practices, Pedagogy, and Research in Education (pp. 41-51)
    Murphy, S.
  • Technology supported early literacy learning in a multilingual community preschool
    Education 3-13: International
    McGlynn-Stewart, M., Murphy, S., Pinto, I., Mogyorodi, E., and Nguyen, T.
  • Travelling Companions
    In A. Kemp (Ed.), Dignity of the Calling: Educators Share the Beginnings of Their Journey
    Ghafouri, F., & McGlynn-Stewart, M., and Murphy, S.
  • What I know now
    In D. Booth & R. Coles (Eds.), What Is a Good Teacher? (p.43)
    Murphy, S.
  • "How Do We Teach Them to Read If They Can't Pay Attention? Change in Literacy Teaching Practice through Collaborative Learning
    Language and Literacy, 17 (1),83-105.
    Murphy, S.
  • The Selchie Story as Readers Theater
    In D. Booth (Ed.), Exploding the Reading: Building a World of Responses from One Small Story, 50 Interactive Strategies for Increasing Comprehension (pp. 69-71)
    Murphy, S.
  • Finding the right fit: inclusive strategies for students with characteristics of ADHD
    The Journal of the National Association for the Education of Young Children (NAEYC). 69 (3), 66-71
    Murphy, S.
  • Constructing our identities through a writing support group: bridging from doctoral students to teacher educator researchers
    Studying Teacher Education, 10 (3), 239-254.
    Murphy, S., McGlynn Stewart, M., Ghafouri, F.
  • Literacy support for striving writers
    In D. Booth (Ed.), I've Got Something to Say: How Student Voices Inform Our Teaching (pp. 30-31)
    Murphy, S.
  • What I would do now: supporting diverse learners in reading and writing
    Caught in the Middle: Reading and Writing in the Middle Years
    Murphy, S.
  • What I would do now: supporting diverse learners in reading and writing
    Caught in the Middle: Reading and Writing in the Middle Years
    Murphy, S.
  • Equanimity in the Classroom
    The Mindfulness Bell, 54, 21-22
    Murphy, S.
  • Mindfulness in education: cultivating an attentive mind
    The Holistic Educator, 19 (2), 1-9.
    Murphy, S.

Research Interests

Dr. Shelley Murphy's current research is focused on teacher wellbeing and mindfulness in education settings. She is the recipient of A Mindful Society's 2019 Michele Chaban Spirit of Leadership Award for her work and research in the field of mindfulness in education. Her book, Fostering Mindfulness, was released in 2019 through Pembroke Publishers.

Research Grants and Contracts

  • 2019-2020 Sessional Faculty Research Grant (SFRG)

Honours and Awards

  • 2021 Nominee, 91±¬ÁÏ Cultivating Community Award
  • 2019 Nominee, 91±¬ÁÏ Award for Excellence in Initial Teacher Education
  • 2019 Recipient, A Mindful Society Michele Chaban Spirit of Leadership Award

Teaching Interests

  • CTL5042H Mindfulness in Education: Theory and Practice
  • CTL7008H Introduction to Special Education and Mental Health
  • CTL7000H Curriculum and Teaching in Literacy

Stay Connected with the Department of CTL

LinkedIn
Instagram
YouTube