Dean, College of Education, Health, and Human Sciences
Before joining the University of Tennessee, College of Education, Health, and Human Sciences, McIntyre served as Dean of the College of Education of UNC Charlotte. Prior to that position, McIntyre served as the interim associate dean for academic affairs in the College of Education at North Carolina State University; department chair of elementary education at North Carolina State University; professor and university scholar at the University of Louisville; a classroom teacher at Newport Independent Schools in Newport, Kentucky; and a research assistant at SRI International, an independent, nonprofit scientific research institute.
University of Cincinnati, Cincinnati, OH - EdD Language and Literacy Education (1990)
Northern Kentucky University, Highland Heights, KY - MA Reading Education (1985)
Northern Kentucky University, Highland Heights, KY - BA Elementary Education (1983)
McIntyre, E., Hulan, N., & Layne, V. (2011). Reading instruction for diverse classrooms: Research-based, culturally responsive practice. New York: Guilford Press. (Nominated for Literacy Research Association award).
McIntyre, E., Kyle, D.W., Chen, C., Kraemer, J., & Parr, J. (2008). Six principles for teaching English language learners in all classrooms. Thousand Oaks, CA: Corwin Press.
Kyle, D.W., McIntyre, E., Miller, K., & Moore, G. (2005). Bridging school and home through family nights. Thousand Oaks, CA: Corwin Press.
Kyle, D.W., McIntyre, E., Miller, K. Moore, G. (2002). Reaching out: A K-8 resource for connecting with families. Thousand Oaks, CA: Corwin Press.
McIntyre, E., Rosebery, A., & González, N. (2001). Classroom diversity: Connecting curricula to students’ lives. Portsmouth, NH: Heinemann Educational Books.
McIntyre, E. & Pressley, M. (Eds.). (1996). Balanced Instruction: Strategies and skills in whole language. Norwood, MA: Christopher-Gordon Publishers.
Hovda, R.A., Kyle, D.W., & McIntyre, E. (Eds.). (1996). Creating nongraded K-3 primary classrooms: Teachers’ stories and lessons learned. Thousand Oaks, CA: Corwin Press.
Beach, K., McIntyre, E., Phillipakos, Z., Mraz, M., Pilioneta, P., & Vintinner, J. (2018). Effects of a summer reading intervention on reading skills for low-income Black and Hispanic students in elementary school. Reading & Writing Quarterly: Overcoming Learning Difficulties, 34, 263-289.
McIntyre, E. (2015). Comprehension instruction in culturally responsive classrooms: A review of research and practice. In S.R. Parris, & K. Headley (Eds.), Comprehension Instruction: Research-based Best Practices. New York: Guilford Press (pp. 136-146).
Heafner, T., McIntyre, E., & Spooner, M. (2014). The CAEP standards and research on educator preparation programs: Linking clinical partnerships with program impact. Peabody Journal of Education, 89, 1-16.
Difransesca, D., Lee, C., & McIntyre, E. (2014). Where is the “E” in STEM in for young children? Engineering design in an elementary teacher preparation program. Issues in Teacher Education, 23, 49-64.
McIntyre, E., Walkowiak, T., Thomson, M., Carrier, S., Lee, C., Grieve, E., Lowe, R., Maher, M., & Difransesca, D. (2014). STEM-focused elementary teacher preparation program: Student and alumni perceptions. Teacher Education and Practice, 26, 670-687.
McIntyre, E., & Hulan, N. (2013). Research-based, culturally responsive reading practice in elementary classrooms: A yearlong study. Literacy Research and Instruction, 52, 28-51.
McIntyre, E., & Hulan, N. (2010). Teachers’ developing understandings about race and achievement in a graduate course on literacy learning. Teacher Education and Practice, 23, 194-209.
McIntyre, E., Kyle, D.W., Munoz, M., Chen, C., & Beldon, S. (2010). Teacher learning and ELL reading achievement in sheltered instruction classrooms. Literacy Research and Instruction, 29, 1-18.
McIntyre, E. (2010). Sociocultural perspectives on children with reading difficulties. In R. Allington & A. McGill-Franzen (Eds.) Handbook of Research on Reading Disabilities. (pp. 41-56). New York: Routledge.
McIntyre, E, Hulan, N., & Maher, M. (2010). The relationship between literacy learning and cultural differences: A study of teachers’ dispositions. Journal of Reading Education, 35, 19-25.
McIntyre, E. (2010). Principles for teaching ELLs in the mainstream classroom: Adapting best practices for all learners. In G. Li & P. Edwards (Eds.), Best Practices for ELL Teaching. (pp. 61-83). New York: Guilford Press.
McIntyre, E. (2009). Issues in funds of knowledge teaching and research: Key concepts from a study of Appalachian families and schooling. In M. L. Dantas & P. Manyak (Eds.), Home-school connections in a multicultural society: Learning from/with diverse families (pp. 61-83). New York: Routledge.
McIntyre, E., Rightmyer, E., & Petrosko, J. (2008). Scripted and non-scripted reading instructional models: Effects on the phonics and reading achievement of first grade struggling readers. Reading Writing Quarterly, 24 (4), 377-407.
McIntyre, E. (2007). Story discussion in the primary grades: Balancing authenticity and explicit teaching. The Reading Teacher, 60 (7), 610–620.
McIntyre, E., Powell, R., Coots, K. Jones, D., Powers, S., & Deeters, F. Petrosko, J.P. (2007). Reading instruction in the NCLB era: Teachers’ implementation fidelity of early reading models. Journal of Educational Research and Policy Studies, 5 (2), 66-102.
McIntyre, E., & Kyle, D.W. (2006). The success and failure of one mandated reform for young children. Teaching and Teacher Education, 22, 1130-1144.
McIntyre, E., Rightmyer, E.C., Powell, R., Powers, S., & Petrosko, J.P. (2006). How much should young children read? A study of the relationship between development and instruction. Literacy Teaching and Learning: An International Journal of Early Literacy, 11 (1), 55-76.
Rightmyer, E. C., McIntyre, E., and Petrosko, J. M. (2006). Instruction, development, and achievement of struggling primary grade readers. Reading Research and Instruction, 45, 209-242.
Powell, R., McIntyre, E., & Rightmyer, E. (2006). Johnny won’t read and Susie won’t either: Reading instruction and student resistance. Journal of Early Childhood Literacy, 6 (1).
McIntyre, E., Kyle, D.W., & Moore, G. (2006). A teacher’s guidance toward small group dialogue in a low-SES primary grade classroom. Reading Research Quarterly, 41 (1), p. 36-63.
McIntyre, E., Petrosko, J.P., Powers, S., Jones, D., Bright, K., Powell, R., & Newsome, F. (2005). Supplemental instruction in early reading: Does it matter for struggling readers? Journal of Educational Research, 99 (2), 99-107.
Kyle, D.W., McIntyre, E., Sutherland, M., & Moore, G. (2005). Making family visits as a school-wide effort: Strategies, benefits, and challenges. In R. Martinez- Gonzalez, M. Perez-Herrero, & B. Rodriguez-Ruiz (Eds.), Family-school community partnerships: Merging into social development. Publica: Grupo SM: Oviedo, Spain, pp. 587-610.
McIntyre, E., Kyle, D.W., & Rightmyer, E.C. (2005). Families’ funds of knowledge to mediate teaching in rural schools. Cultura y Educacion, 17 (2), 175-195. Kyle,
Rueda, R., & McIntyre, E. (2002). Toward universal literacy. In S. Stringfield, & D. Land (Eds.), Educating At-Risk Students, Chicago: University of Chicago Press, 189-209.
Kyle, D,W., Moore, G., & McIntyre, E. (2001). Math family night: Connecting mathematics instruction with the families of young children. Teaching Children Mathematics (October), pp. 80-86.
McIntyre, E., Kyle, D., Moore G., Sweazy, R.A., & Greer, S. (2001). Linking home and school through family visits. Language Arts, Vol 78 (2), pp. 264-272.
Rosebery, A., McIntyre, E., & González, N. (2001). Connecting students’ cultures to instruction. In E. McIntyre, A. Rosebery, & N. González (Eds.), Classroom diversity: Connecting curricula to students’ lives. Heinemann Educational Books, pp. 1-13.
Freppon, P.A., & McIntyre, E. (1999). Comparison of young children learning to read in different instructional settings. Journal of Educational Research, 92, pp. 206-218.
McIntyre, E., Kyle, D.W., Hovda, R.A., & Stone, N. (1999). Nongraded primary programs: Reform for Kentucky’s children. Journal for Education for Students Placed at Risk, 4 (1), 47-64.
McIntyre, E., Kyle, D.W., Gregory, K., Moore, G., Wheatley, V., Clyde, J.A., & Hovda, R.A. (1996). Reading and writing in multi-age classrooms. Language Arts, 73, 384-394.
McIntyre, E., Kyle, D. W., Hovda, R., & Clyde, J. A. (1996). Explicit teaching and learning in whole language classrooms. In E. McIntyre & M. Pressley (Eds.), Balanced teaching: Strategies and skills in whole language. Christopher-Gordon Publishers, 232-250.
Purcell-Gates, V. P., McIntyre, E. & Freppon, P. A. (1995). Learning written storybook language in school: A comparison of low-SES children in skills-based and whole language classrooms. American Education Research Journal, 32, 659-85.
McIntyre, E. (1995). Teaching and learning writing skills in a low-SES, urban, whole language primary classroom. Journal of Reading Behavior, 27, pp. 213-242.
McIntyre, E. (1995). The struggle for developmentally appropriate literacy instruction. Journal of Research in Childhood Education, 9, pp. 45-56.
McIntyre, E. & Freppon, P.A. (1994). A comparison of children’s development of alphabetic knowledge in a skills-based and a whole language classroom. Research in the Teaching of English, pp. 391-417.
McIntyre, E. (1992). Young children's reading behaviors in various classroom contexts. Journal of Reading Behavior, 24 (3), 339-371.
McIntyre, E. (1992). Individual literacy instruction for young low-SES learners in traditional urban classrooms. Reading Research & Instruction, 31, pp. 53-63.
McIntyre, E. (1990). Young children's reading strategies as they read self-selected texts in school. Early Childhood Research Quarterly, 5, pp. 265-277.