Dr. Kelly McKie

McKie, K., & Anderson, R. K. (2026). Nested networks and neighbor interactions: Rethinking professional learning. Teaching and Teacher Education, 176, 105497. https://doi.org/10.1016/j.tate.2026.105497

Gibbons, L., Hiebert, J., & McKie, K. (in press). Theories of Action Needed to Guide Emerging Models for Professional Learning: An Examination of a Theory of Action for Instructional Coaching. Elementary School Journal.

McKie, K., Carter, R., Suurtamm, C., & Taylor, P. (2025). Integrating rich mathematical tasks in secondary classrooms: Teacher perspectives. Canadian Journal of Science, Mathematics, and Technology Education, 25, 497–515. https://10.1007/s42330-025-00382-0

McKie, K. (2024). Collaboration counts: Sustained success in professional learning communities. Canadian Journal of Science, Mathematics, and Technology Education, 24, 380–399. https://doi.org/10.1007/s42330-025-00367-z

McKie, K., Anderson, R., Overwijk, A., & Temple, S. (2023). Complexity and professionalization: The nested collaborative nature of teacher learning. The International Journal of Complexity in Education, 4(1).

Guest, E., McGinnis, S., Cao, X., Lee-Krueger, R., Mahjoub, G., McKie, K., Morse, L., Neisary. S., Oguanobi, H., Raji, M. O., Qin, I., & Varghese, D. (2021). Being a PhD student in the age of COVID-19: Reflections from the 2019 Faculty of Education cohort of the University of Ottawa. Canadian Journal for New Scholars in Education, 12(1), 30-38.

McKie, K., Suurtamm, C., & Lazarus, J. (2017). Supporting professional learning in mathematics. OAME Gazette, 56(2), 30 – 34. 

Suurtamm, C., Lazarus, J., & McKie, K. (2017). Grade 9 applied mathematics: A collaborative inquiry. OAME Gazette, 56(1), 35-41.