Clinical Assistant Professor, Educational Psychology
Office#: 603 Harrington Office Building
Mail Stop: 4225
Office Phone: (979) 458-0828
Primary Emphasis Area: Special Education
Vita: View Document
Google Scholar: Google Scholar Profile
Short Bio
Marcia L. Montague is a Clinical Assistant Professor in Special Education at Texas A&M University. Her research interests surround equity in access for individuals with disabilities and at-risk youth. Dr. Montague engages in research and service activities centering on supporting the transition to postsecondary education for and the college retention of first-generation students and students with disabilities. Higher education teaching responsibilities have included numerous courses at the undergraduate and graduate levels for more than ten years.

Dr. Montague has nine years of special education classroom teaching experience where she taught students with a range of disabilities (including cognitive impairments, other health impairments, orthopedic impairments, traumatic brain injury, visual impairments, physical disabilities, multiple disabilities, and others). She engages in dedicated efforts to develop and maintain solid partnerships with surrounding school districts. This work has included leading efforts in mentoring, tutoring, developing and implementing academic and social skills camps, and providing professional development training. Outside of the school setting, Dr. Montague has worked with multiple Local Authorities on Intellectual and Developmental Disabilities (LIDDAs) in Texas. She has provided numerous trainings to disability service providers, emergency managers, mental health care providers, rehabilitation professionals, disaster case managers, aging and disability groups, and families.
Research Interests
Classroom Management
Equity in Access to Education
Interventions for At-Risk, First-Generation, and Low-Income College Students
Interventions for Students with Low-Incidence Disabilities
Special Education Teacher Preparation and Professional Development
Transition to Post-Secondary Education
Publications (journal articles, books, book chapters)*

1. Sanchez Gonzalez, M. L., Castillo, L. G., Montague, M. L., & Lynch, P. S. (2018). Predictors of college enrollment among latinx high school students. Journal of Hispanic Higher Education, 1-12. doi:10.1177/1538192718765074 *

2. Montague, M. L., Lynch, P. S., Armstrong, T. W., & Castillo, L. G. (November, 2018). Reliability and validity of the self-advocacy scale. Special Education Research, Policy & Practice, 2(1), 77-87.

3. Stough, L. M., & Montague, M. L. (2015). How teachers learn to be classroom managers. In E. Emmer (Ed), Handbook of classroom management: Research, practice, and contemporary issues. Mahwah, NJ: Erlbaum

4. Montague, M. L. (2015). Management of student grouping. In Scarlett, W. G. (Ed.) The SAGE Encyclopedia of Classroom Management. Sage Publications

5. Stough, L. M., Montague, M. L, Landmark, L. M., & Williams-Diehm, K. L. (2015). Persistent classroom management training needs of experienced teachers. Journal of the Scholarship of Teaching and Learning, 15(5), 36-48 *

6. Stough, L. M. & Montague, M. L. (2015). Teacher education and classroom management. In Scarlett, W. G. (Ed.) The SAGE Encyclopedia of Classroom Management. Sage Publications.

7. Stough, L. M. & Montague, M. L. (2014). Genetic counseling. In Reynolds, C., Vannest, K., & Fletcher-Janzen, E. (Eds.) Encyclopedia of Special Education (4th ed.). Hoboken, N.J.: John Wiley & Sons

* Publication was joint-authored with students
Diss Publication was from a dissertation
ROS Publication was from a record of study

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