Dr. Megan Guise
English Education Coordinator
Liberal Studies Liaison
Office: Bldg. 47-35L
E-mail: Megan Guise
(subject to change)
EDUC 479 - Student Teaching
Ph.D. English Education, University of Pittsburgh, 2009
M.Ed. English Education, Millersville University, 2004
B.S. English Education, Millersville University, 2002, magna cum laude
Teaching and Research Interests
Teacher education and professional development
Effective pedagogy and curriculum
Teaching of writing
Teacher beliefs and instructional practices
Social-class specific responses to literature
Benko, S.L., Guies, M., Earl, C., & Gill, W. (2016) More than social media: Using Twitter with preservice teachers as a means of reflection and engagement in communities of practice. Contemporary Issues in Technology and Teacher Education, 16(1), Retrieved from cietjournal.org/vol16/iss1/languagearts/article1.cfm
Thein, A.H., Guise, M., & Sloan, D.L. (2015). Examining the circulation of emotional rules in the English classroom: A Critical Discourse Analysis of one student’s literary responses in two academic contexts. Research in the Teaching of English, 49(3), 200-223.
Guise, M., & Benko, S.L. (2014). Scaffolding pre-service English teachers to teach secondary students how to utilize digital tools when composing. In R.S. Anderson & C. Mims (Eds.), Digital tools for writing instruction in K-12 settings: Student perception and experience. IGI Global.
Guise, M. (2013). Forming university and teacher partnerships in an effort to reframe and rethink mentoring programs. English Journal, 102(3) 65-70.
Thein, A.H., Guise, M., & Sloan, D.L. (2012). Exploring the significance of social class identity performance in the English classroom: A case study analysis of a literature circle discussion. English Education, 44(3) 215-253.
Thein, A.H., Guise, M., & Sloan, D.L. (2011). Problematizing literature circles as forums for discussion of multicultural and political texts. Journal of Adolescent & Adult Literacy, 55(1) 15-24.