Megan Guise, Ph.D.


rank Assistant Professor
office location 47-35L



  • Ph.D. University of Pittsburgh, 2009
  • M.Ed. Millersville University, 2004
  • B.S. Millersville University, 2002

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



     Journal Articles

  • Thein, A.H., Guise, M., & Sloan, D.L. (in press). 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.
  • Benko, S.L, Guise, M., Earl, C., & Martin, W. (under review). Professional development in 140 characters: Using Twitter with pre-service teachers as a means of reflection. Contemporary Issues in Technology and Teacher Education.
  • 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.


Courses taught

  • ENGL 424
  • ENGL 400
  • EDUC 414
  • ENGL 145

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School of Education
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