Megan Guise

Megan Guise

 

rank Professor
email mguise@calpoly.edu
office location 02-109
phone

805-756-2134

Education


  • 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

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

Selected Publications


  • Guise, M., Thiessen, K., Robbins, A., & Habib, M. (2017). Continuum of co-teaching implementation: Moving from traditional student teaching to implementing co-teaching. Teaching and Teacher Education, 66, 370-382.
  • Guise, M., & Friend, N. (2017). Demystifying poetry for middle school students through collaborative, multimodal writing.  Language Arts, 94(6), 395-406.
  • Guise, M., & Thiessen, K. (2017). From pre-service to employed teacher: Examining one year later the benefits and challenges of a co-teaching clinical experience.  Educational Renaissance, 5(1), 37-51.
  • Guise, M., Habib, M., Robbins, A., Hegg, S., Hoellwarth, C., & Stauch, N. (2016).  Pre-conditions for success & barriers to implementation: The importance of collaborative and reflective dispositions to foster professional growth during a coteaching clinical experience. Teacher Education Quarterly, 43(4), 55.
  • Guise, M., Thiessen, K., Robbins, A., Habib, M., Stauch, N., & Hoellwarth, C. (2016).  The evolution of clinical practice: Moving from traditional student teaching to co-teaching.  Handbook of research on teacher education and professional development. Hershey, PA: IGI Global.
  • Benko, S.L., Guise, 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 Journal102(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 Education44(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 Literacy55(1) 15-24.

Related Content

School of Education
California Polytechnic State University
San Luis Obispo, CA 93407
805.756.2126
soe@calpoly.edu