Virginia Tech Blacksburg Campus
(Ph.D. in Curriculum and Instruction)
Virginia Tech Blacksburg Campus
The English Education programs at Virginia Tech meld traditional issues of teaching writing, language and literature with newly emerging practices and research in adolescent literacy, new literacies, multimodal technologies and teaching and learning in 21st century classrooms.
“The EE PhD program is a great place to work with great researchers, educators, and fellow students. I was able to develop my research ideas and work with other doctoral students in EE and in other focus areas to develop my ideas and pursue my interests. The faculty are supportive and are always available to discuss ideas or to help with your writing. I have grown as a writer, a researcher, and an educator in this program and I could not have done it without the faculty and students I have encountered here.”-Erika Nicholas, PhD Candidate
"When I was considering pursuing my doctorate, my biggest anxiety was whether or not I would know how to operate at that level of education, that I would be unaware of the ins and outs of conducting research and struggle to understand the process of completing a dissertation in English education. Once here at Virginia Tech, I found that the faculty were aware that my anxiety was common in all new doctoral students and ensured that the first year of the program provided a means to aid students in navigating their way in the English education doctoral program. As I continue in the program, the English education faculty help me in adjusting to the expectations and intellectual rigor that is a part of research and post-secondary education, while familiarizing me with the multiple theories and methods that facilitate designing my own inquiry into English education."-Jim Hill, PhD Candidate
"The PhD program in English Education at Virginia Tech has been both incredibly difficult and incredibly rewarding. This program has challenged me both intellectually and personally; I have learned so much about course subject matter and my own research topics, but I have also learned at least as much through my experience here about who I am and who I want to be."
Azano, A. P. (2017). Book review of Serving gifted students in rural settings. Journal of Research in Rural Education, 32(2), 1-3.
Azano, A. P., Callahan, C. M., Brodersen, A., & Caughey, M. (2017). Responding to the challenges of gifted education in rural communities. Global Education Review, 4(1), 1-16.
Azano, A. P., & Tackett, M. E. (2017). Perceptions of teachers and parents on the educational experiences of students with autism in a remote rural community. The Rural Educator (in press- October).
Stewart, T. T. (In press, Fall 2017). Dialogue, inquiry, changing roles, and the dialogical self. In F. Meijers & H. Hermans (Eds.), The Dialogical self in education. New York, NY: Springer.
Boggs, G. L., Stewart, T. T., & Jansky, T. (In press, published online 2017). Economic relevance and planning for literacy instruction: Reconciling competing ideologies. Journal of Adolescent & Adult Literacy.
Stewart, T. T., & Boggs, G. L. (2016). Emerging dialogic structures in education reform: An analysis of urban teachers' online compositions. Dialogic Pedagogy: An International Online Journal, 4, 142-161. doi: http://dx.doi.org/10.5195/dpj.2016148.
Visit our office at 309 War Memorial Hall (0313), 370 Drillfield Drive, Blacksburg, VA 24061
Spring: January 1
Summer I: May 1
Summer II: June 1
*Fall: August 1
Spring: September 1
Summer I: January 1
Summer II: February 1
*Fall: April 1
*Deadline for early decision admission with full funding consideration for Fall: February 1