Virginia Tech Blacksburg Campus


Residential/On 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.

Funding through assistantships
75+ Credit hours
100% faculty commitment
Intensive research opportunities
Our English Education program

The School of Education at Virginia Tech offers a doctoral program in Curriculum and Instruction with emphasis in English Education. The doctoral program is made up of full time and part-time doctoral students. Every effort is made to secure graduate assistantships for full time students as they complete their one year academic residency requirement. Prospective Students should contact Dr. Trevor Stewart to discuss their application.

Why Study English Education Here?

The English Education programs at Virginia Tech prepare English teachers, teacher educators, and scholars to be successful in the context of increasingly standardized education reforms. Working from the perspective that learning should be a generative act, faculty guide students in the exploration of concepts that make student-centered, dialogic approaches central constructs in the study of teaching and learning. Courses in the program focus on literacy development and consider the roles of language and culture in approaches to teaching that bring classroom content into dialogue with students’ lives 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."

-Pamela Lindstrom, PhD Candidate
Faculty Research Interests

English Education

Dialogic Pedagogy

High-stakes Testing

Qualitative Methodology

Writing Instruction and Creativity

Rural Education

Adolescent Literacy

Place-based Pedagogy

Special Populations in Rural Communities

English Education Research Highlights

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:

Related Programs

Students interested in applying to the English Education (Ph.D. in Curriculum and Instruction) should contact the program leader, Dr. Trevor T. Stewart, by email at

Visit our office at 309 War Memorial Hall (0313), 370 Drillfield Drive, Blacksburg, VA 24061

Domestic Application

Spring: January 1

Summer I: May 1

Summer II: June 1

*Fall:  August 1

International Application

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


Trevor Stewart
Program Leader
309 War Memorial Hall

Sherri Albert
Administrative Assistant
226 War Memorial Hall
(540) 231-5558

School of Education

226 War Memorial Hall (0313)

370 Drillfield Drive

Blacksburg, VA 24061