Trevor T. Stewart
School of Education
1750 Kraft Drive, Room 2003 (0302)
Blacksburg, VA 24061
540-231-8335 | firstname.lastname@example.org
Dr. Trevor Thomas Stewart is an Associate Professor in the School of Education and the Program Leader for English Education at Virginia Tech. He received his Ph.D. in Language & Literacy Education and a Certificate in Interdisciplinary Qualitative Studies from the University of Georgia (2010).
Prior to becoming a teacher educator, Dr. Stewart earned his BA in English (2003) and MAT in English (2005) at Western Carolina University. He worked as a high school English teacher in southwestern North Carolina. His previous academic appointment was at Appalachian State University (2010-2014) where he taught courses focused on writing, English Language Arts methods, and digital literacy. Dr. Stewart’s scholarship is grounded in the work of Russian literary theorist Mikhail Bakhtin, and his research interests include the influences of educational policy and high-stakes testing on English teachers' instructional practices, making creativity a central element of teacher practice, and the intersection between language and culture.
- English Education
- Teacher Education
- Dialogic Pedagogy
- Literacy Education
- Qualitative Methodology
- Ph.D. Language & Literacy Education, University of Georgia
- Certificate in Interdisciplinary Qualitative Studies, University of Georgia
- M.A.T English, Western Carolina University
- B.A. (Summa Cum Laude) English, Western Carolina University
- Program Leader for English Education, Virginia Tech
- American Reading Forum Board of Directors 2012-2015
- Editorial Board Journal of Language & Literacy Education 2011-Present
- 2017 Gary Moorman Early Career Literacy Scholar Award, American Reading Forum
- 2014 Reich College of Education Outstanding Scholarship/Creative Activity Award, Appalachian State University
Stewart, T. T., Coombs, D., Fecho, B., & Hawley, T. (2019, Online First) Embracing wobble: Exploring novice teachers’ efforts to enact dialogic literacy instruction. Journal of Adolescent & Adult Literacy.
Stewart, T. T., & Boggs, G. L. (2019). Urban teachers’ online dissent produces cultural resources of relevance to teacher education. The Urban Review. 51(2), 183-200.
Boggs, G. L., Stewart, T. T., & Jansky, T. (2018). Economic relevance and planning for literacy instruction: Reconciling competing ideologies. Journal of Adolescent & Adult Literacy, 61(5), 553-565.
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.
Boggs, G. L., & Stewart, T. T. (2016). Critical digital literacies, education reform,and urban teachers’ right to the city. The SoJo Journal: Educational Foundations and Social Justice Education, 1(2), 63-79.
Azano, A. P., & Stewart, T. T. (2016). Confronting challenges at the intersection of rurality, place, and teacher preparation: Improving efforts in teacher education to staff rural schools. Global Education Review, 3(1), 108-128.
Stewart, T. T., & Goodman, J. (2015). Inquiry, experience, and exploration: Rebooting the research project and making connections beyond the English classroom. Teaching/Writing: The Journal of Writing Teacher Education, 4(1), 56-72.
Azano, A. P., & Stewart, T. T. (2015). Exploring place and practicing justice: Preparing pre-service teachers for success in rural schools. Journal of Research in Rural Education, 30(9), 1-12.
Stewart, T. T. (2012). English teachers, administrators, and dialogue: Transcending the asymmetry of power in the discourse of educational policy. English Education, 44(4), 375-393.
Stewart, T. T. (2011). Transactional analysis: A framework for illuminating human experience. International Journal of Qualitative Methods, 10(3), 282-295.
Stewart, T. T. (2010). A dialogic pedagogy: Looking to Mikhail Bakhtin for alternatives to standards period teaching practices. Critical Education, 1(6), 1-20.
Stewart, T. T. (2019). Supporting teacher candidates’ development of critical thinking skills through dialogue and reflection. In G. Mariano & F. Figliano (Eds.). Handbook of research on critical thinking skills (pp. 211-234). Hershey, PA: IGI- Global
Stewart, T. T. (2018). Dialogue, inquiry, changing roles, and the dialogical self. In F. Meijers & H. Hermans (Eds.), The Dialogical self theory in education: A multicultural perspective. Cultural psychology of education, Vol. 5, (pp. 35-47). Cham, Switzerland: Springer.
- EDCI 5104: Schooling in American Society
- EDCI 6505: Reading Research Seminar
- EDCI 5724: Teaching English in the Middle & Secondary Schools I
- EDCI 5964: Field Studies (English)
- EDCI 5724: Teaching English in the Middle & Secondary Schools II
- EDCI 5754: Student Teaching Internship (English)
- EDCI 5454: Teaching Composition
- EDCI 5264: Comprehension Processes and Content Area Reading
2019- present Lauren May
2018- present Heather Wright
2015- present James Hill (Admitted to Doctoral Candidacy May, 2017)
2015- 2019 Pamela Lindstrom (Adjunct Professor: Penn State Harrisburg; Millersville University)
2015- 2019 Erika Bass (Assistant Professor, University of Northern Iowa)
2014- 2017 Tanji Reed Marshall (Research Associate, The Education Trust, Washington D.C.)
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