Trevor T. Stewart

Trevor T Stewart, Assistant Professor, School of Education, Teaching & Learning.

Trevor T. Stewart

Trevor T. Stewart

Associate Professor


School of Education (0302)
1750 Kraft Dr.,
Room 2003
Blacksburg, Virginia 24060


Office: 540-231-8335


Department Membership

School of Education


  • English Education
  • Dialogic Pedagogy
  • High-stakes Testing
  • Qualitative Methodology
  • Writing Instruction and Creativity 

Professional Activities

  • Program Leader, English Education
  • American Reading Forum, Executive Board (Past)
  • National Council of Teachers of English
    Literacy Research Association
  • American Educational Research Association


  • Ph.D. Language & Literacy Education, University of Georgia
  • M.A.T. English, Western Carolina University
  • B.A. English, Western Carolina University   

Research Interests

    Awards and Honors

    • Gary Moorman Early Career Literacy Scholar Award, American Reading Forum, 2017
    • Reich College of Education Outstanding Scholarship/Creative Activity Award, Appalachian State University

    Selected Publications

    Book Chapters

    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 in education. Cultural psychology of education, Vol. 5, (pp. 35-47). Cham, Switzerland: Springer. 

    Stewart, T. T. (2014). A Historical Overview of Writing & Technology: Seeking the Right Instructional Tools for the Job. In C. Mims and R. S. Anderson (Eds.), Digital Tools for Writing Instruction in K-12 Settings: Student Perception and Experience. Hershey, PA: IGI- Global.

    Boggs, G.L., & Stewart, T. T.  (2014). Critical Digital Literacies and the Struggle Over What’s Common. In A. Heron-Hruby & M. Landon-Hays (Eds.), Digital Networking for School Reform. New York: Palgrave-Macmillan.


    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.

    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., & 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. 

    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.

    Additonal Information

    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.