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Trevor T. Stewart

Trevor Thomas Stewart, Associate Professor

Trevor Thomas Stewart, Associate Professor
Trevor T Stewart, Associate Professor and Program Leader, English Language Arts Education

School of Education
1750 Kraft Drive
Room 2105 (0302)
Blacksburg, VA 24061
540-231-8335 |  ttstew@vt.edu

Brief Bio:

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 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 the learning process, and the intersection between language and culture. In particular, his work focuses on teaching from a dialogic stance and making classrooms generative spaces that bring content into dialogue with students’ lives. His work can be found in international and national peer-reviewed journals, such as English Education, the International Journal of Qualitative Methods, the Journal of Adolescent & Adult Literacy, The Urban Review, and the International Journal of Dialogical Science. Dr. Stewart received the Outstanding Scholarship/Creative Achievement award from the Reich College of Education at Appalachian State University in 2014, the Gary Moorman Early Career Literacy Scholar award from the American Reading Forum in 2017, and the Certificate of Teaching Excellence from the College of Liberal Arts and Human Sciences at Virginia Tech in 2021. His recent research examines approaches to supporting novice teachers and improving teacher induction programs. The results of this study are reported in a book he recently published, Novice Teachers Embracing Wobble in Standardized Schools: Using Dialogue and Inquiry for self-reflection and growth, with Bob Fecho, Dawan, Coombs, and Todd Hawley. He is a member of the Literacy Research Association, American Educational Research Association, and the American Reading Forum.

Extended Bio:

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 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 the learning process, and the intersection between language and culture. In particular, his work focuses on teaching from a dialogic stance and making classrooms generative spaces that bring content into dialogue with students’ lives. His work can be found in international and national peer-reviewed journals, such as English Education, the International Journal of Qualitative Methods, the Journal of Adolescent & Adult Literacy, The Urban Review, and the International Journal of Dialogical Science. Dr. Stewart received the Outstanding Scholarship/Creative Achievement award from the Reich College of Education at Appalachian State University in 2014, the Gary Moorman Early Career Literacy Scholar award from the American Reading Forum in 2017, and the Certificate of Teaching Excellence from the College of Liberal Arts and Human Sciences at Virginia Tech in 2021. His recent research examines approaches to supporting novice teachers and improving teacher induction programs. The results of this study are reported in a book he recently published, Novice Teachers Embracing Wobble in Standardized Schools: Using Dialogue and Inquiry for self-reflection and growth, with Bob Fecho, Dawan, Coombs, and Todd Hawley.

In addition to developing his research agenda directing the English education program, Dr. Stewart engages in processional service activities. He served on the Board of Directors (elected) for the American Reading Forum from 2012-2015. He has served on the editorial review board at the Journal of Adolescent & Adult Literacy since 2011, and he served on the editorial review board of Dialogic Pedagogy from 2018-2019. He is also is a regular reviewer for Literacy Research & Instruction, and other journals.

  • English education 
  • Literacy 
  • Dialogic Pedagogy 
  • Teacher Induction 
  • Professional Development 
  • The Roles of Language and Culture in Meaning Making
  • 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., English (Summa Cum Laude), Western Carolina University 
  • Program Leader, English Education Program, Virginia Tech
  • American Reading Forum Board of Directors 2012-2015
  • Editorial Boards / Activities
    • Journal of Language & Literacy Education 2011-Present
    • Voices from the Middle 2016-Present
  • 2021 Certificate of Teaching Excellence
  • 2020 Named a Research Associate for the Virginia Tech Center for the Humanities
  • 2017 Gary Moorman Early Career Literacy Scholar Award, American Reading Forum
  • 2014 Reich College of Education Outstanding Scholarship/Creative Activity Award, Appalachian State University

Selected Publications

Stewart, T. T., & Jansky, T. (In press). Novice teachers and embracing struggle: Dialogue and reflection in professional development. Teaching and Teacher Education: Leadership and Professional Development.

Stewart, T. T. (2022). Reflections of an academic father: A dialogic approach to balancing identity. In A. D Broemmel & N. Vines (Eds.), Teacher reflections on transitioning from K-12 to higher education classrooms, (pp. 75-82). Hershey, PA: IGI Global.

Fecho, B., Coombs, D., Stewart, T. T., & Hawley, T. (2021). Novice teachers embracing wobble in standardized schools: Using dialogue and inquiry for self-reflection and growth. New York, NY: Routledge.

Hill, J., Bass, E., & Stewart, T. T. (2020). Promoting preservice teacher efficacy through dialogic problem-posing seminars. English in Education 54(4), 358-370. 

Stewart, T. T., *Hill, J., & *Lindstrom, P. N. (2020). Exploring wobble through collaborative dialogue to reconcile theory and practice. Teacher Education Quarterly, 47(1), 48-70.

Stewart, T. T., Coombs, D., Fecho, B., & Hawley, T. (2019) Embracing wobble: Exploring novice teachers’ efforts to enact dialogic literacy instruction. Journal of Adolescent & Adult Literacy, 63(9), 289-297.

*Hill, J., *Bass, E., & Stewart, T. T. (2019, Online First). Promoting preservice teacher efficacy through dialogic problem-posing seminars. English in Education.

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.

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., & McClure, G. (2013). Freire, Bakhtin, and collaborative pedagogy: A dialogue with students and mentors. International Journal for Dialogical Science, 7(1), 91-108.

Brozo, W., Moorman, G., Myer, C. K., & Stewart, T. T. (2013). Content-area reading and discipline literacy: A case for the radical center. Journal of Adolescent &Adult Literacy, 56(5), 353-357.

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.

Books

Fecho, B., Coombs, D., Stewart, T. T., & Hawley, T. (In press). Novice teachers embracing wobble in standardized schools: Using dialogue and Inquiry for self-reflection and growth. New York, NY: Routledge.

Fecho, B., Coombs, D., Stewart, T. T., & Hawley, T. (2021). Novice teachers embracing wobble in standardized schools: Using dialogue and inquiry for self-reflection and growth. New York, NY: Routledge.

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 theory in education: A multicultural

perspective. 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 (pp. 329-336). 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: The online grassroots efforts of parent and teacher activists (pp. 1-13). New York, NY: Palgrave-Macmillan.

* Indicates current or former student

  • 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

2015-2020 James Hill (Assistant Professor, University of Northern Michigan)

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.) 

  • Stewart, T. T. Developing Tools to Support Teachers: Embracing Wobble Through Reflection & Collaborative Dialogue. (December 7, 2020). Virginia Tech Faculty Research Associate Colloquium Series. Virginia Tech, Blacksburg, VA.  
  • Fecho, B., Coombs, D., Stewart, T. T., & Hawley T. Novice Teachers, Moments of Wobble, and the Dialogical Self. (November 9, 2020). Panel Discussion for the International Society for Dialogical Science. https://www.youtube.com/watch?v=k2Fk6tRTFng&t=6 48s.

Supporting Novice Teachers Through Wobble

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