Trevor Stewart, an associate professor in the School of Education, published “Promoting Preservice Teacher Efficacy through Dialogic Problem-posing Seminars,” English in Education 54.4 (2020): 358–70, with Erika Bass and James Hill, who earned their doctoral degrees in Curriculum and Instruction in 2019 and 2020 respectively; and Novice Teachers Embracing Wobble in Standardized Schools: Using Dialogue and Inquiry for Self-reflection and Growth (New York, New York: Routledge, 2021), with Bob Fecho, Dawan Coombs, and Todd S. Hawley.