Megan Guise
Biographic Data
| ID | 1604993 |
|---|---|
| NAME | Megan Guise |
| GIVEN NAMES | Megan |
| FAMILY NAME | Guise |
| SIGNATURE | GUISE M |
| AFFILIATIONS | California Polytechnic State University |
| ORCID | 0000-0002-7224-3832 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 15 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
Striving for cogenerative coplanning: An investigation into coteachers’ practice during the clinical experience
Negotiations and reconciliations in the first year of teaching
Collaborative discourse during coteaching: A case study of one in-service teacher's growth
Preservice Teacher Reflection on Coteaching Implementation: Are We Meeting the Benchmarks
This research study shows one teacher preparation program's (TPP) attempt to better gauge coteaching implementation and how a TPP can provide more immediate pair support. We present findings from the analysis of 777 weekly coteaching reflection surveys completed by 44 secondary preservice teachers over 20 weeks of the clinical experience. The research team developed "ideal" benchmarks for the coteaching reflection prompts and analyzed the data in…
Support for Coteaching in Clinical Practice: The Development and Use of a Coassessing Rubric for Collaboratively Analyzing Student Learning
Coteaching, an alternative to traditional conceptions of student teaching in general teacher preparation, may be enhanced if researchers and practitioners achieve consensus with respect to operational definitions and descriptions of practice. The focus of this article is coassessing – one component of coteaching – where coteachers collaboratively analyze the results of student assessments and determine instructional next steps. Through a review o…
Learning together through coteaching coaching: A model of support for coteaching pairs in clinical practice
Continuum of co-teaching implementation: Moving from traditional student teaching to co-teaching
Examining Emotional Rules in the English Classroom: A Critical Discourse Analysis of One Student’s Literary Responses in Two Academic Contexts
Current research suggests that emotional investment is essential for helping students critically engage in learning in the English language arts classroom. Yet, scholarship on the role of emotion in literary response has been limited, focusing chiefly on considerations of the merits of personal response—a focus that reflects dominant theories of emotion as located in the individual. Tethered to the personal, emotion has been conceptualized as a p…
Problematizing Literature Circles as Forums for Discussion of Multicultural and Political Texts
In a six‐week literature circle unit in a tentth‐grade classroom, one group of students discussed Dorothy Allison's novel Bastard out of Carolina . By criteria frequently used to judge the quality of discussion, this literature circle was successful. However, several key moments are highlighted that point to the limits of literature circles as they are typically implemented for engaging students in the full critical depth of multicultural and pol…
Continuum of co-teaching implementation: Moving from traditional student teaching to co-teaching
Problematizing Literature Circles as Forums for Discussion of Multicultural and Political Texts
In a six‐week literature circle unit in a tentth‐grade classroom, one group of students discussed Dorothy Allison's novel Bastard out of Carolina . By criteria frequently used to judge the quality of discussion, this literature circle was successful. However, several key moments are highlighted that point to the limits of literature circles as they are typically implemented for engaging students in the full critical depth of multicultural and pol…
Preservice Teacher Reflection on Coteaching Implementation: Are We Meeting the Benchmarks
This research study shows one teacher preparation program's (TPP) attempt to better gauge coteaching implementation and how a TPP can provide more immediate pair support. We present findings from the analysis of 777 weekly coteaching reflection surveys completed by 44 secondary preservice teachers over 20 weeks of the clinical experience. The research team developed "ideal" benchmarks for the coteaching reflection prompts and analyzed the data in…
Learning together through coteaching coaching: A model of support for coteaching pairs in clinical practice
Negotiations and reconciliations in the first year of teaching
Problematizing Literature Circles as Forums for Discussion of Multicultural and Political Texts
In a six‐week literature circle unit in a tentth‐grade classroom, one group of students discussed Dorothy Allison's novel Bastard out of Carolina . By criteria frequently used to judge the quality of discussion, this literature circle was successful. However, several key moments are highlighted that point to the limits of literature circles as they are typically implemented for engaging students in the full critical depth of multicultural and pol…
Examining Emotional Rules in the English Classroom: A Critical Discourse Analysis of One Student’s Literary Responses in Two Academic Contexts
Current research suggests that emotional investment is essential for helping students critically engage in learning in the English language arts classroom. Yet, scholarship on the role of emotion in literary response has been limited, focusing chiefly on considerations of the merits of personal response—a focus that reflects dominant theories of emotion as located in the individual. Tethered to the personal, emotion has been conceptualized as a p…
Continuum of co-teaching implementation: Moving from traditional student teaching to co-teaching
Learning together through coteaching coaching: A model of support for coteaching pairs in clinical practice
Support for Coteaching in Clinical Practice: The Development and Use of a Coassessing Rubric for Collaboratively Analyzing Student Learning
Coteaching, an alternative to traditional conceptions of student teaching in general teacher preparation, may be enhanced if researchers and practitioners achieve consensus with respect to operational definitions and descriptions of practice. The focus of this article is coassessing – one component of coteaching – where coteachers collaboratively analyze the results of student assessments and determine instructional next steps. Through a review o…
Collaborative discourse during coteaching: A case study of one in-service teacher's growth
Preservice Teacher Reflection on Coteaching Implementation: Are We Meeting the Benchmarks
This research study shows one teacher preparation program's (TPP) attempt to better gauge coteaching implementation and how a TPP can provide more immediate pair support. We present findings from the analysis of 777 weekly coteaching reflection surveys completed by 44 secondary preservice teachers over 20 weeks of the clinical experience. The research team developed "ideal" benchmarks for the coteaching reflection prompts and analyzed the data in…
Striving for cogenerative coplanning: An investigation into coteachers’ practice during the clinical experience
Negotiations and reconciliations in the first year of teaching
Pedagogy (8 works) · Psychology (8 works) · Mathematics education (7 works) · Collaborative Teaching and Inclusion (6 works) · Disability Education and Employment (5 works) · Teacher Education and Leadership Studies (5 works) · Teaching method (4 works) · Team teaching (4 works) · Educational and Psychological Assessments (3 works) · Sociology (3 works)