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Megan GuiseLRDC, 1st floor |
Graduate Student Assistant, Instruction and Learning, English Education
Graduate Student Researcher, Learning Research & Development Center
Teaching Fellow, Instruction and Learning, English Education
Student Teacher Supervisor, Instruction and Learning, English Education
University of Pittsburgh, candidate for Ph.D. in Instruction and Learning, 2005-present
Millersville University, M.Ed. in English Education, 2004
English Teacher, Northeastern School District, 2002-2005
Millersville University, B.S. in English Education, 2002
Currently, I am involved in a three-year evaluation study of the after-school programs offered by the Manchester Craftsmen's Guild. In this study we are examining the arts-based and personal development learning outcomes of students enrolled in these programs. We also are examining how the after-school programs can be improved and sustained. One goal of this study is to provide the staff at the Manchester Craftsmen's Guild with the capacity to collect and analyze their own data and to allow for findings from this analysis to inform their practice.
Projects I have completed while at UPCLOSE include an evaluation of Shakespeare-in-the Schools, an artist in residency program, as well as two formative evaluations of the Carnegie Museum of Natural History's distance-learning program.
My research outside of UPCLOSE focuses on understanding how English Language Arts teachers' beliefs about teaching, learning, and their students interact with specific school, curricular, and policy contexts to shape their instructional practice. In this research I examine the negotiations that occur when teachers are faced with a tension between their beliefs, instructional practice, and/or educational contexts. In addition, my research with Dr. Amanda Thein and DeAnn Sloan focuses on social-class specific interpretive practices in students' response to literature across texts and contexts.
Thein, A.H., Guise, M., & Sloan, D.L. (in revision). The significance of social class in literary response and instruction: "What they actually mean by 'white trash.'" Research in the Teaching of English.
Guise, M. (December 2008). The shaping of practice: How one reading teacher's beliefs and educational context influenced her practice. Roundtable to be presented at 58th Annual Meeting of the National Reading Conference, Orlando, FL.
Thein, A.H., Guise, M., & Sloan, D.L. (December 2008). "What they actually mean by white trash": The significance of social class in literary response and instruction. Paper to be presented at the 58th Annual Meeting of the National Reading Conference, Orlando, FL.
Guise, M. (November 2008). Negotiating teacher beliefs in a context of high-stakes testing. Paper to be presented at the 98th Annual Convention of the National Council of Teachers of English, San Antonio, TX.
Mihalakis, V., & Guise, M. (April 2008). Improving teacher written feedback on student writing: Helping to prepare students for college composition. Paper presented at the 2008 Annual Meeting of the Conference on College Composition and Communication, New Orleans, LA.
Thein, A.H., Guise, M., & Sloan, D.L. (March 2008). Reading and response as class specific literacy practices. Roundtable presented at the 2008 Annual Meeting of the American Educational Research Association, New York, NY.
>Thein, A.H., Gallion, M., & Sloan, D.L. (November 2007). Examining social class specific interpretive practices in students' responses to literature across texts and contexts. Paper presented at the 57th Annual Meeting of the National Reading Conference, Austin, TX.
Thein, A.H., Guise, M., & Sloan, D.L. (November 2007). Mapping social class through high school students' reading practices and responses to classroom literature. Paper presented at the 97th Annual Convention of the National Council of Teachers of English, New York, NY.
Gallion, M. (June 2006). Creating a teacher identity: An exploratory study into the multiple identities of teachers and the tensions that inhibit identity formation. Poster presented at the 18th Annual Ethnographic and Qualitative Research in Education Conference, Cedarville, OH.
