Megan Guise
Cited by
Cited by
Continuum of co-teaching implementation: Moving from traditional student teaching to co-teaching
M Guise, M Habib, K Thiessen, A Robbins
Teaching and teacher education 66, 370-382, 2017
Problematizing literature circles as forums for discussion of multicultural and political texts
AH Thein, M Guise, DAL Sloan
Journal of Adolescent & Adult Literacy 55 (1), 15-24, 2011
Examining emotional rules in the English classroom: A critical discourse analysis of one student’s literary responses in two academic contexts
AH Thein, M Guise, DAL Sloan
Research in the Teaching of English 49 (3), 200-223, 2015
More than social media: Using Twitter with preservice teachers as a means of reflection and engagement in communities of practice
S Benko, M Guise, C Earl, W Gill
Contemporary Issues in Technology and Teacher Education 16 (1), 1-21, 2016
Preconditions for success and barriers to implementation: The importance of collaborative and reflective dispositions to foster professional growth during a coteaching clinical …
M Guise, M Habib, A Robbins, S Hegg, C Hoellwarth, N Stauch
Teacher Education Quarterly 43 (4), 55-76, 2016
Exploring the significance of social class identity performance in the English classroom: A case study analysis of a literature circle discussion
AH Thein, M Guise, DAL Sloan
English Education 44 (3), 211-214, 2012
Partnership to support the social and emotional learning of teachers
T Flushman, M Guise, S Hegg
Teacher Education Quarterly 48 (3), 80-105, 2021
Forming university and teacher partnerships in an effort to reframe and rethink mentoring programs
M Guise
English Journal, 65-70, 2013
The evolution of clinical practice: Moving from traditional student teaching to co-teaching
M Guise, K Thiessen, A Robbins, M Habib, N Stauch, C Hoellwarth
Handbook of research on teacher education and professional development, 1-33, 2017
Improving Supervisor Written Feedback: Exploring the" What" and" Why" of Feedback Provided to Pre-Service Teachers.
T Flushman, M Guise, S Hegg
Issues in Teacher Education 28 (2), 46-66, 2019
Learning together through coteaching coaching: A model of support for coteaching pairs in clinical practice
M Guise, S Hegg, A Robbins
Teaching and Teacher Education 100, 103278, 2021
From Pre-Service to Employed Teacher: Examining One Year Later the Benefits and Challenges of a Co-Teaching Clinical Experience.
M Guise, K Thiessen
Educational Renaissance 5 (1), 37-51, 2016
Demystifying poetry for middle grades students through collaborative, multimodal writing
M Guise, N Friend
Language Arts 94 (6), 395-406, 2017
How three English language arts teachers negotiate their beliefs and instructional practices in three educational contexts
ME Guise
University of Pittsburgh, 2009
Supporting emergent bilingual professional development through supervisor feedback
M Guise, S Hegg, B Ronan, T Flushman, BJ Grant
Journal of Educational Supervision 3 (1), 55, 2020
Improvement science in teacher preparation at California State University: How teacher preparation partnerships are building capacity to learn to improve
J Dolle, ME White, B Evans-Santiago, T Flushman, M Guise, S Hegg, ...
SRI International and WestEd, 2018
Preservice Teacher Reflection on Coteaching Implementation: Are We Meeting the Benchmarks?
M Guise, E Ambroso, K Paulding, C Moore, S Hegg
Journal of Teacher Education 74 (1), 23-39, 2023
Collaborative discourse during coteaching: A case study of one in-service teacher's growth
M Guise, S Hegg, M O'Shea, N Stauch, C Hoellwarth
Teaching and Teacher Education 127, 104096, 2023
Support for coteaching in clinical practice: The development and use of a coassessing rubric for collaboratively analyzing student learning
M Guise, S Hegg, C Hoellwarth, M O’Shea
The New Educator 18 (1-2), 148-178, 2022
Striving for cogenerative coplanning: An investigation into coteachers’ practice during the clinical experience
S Hegg, M Guise, S Taylor, S Fernandez
Teaching and Teacher Education 147, 104657, 2024
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