Treavor Bogard, Ph.D.

Contact Information

Treavor Bogard, Ph.D.

Assistant Professor

  • Full-Time Faculty

Degrees

  • Ph.D., Language & Literacy Studies, University of Texas at Austin
  • M.A., Instructional Technology, University of Texas at Austin
  • B.S., Multidisciplinary Studies, English & Theatre Arts Education, McMurry University

Professional Activities

  • American Association of Colleges for Teacher Education (AACTE)
  • American Educational Research Association (AERA)
  • Literacy Research Association (LRA)
  • National Council of the Teachers of English (NCTE)

Research Interests

  • Technology scaffolds for problem-based learning
  • Students who find school learning difficult
  • Literacy and the arts

Selected Publications

Bogard, T. (2016). “Designerly” ways of reading: Insights from reader response in drama for enriching the “A” in language arts. Learning Landscapes, 10(2), 87-104. Read article (pdf) >>

Bogard, T. (2016). Stepping out with the fop: Literacies of embodiment and becoming in youth drama. In Thomas, P., Takayoshi, P. (Eds.), Literacy in Practice: Writing in Private, Public, and Working Lives (Chapter 9, pp. 118-133). New York, NY: Routledge. Read chapter >>

Bogard, T. (2015). A Silence Overcome by Search: Reading and Writing Selves into the World. Ohio Journal of English Language Arts, 55(1), 58-60. Read article >>

Bogard, T. (2015). A silence overcome by search: Reading and writing selves into the world. Ohio Journal of English Language Arts, 55(1), 58-60.

Talbert-Johnson, C., Bogard, T., Tamela, D.J. (2014). Cultivating reflectivity and cultural competence in inservice candidates. In Pultorak, E. (Ed.), Reflectivity and cultivating student learning: Critical elements for enhancing a global community of learners and educators. Lanham, Maryland: Rowman & Littlefield. Read article >>

Liu, M., Yuen, T., Horton, L., Lee, J., Toprac, P., Bogard, T. (2013). Designing technology-enriched cognitive tools to support young learners’ problem solving. Cognitive Technology, 18(1), 14-21. Read article (pdf) >>

Bogard, T., Liu, M., Chiang, V. (2013). Thresholds of Knowledge Development in Complex Problem Solving: A Multiple-Case Study of Advanced Learners’ Cognitive Processes. Educational Technology Research and Development, 61(3), 465-503. DOI 10.1007/s11423-013-9295-4. Read >>

Unverfert, A. R., Talbert-Johnson, C., Bogard, T. (2012). Perceived barriers for first-generation students: Reforms to level the terrain. International Journal of Educational Reform, 21(4), 238-252.

Worthy, J., Consalvo, A. L., Bogard, T., Russell, K. W. (2012). Fostering Academic and Social Growth in a Primary Literacy Workshop Classroom: "Restorying" Students with Negative Reputations. Elementary School Journal, 112(4), 568-589. Read article >>

Worthy, J., Consalvo, A., Russell, K., Bogard, T. (2011). Spaces for academic and interpersonal growth in a primary literacy workshop classroom. In The 55th Yearbook of the Literacy Research Association, 60:55-67. Oak Creek: Literacy Research Association.

Liu, M., Horton, L. R., Corliss, S. B., Svinicki, M. D., Bogard, T., Kim, J., Chang, M.  (2009). Students' problem solving as mediated by their cognitive tool use: A study of tool use patterns. Journal of Educational Computing Research, 49(1):111-139.

Yang, M., Chen, Y., Kim, M., Chang, Y.-F., Cheng, A., Bogard, T., Park, Y., & Jordan, Michelle (2006). Facilitating or limiting? The role of politeness in how students participate in an online classroom discussion. In The 55th Yearbook of the National Reading Conference, 55:415. Oak Creek: National Reading Conference.