Skip to main content

Directory

Treavor Bogard, Ph.D.

Associate Professor

Full-Time Faculty

School of Education and Health Sciences: Teacher Education

Contact

Email: Treavor Bogard, Ph.D.
Phone: 937-229-3302
Raymond L. Fitz Hall, Room 680A

Degrees

  • Ph.D. in Language & Literacy Studies, University of Texas at Austin
  • M.A. in Instructional Technology, University of Texas at Austin
  • B.S. in 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. (2020). Teaching reading-writing connections online to pre-service teachers in a children’s literature course. Teaching/Writing: The Journal of Writing Teacher Education, 9(1). https://scholarworks.wmich.edu/wte/vol9/iss1/23/

Bogard, T. (2020, March 3). Coming around again: Ruminations on circular time in global education. In S. Gosalia (Chair), Enhancing Global Awareness on Campus [Symposium]. In Enhancing Global Consciousness on College Campuses and Beyond: Proceedings of the 2020 Global Voices Symposium, 10, 114-122. https://ecommons.udayton.edu/global_voices_3/10

Bogard, T., Consalvo, A. & Worthy, J. (2018). Teaching for deep learning in a second grade literacy classroom. Journal of Language and Literacy Education, 14(1), 1-26. Read article (pdf) >>

Bogard, T., Sableski, M., Arnold, J., Bowman, C. (2017). Minding the gap: Mentor and pre-service teachers’ ability perceptions of content-area literacy instruction. Journal of the Scholarship of Teaching and Learning, 17(4), 44-66. Doi: 10.14434/josotl.v17i4.21885. Read article (pdf) >>

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. www.routledge.com/products/9781138951204

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. octela.org/OJELA.html

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. https://rowman.com/ISBN/9781475810714

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. http://link.springer.com/article/10.1007/s11423-013-9295-4

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. http://www.jstor.org/stable/10.1086/664491

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.