Rate My Professor Megan Adams

Dr. Adams's research specializations center on literacy education, teachers and learners in marginalized communities, culturally relevant and sustaining pedagogy, social justice curricula, and the effects of COVID-19 on teaching and learning. Her scholarly work explores pre-service teacher efficacy, co-teaching practices, supervision approaches for teacher candidates, project-based learning to enhance literacy performance, and structures to support mental health in post-COVID educational settings. Key publications include the co-authored book Culturally Relevant Teaching: Preparing Teachers to Include All Learners (Bloomsbury Publishing, 2017), Supervision Matters: Collegial, Developmental and Reflective Approaches to Supervision of Teacher Candidates (Cogent Education, 2016), Engaging 21st-Century Adolescents: Video Games in the Reading Classroom (English Journal, 2009), Moving Toward: Using a Social Justice Curriculum to Impact Teacher Candidates (Journal for Multicultural Education, 2019), and Using Critical Incidents to Investigate Teacher Preparation: A Narrative Inquiry (Teachers and Teaching, 2020). More recent contributions address contemporary challenges, such as Field Experiences for Pre-Service Teachers Post-COVID-19: Structures Required to Support Mental Health (Frontiers in Education, 2023) and Creating a Digital Culture of Care: COVID-19 and Digital Teaching (Cogent Education, 2023). She has collaborated on grants including the BOOST grant for literacy improvement and federal funding targeting in-school mental health gaps. Dr. Adams maintains active profiles on Google Scholar, ResearchGate, and ORCID, reflecting her ongoing impact in education research.