Doctoral Candidate Brochure: Abbey L. Galeza
Doctoral Dissertation Defense
of
Abbey L. Galeza
For the Degree of
Doctor of Philosophy
Curriculum and Instruction
MOVING TO A MULTIPLE GENRE MENTALITY: AN ACTION RESEARCH PROJECT EXPLORING THE POSSIBILITIES OF PAIRED GENRES WITH PRE-SERVICE TEACHERS
June 22, 2026
2 p.m.
Teams Meeting
Moving to a Multiple Genre Mentality: An Action Research Project Exploring the Possibilities of Paired Genres With Pre-Service Teachers
The purpose of this teacher action research study was to identify the possible uses of paired genres, conceptualized as an intertextually connected picture book and song, to support young children’s literacy development. Preservice teachers took on the role of curricular informants as participants in the study.
Socio-psycholinguistics, psycholinguistics, and transmediation provided the conceptual framework for pairing an intertextually connected picture book and song. The pedagogical framework for implementing paired genres used Frank Smith’s Demonstrations, Engagements, and Sensitivities in addition to Elliot Eisner’ Artistry in Education.
Data was collected from pre-service teachers during a demonstration of paired genres through written conversations, responses on a graphic organizer, and written reflections. Thematic analysis was used to analyze data.
The findings revealed that preservice teachers envisioned using paired genres across literacy domains in additional to supporting children’s developmental literacy experience. The pairings’ intertextual connections could support children’s development across all literacy domains, including the construction of skills and use of strategies. Paired genres’ use of aural, visual, and linguistic sign systems created a trifecta of support that is not otherwise provided when picture books and songs are used in isolation .
The findings have important implications regarding the use of paired genres as a curricular resource. Paired genres open up the curriculum to include arts-based genres and multiple sign systems to support children’s development across the literacy curriculum. However, just as children need support in using paired genres, preservice teachers need guidance in implementing paired genres as a curricular resource.
About the Candidate
Abbey L. Galeza
M.Ed., Master of Education in Reading Specialization Kent State University
B.S.E., Bachelor of Science in Early Childhood Education Kent State University
Abbey began her career as an early childhood educator at the Kent State University Child Development Center, where she taught preschool and kindergarten. She has also served as a graduate assistant and teacher educator in the School of Teaching, Learning and Curriculum studies since 2021.
During her time at Kent State, Abbey has published research on literacy curriculum and practice in several high-impact journals. Her research intends to center the voices of those who matter most in the classroom: students, families, and teachers.
Abbey has presented at local, state, and national conferences on a variety of literacy topics, including singing to support literacy, student autonomy and authorship in writing, the use of diverse children’s literature, and pedagogical narratives from teachers in the early childhood classroom.
Doctoral Dissertation Committee
Director
William P. Bintz, Ph.D.
Professor School of Teaching, Learning and Curriculum Studies
College of Education, Health and Human Services
Members
Timothy Rasinski, Ph.D.
Professor Emeritus School of Teaching, Learning and Curriculum Studies
College of Education, Health and Human Services
Jennifer McCreight Ph.D.
Assistant Professor
School of Teaching, Learning and Curriculum Studies
College of Education, Health and Human Services
Elizabeth Kenyon, Ph.D.
Associate Professor
School of Teaching, Learning and Curriculum Studies
College of Education, Health and Human Services
Graduate Faculty Representative
Scott Courtney, Ph.D.
Professor School of Teaching, Learning and Curriculum Studies
College of Education, Health and Human Services