When Lindsey Wiggins (MA, education, literacy, 2021; EdD, curriculum and instruction, 2025) began teaching writing methods as a graduate assistant at Boise State, she noticed her college students—who were studying to become teachers—struggled with writing just as many elementary students do.
A lifelong learner and elementary educator from Weiser, Idaho, Wiggins developed research during her doctoral program to study effective ways of teaching writing across age groups, from elementary through college.
“As a teacher, I want to know how to support my students better,” Wiggins said. “Research is a great avenue for evidence-based practices to do that.”
Wiggins found that thinking aloud while modeling writing—demonstrating revisions, explaining her choices, and encouraging openness to the process rather than perfection—helped students become more confident writers who are better prepared to teach writing themselves.
“The findings from Lindsey’s research have direct implications for how teacher education programs and school districts train teachers,” said Hannah Carter, associate professor in literacy, language and culture, who mentored Wiggins in the doctoral program. “Lindsey has a unique and powerful understanding of the writing instruction teachers need to support their students.”
After earning her degree in May, Wiggins returned to the classroom, teaching fourth grade at North Star Charter School in Eagle, Idaho. Each day, she applies strategies from her Boise State research to help students see themselves as writers—skills they can carry throughout their educational journey.