Community Contributions
The College contributes its resources and expertise to the broader community by publishing monographs and journals, hosting conferences, and offering services across a continuum of professional development opportunities.
Faculty Research
The faculty of the College of Education seek out the untested boundaries of knowledge. Their research covers a variety of important topics, from educating across cultural divides to improving student retention to improving quality of life for seniors.
Department of Curriculum and Instruction
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Karen Allmond, Ed.D. Clinical Assistant Professor Ed.D. University of Phoenix Mathematics Education Dr. Allmond’s research interests are in mathematics education strategies, classroom management and student engagement. She is also interested in Title I schools, culturally responsive instruction, and student efficacy. |
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Carla Amaro-Jimenez, Ed.D. Assistant Professor Ed.D. University of Cincinnati Literacy/English as a Second Language Education Dr. Amaro-Jiménez conducts research on the intersections between teacher preparation, classroom instruction, and family involvement to identify additive practices to support English learners in diverse 21st century classrooms. |
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Ann Cavallo, Ph.D. Associate Dean for Research Graduate Studies Professor and Co-Director UTeach Arlington Ph.D. Syracuse University Science Education Dr. Cavallo investigates high school and college students’ learning approaches and strategies, scientific reasoning, self-efficacy, and their acquisition of conceptual understandings of science. Her research on learning is analyzed within the context of inquiry-based teaching and learning environments. |
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Denise Collins, Ph.D. Clinical Assistant Professor Ph.D. Texas Women’s University Early Childhood – Grade 6 Education Dr. Collins is interested in research on pre-service teachers’ preparedness and sense of efficacy, the relationship between the mentor and the pre-service teacher, and the quality of the mentor communication. She is also interested in concepts of learning in the pre-school classroom including math, social studies, and the effect of classroom relationships and environments on child behavior. |
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Mary Lynn Crow, Ph.D. Professor Ph.D. University of North Texas Counseling Education Dr. Crow’s research program is on instructional strategies for all levels including the university level, educational and developmental psychology, gifted and talented education, and counseling. |
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Mary D. Curtis Ph.D. Visiting Assistant Professor Ph.D. Texas State University Geography/Social Sciences Education Dr. Curtis conducts research on geography education with particular emphasis on the integration of geospatial technologies as a tool for instruction. She is also interested in K-12 Social Studies education, teacher preparation and development of technological pedagogical content knowledge, geoliteracy, and education policy. |
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Diane Galloway, Ph.D. Clinical Assistant Professor Ph.D. University of Wyoming Middle Level Education Dr. Galloway is interested in research on video and software tagging of middle level teacher candidates as used in the improvement of teaching. |
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Melissa Hulings, Ph.D. Clinical Assistant Professor Ph.D. Oklahoma State University Science Education Dr. Hulings conducts research on the influence of past science experiences on preservice teachers' science teaching self-efficacy and how that self-efficacy changes during science methods courses. |
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Holly Hungerford-Kresser, Ph.D. Associate Professor Ph.D. University of Texas at Austin Language and Literacy Studies Education Dr. Hungerford-Kresser has a research program focused on underrepresented students, college access, and persistence. She is involved in an on-going research in partnership with Advancement via Individual Determination (AVID). |
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Christopher Kribs, Ph.D. Professor Ph.D. University of Wisconsin at Madison Mathematics and Mathematics Education Dr. Kribs conducts research in mathematical biology as well as mathematics education. His research interests in mathematical population biology lie at the intersection of epidemiology and ecology, using dynamical systems to study the spread of neglected vector-borne and zoonotic diseases. His research interests in mathematics education center around the teaching and learning of middle grades mathematics involving concepts of unit, such as operations on rational numbers and the measurement of areas and volumes. |
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Joohi Lee, Ph.D. Associate Professor Ph.D. Indiana State University Early Childhood – Grade 6 Mathematics Education Dr. Lee focuses on research in early and elementary mathematics education associated with teacher education and children’s math proficiency. She also conducts research on mathematics performance of minority children in an effort to improve the quality of teachers who serve diverse populations. |
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Jon Leffingwell, Ph.D. Associate Professor Ph.D. University of North Texas Counseling Psychology Education Dr. Leffingwell has interest in the application of classroom management and stress management strategies based on psychological research. His interests also include the effects of the School Counseling Program on the professional and personal growth of candidates in counseling students. |
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Leisa Martin, Ph.D. Assistant Professor Ph.D. The University of Oklahoma Social Sciences Education Dr. Martin’s research examines domestic and international citizenship education with students in online classes and face to face classes. |
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Janet Melton, Ph.D. Clinical Assistant Professor Ph.D. University of North Texas Early Childhood – Grade 6 Education Dr. Melton's research is focused on Mathematics in the early childhood classroom. She also interested in research on early literacy. |
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Lidia Morris, M. Ed. Clinical Instructor M.ED. Texas Women’s University Bilingual, ESL Education Professor Morris’ research interests are on issues concerning bilingual education, especially in the area of Spanish Language Development. |
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Joyce Myers, Ed.D. Clinical Assistant Professor Ed.D. University of North Texas Early Childhood – Grade 6 Education Dr. Myers studies student teacher efficacy as well as cooperating teacher feedback and its relationship to teacher efficacy. She also investigates factors leading to successful completion of teacher certification exams. |
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Dana R. Owens, Ph.D. Clinical Assistant Professor Ph.D. University of North Texas Technology, Reading Education Dr. Owens has interests in research on technology integration, and technology and literacy. |
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Mohan Pant, Ph.D. Assistant Professor Ph.D. Southern Illinois University Carbondale Statistics and Measurement Dr. Pant conducts research in the fields of applied mathematics and statistics, statistical computing, and educational statistics. |
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Kathryn Pole, Ph.D. Assistant Professor Ph.D. Texas Women’s University Literacy/Reading Education Dr. Pole conducts research on the teaching and learning of literacy, critical literacy, children's literature, teacher decision-making, professional development, and education policy. |
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Luis Rosado, Ed.D. Professor Ed.D. Texas A&M University at Kingsville Bilingual Education Dr. Rosado has research interests on the development of Spanish heritage Spanish speakers and the performance of students on the teacher certification examinations. |
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Marc Schwartz, Ed.D. Professor Director Mind, Brain and Education Ed.D. Harvard University Mind, Brain, and Education Dr. Schwartz’s research focuses on how the dynamic enterprise of learning and teaching unfold in physics, chemistry, and biology education. |
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Peggy Semingson, Ph.D. Associate Professor Ph.D. University of Texas at Austin Language and Literacy Studies Education Dr. Semingson studies the ways digital pedagogies can engage pre-service and in-service teachers to most effectively help them teach literacy in their current and future classroom contexts. Her research investigates learning among students who face challenges in literacy learning. |
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John Smith, Ph.D. Professor Associate Dean for Educator Preparation Ph.D. University of North Carolina at Chapel Hill Reading/Language Arts Administrative Endorsement Dr. Smith’s research includes studies of comprehension strategy instruction and the use of children’s literature in content-area reading instruction. |
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David Sparks, Ed.D. Assistant Professor Ed.D. Texas A&M University-Commerce Science Education Dr. Spark’s research is focused on collaborative learning structures that strengthen both learning and diversity in STEM education, intersectionality of race, gender, and identity in STEM students, and environmental sustainability as a context and catalyst for learning in STEM classrooms. |
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Kathleen Tice, Ph.D. Clinical Assistant Professor Ph.D. University of Texas at Austin Reading, English/Language Arts Education Dr. Tice is interested in research on teacher knowledge development and service-learning in teacher preparation. |
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Jodi Tommerdahl, Ph.D. Associate Professor Ph.D. La Sorbonne (Paris IV) Neurolinguistics/Mind, Brain, and Education Dr. Jodi Tommerdahl researches the interface between linguistic and cognitive skills through the use of neuroscience (EEG) and language corpora. Specific interests include the development of morphosyntactic and logical skills in young children as well as language difficulties such as Specific Language Impairment and dyslexia. |
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Jiyoon Yoon, Ph.D. Associate Professor Ph.D. Indiana University Early Childhood – Grade 6 Science Education Dr. Yoon is interested in research on establishing rich science teaching and learning environments with the aid of technology within a global society. |
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Department of Educational Leadership and Policy Studies
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Taryn O. Allen, Ph.D. Assistant Professor Ph.D. The University of Texas at Austin Higher Education Administration Dr. Allen's research focuses on the educational experiences of traditionally underrepresented student populations, particularly Latino students, as they access, transition, and persist in higher education. |
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Carrie Ausbrooks, Ph.D. Associate Professor, ELPS Ph.D. University of North Texas Educational Administration Dr. Ausbrooks specializes in education law; program/unit assessment; organizational systems, theory and behavior; education policy and governance; and school choice and education reform. |
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Casey Brown, Ph.D. Associate Professor Department Chair Ph.D. The University of Oklahoma Educational Administration, Curriculum, and Supervision Dr. Brown conducts research centered on teacher and administrator certification policy, school leadership preparation, and campus crisis policy and procedures. |
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Bradley Davis, Ph.D. Assistant Professor Ph.D. The University of Texas at Austin Education Administration Dr. Davis uses mixed-methods research with an interest in critical, quantitative methodology. His research interests include social justice leadership, public school administration, leadership policy, and education law. |
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James Hardy, Ph.D. Associate Professor Ph.D. University of North Texas Higher Education Dr. Hardy is a quantitative research methodologist whose primary areas of research includes doctoral education, teacher preparation, and higher education institutional effectiveness. |
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Ernest Johnson, Ed.D. Clinical Assistant Professor Ed.D. Texas A&M University Education Administration
Dr. Johnson’s research interests include metacognition, Algebra-for-All, and distance education. |
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Diane Patrick, Ph.D. Clinical Assistant Professor Ph.D. University of North Texas Educational Administration Dr. Patrick has research interests centered on the examination of public charter schools and the competitive effects on traditional school districts; school leadership; and exploring experiences of female leaders in government office and issues related to gender equity in leadership. |
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Beth Ray, Ed.D. Visiting Assistant Professor Ed.D. Dallas Baptist University Educational Administration Dr. Ray served as a public school educator and administrator for 17 years. Prior to joining The University of Texas at Arlington faculty, she administered an elementary campus of over 800 students, led professional development, and mentored new teachers. Her research interests include coaching as professional development and the role of feedback in mentoring. |
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Maria Trache, Ph.D. Associate Professor Ph. D. University of British Columbia Adult and Higher Education Dr. Trache has research interest in life course research that explores the impact of gender, age, social class, immigrant status, ethnicity, race and disability on education and work trajectories. Her research is on various aspects of educational and labor market policy, including: gender and science-related careers, socio-economic integration of immigrants, access to and retention in post-secondary education, labor market outcomes of graduates, and continuing education. |
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Barbara Tobolowsky, Ph.D. Associate Professor Ph.D. University of California, Los Angeles Higher Education Dr. Tobolowsky has a research program focused on students of unique populations’ transition into and through college and the media representation of college. She also explores college student experiences and students with dual enrollment. |
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Lewis Wasserman, Ph.D. Associate Professor JD St. John’s University School of Law Ph.D. Hofstra University Higher Education, Psychology Dr. Wasserman’s research is centered on the First Amendment's Establishment and Free Exercise of Religion Clauses in public school disputes, and on the Free Speech rights of students and teachers. |
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Yi Leaf Zhang, Ph.D. Assistant Professor Ph.D. Iowa State University Higher Education, Educational Leadership Dr. Zhang conducts research on internationalization and globalization of higher education, international students’ college choice, recruitment, and educational experiences. She is also interested in community college education. |
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