John Brooks

Principal Lecturer, Teacher Education and Administration
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Contact Info
Office: 
Matthews Hall 218-B
Phone: 
940-565-2951
Email: 
john.brooks@unt.edu

Dr. John Brooks, who joined UNT faculty as a lecturer in 2007, has his doctoral and master's degrees from East Texas State University (now TAMU-Commerce) and his bachelor's degree from North Texas State University (now UNT). A principal lecturer in Educational Leadership, he serves as director of the Southwest Securities/UNT Superintendent Certification Program. In 2009 he directed Universidad Internacional, a Spanish language and cultural acquisition leadership program for UNT students in Cuernavaca, and for three years was grant administrator of the Texas High School Project at UNT.


His prior professional experience has included serving as superintendent of Northwest ISD and Bridgeport ISD and as a high school principal in Mineola ISD. He has also been an adjunct faculty member at TAMU-Commerce.

Areas of Expertise

School Finance, the Superintendency, School Housing, Change Process, Urban Education, University Partnerships, School Law, Organizational Theory, Public Relations, Policy Development, School Political Structures, and Legislative Liaison

Credentials

Lifetime Superintendent's Certificate, Texas Education Agency

Lifetime Mid-Management Certificate, Texas Education Agency

Teacher Certificate, Secondary Science and History, Texas Education Agency

Consulting

Design, UNT/Southern Regional Education Board Administrators Preparation Program, 2002-present

Open Meetings Law, Blue Ridge ISD School Board, 2002

Open Enrollment Charter, Westlake Academy, 2001

Recruitment of Bilingual Teachers, Mexican Consul General for North Texas, 2000

Leadership Roles

Organizer, UNT School Law and Leadership conference, 2005, 2006, 2007

Member, AASA National Jury Panel for Education Architectural Excellence, 2005-2008

Evaluator, Undocumented Hipanic Immigration in the U.S. Conference, 2008

Faculty Adjunct, Sigma Phi Epsilon Fraternity, 2002-present

Co-Principal Investigator, Communities, Foundation of Texas High School Pilot Principal Preparation Program, 2005

Member, Board of Proctors, Texas Student Housing Association, 2003

Publications

Chapter in Yearbook of Education Law, 2002, 2003, 2004, 2005, 2006

Article: "The impact of preparation program quality in the development of effective school superintendents"

Article: "Achieving an adequate school finance system: Focusing on longitudinal data" (Co-Authored)

Conference Papers

TCPEA Mid-Winter Conference, 2007

National Association of Multicultural Education, 2010

Louisiana Association of Bilingual Education, 2010

National Association of Bilingual Education, 2009, 2011

Memberships

American Association of School Administrators

Association for Supervision and Curricular Development

National Association of School Administrators

National Council of Professors of Educational Adminstration

National Staff Development Council

Texas Association of School Administrators (life)

Texas Council of Professors of Educational Administration

Bill Camp

Professor, Teacher Education and Administration
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Contact Info
Office: 
Matthews Hall 218-A
Phone: 
940-565-2753
Email: 
bill.camp@unt.edu

Since coming to UNT in 1997, Dr. Bill Camp has contributed actively to the graduate programs in Educational Administration. His research interests include educational law and finance, and he teaches courses on various aspects of educational leadership. He also supervises interns in the public schools and directs doctoral dissertations. His bachelor's and master's degrees are both from Texas Tech University, and his doctorate is from Virginia Tech University. Prior to his work at UNT, he served as professor, chair, and acting associate dean at California State University. He also taught previously at Oklahoma State University and Texas Tech. Other educational experience includes serving as assistant superintendent of schools, high school principal, and high school science teacher.


Recent Publications

Cummings, J. and Camp, B. "Affirmative Action." The Principals' Legal Handbook, ed. Lane, K., Conelly, M.J., and Mead, J. Education Law Association, 2004.

Frels, Kelly and Horner, Jeff (Ed.), Camp, Bill (Contributing Ed). Texas School Law: A Practical Guide. National Organization on Legal Problems of Education, 2004.

Hartmeister, F., Adkison, J., Trevino, R., Otto, D., and Camp, W. "Pupils." 2004 Yearbook of Education Law, Education Law Association, (ed.) Charles Russo.

Camp, W., Hartmeister, F., Brooks, J., Adkison, J., and Hudson, J. "Pupils." 2003 Yearbook of Education Law, Education Law Association, (ed.) Charles Russo.

Adkison, A., Camp, W., Hartmeister, F., Brooks, J. "Pupils." 2002 Yearbook of Education Law, Education Law Association, (ed.) Charles Russo.

Camp, W.E., Connelly, M.J., Lane, K., and Mead, J. (Ed.) School Law Handbook. Education Law Association, 2001.

Cummings, J., Hudson, J., Camp, W., Adkison, J. "Pupils." 2001 Yearbook of Education Law, Education Law Association, (ed.) Charles Russo.

Cummings, J. and Camp, W. "Affirmative Action." The Principals' Legal Handbook, ed. Camp, W., Connelly, M.J., Lane, K., and Mead, J. Education Law Association, 2001.

Huffman, J.B., Ausbrooks, C.Y., and Camp, W.E. "Pupils." 2000 Yearbook of Education Law, Education Law Association, (ed.) Charles Russo.

Awards and Recognitions

Distinguished Service Award, American Education Finance Association, 1989

National Rural Education Association Round-Up Forum, Competitive award to present research project, September 1988

Service Award, United Way, 1985

Selected for Outstanding Young Men of America, 1983

Selected for Beta Gamma Sigma, national scholastic honor society for business and management, 1983

Associations

Education Law Association

American Education Finance Association

Beta Gamma Sigma

Lisbeth A. Dixon-Krauss

Professor, Teacher Education and Administration
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Contact Info
Office: 
Matthews Hall 207-I
Phone: 
(940) 565-4081
Email: 
lisbeth.krauss@unt.edu

Lisbeth Dixon-Krauss, Ph.D. is Associate Dean for Educator Preparation Programs and Professor of Education at the University of North Texas, where she joined the faculty in 2009. Her research and scholarly writing focuses on applications of socio-cultural theory to literacy development and instruction. Prior to coming to UNT, Dr. Dixon-Krauss was on the faculty of Florida International University in Miami, FL, where she served as Department Chair of Curriculum and Instruction and Director of Doctoral Programs, and was awarded the Frost Professorship for excellence in research. She was also on the faculty at the University of West Florida where she served as director of the reading programs and the Wilson Reading Center. Dr. Dixon-Krauss received her Ph.D. in Curriculum and Instruction from the University of Florida and her M.Ed. in Reading Education.

Selected Publications

Dixon-Krauss, L.A., Januszka, C., & Chae, C. (2010). Development of the dialogic reading inventory of parent-child book reading. Journal of Research In Childhood Education.

Dixon-Krauss, L.A. (2008). The Dialogic Reading Inventory of Parent-Child Reading. Conference Proceedings of International Conference on Education, Economy, and Society, Paris, France. http://www.analytrics.org

Januszka, C., & Dixon-Krauss, L.A. (2008). Class size: A battle between accountability and quality instruction. Journal of Childhood Education.

Dixon-Krauss, L.A., Bleiker, C., Krauss, R. Chae, C, & Moredock, C. (2006). The Dialogic Reading Inventory: A Video Assessment Tool for Adult-Child Reading. Conference Proceedings of 4th Annual Hawaii International Conference on Education, January, 2006.

Dixon-Krauss, L.A. (2004). Summary of Reading Research [1995-2002]: Making Sense of the Recent Past and Near Future. Florida Reading Quarterly. 40(3), 14-20.

Dixon-Krauss, L. A (2002). Using literature as a context for teaching vocabulary. Journal of Adolescent and Adult Literacy, 45, 310-318.

Dixon-Krauss, L. A. (with R. Harlin). (2001) Children’s aesthetic and ethnic involvement in response to multiethnic picture books. In Linek, E.G. Sturtevant, J.R. Dugan, & P.E. Linder,W.M. (Eds.), Celebrating the voices of literacy (pp. 80-91). Commerce, TX: College Reading Assoc.

Dixon-Krauss, L. A. (Ed.). (2001, Chinese Trans.) (1996). Vygotsky in the classroom: Mediated literacy instruction and assessment. White Plains, NY: Longman.

Dixon-Krauss, L. A., & McClanahan, L. (2001). Workplace English: From literature classics to workplace literacy. Exploring Adult Literacy, [On-line serial], 3. Http://literacy.kent.edu/cra/2001/workplace_english/index.html

Dixon-Krauss, L. A., & McClanahan, L. (2000). Using Literature to Develop Workplace Communication Skills for Career Acceleration. In P.E. Linder,W.M. Linek, E.G. Sturtevant, & J.R. Dugan (Eds.) Literacy at a new horizon (pp. 349-356). Commerce, TX: College Reading.

Dixon-Krauss, L. A. (1996). A mediation model for dynamic literacy instruction. Journal of Russian and Eastern European Psychology, 1, 78-85.

Dixon-Krauss, L. A. & Jennings, C. M. (1990). Adult literacy curriculum guide. Kraus Curriculum Development Library (KCDL), Adult Basic Education No. ABE A109, 62pp., Millwood, NY: Kraus International Publications. [Published with Association for Supervision and Curriculum Development]

Recent Grants

Educating Mothers and Babies in Early Readiness Skills (2004; 2005; 2006). Principal Investigator, Even Start Family Literacy Program, Florida Department of Education, $300,000 for 2004; $360,000 for 2005; $360,000 for 2006, Total: $1,020,000.00

Miami-Dade and Monroe County LEARN Project, Early Reading First Grant (2005-2008), Co-Principal Investigator for Assessment and Evaluation, United States Department of Education, $600,000.

Pathways to Teaching Project, Florida Atlantic University (2006-2010). Project Evaluator, Transition to Teaching Program, Office of Innovation and Improvement, United States Department of Education, $50,000

Science Academic Vocabulary for English Language Learners Project (2004-2005). Principal Investigator, Multi-University Reading, Mathematics and Science Initiative, Learning Systems Institute, Florida State University, Florida Department of Education, $160,000.

Recent Conference Papers

Januszka, C., & Dixon-Krauss, L.A. (April, 2009). An interdisciplinary study of reading education, music, and culture. Research paper presented at the American Education Research Association Annual Meeting, San Diego, California.

Dixon-Krauss, L.A., & Chae, C. (July, 2008). The dialogic inventory of parent-child reading. Conference Proceedings of the International Conference on Education, Economy and Society, Paris, France.

Chae, C., Januszka, C., & Dixon-Krauss, L.A. (November, 2007). Using Technology to Assess and Improve Early Literacy Skills. Research paper presented at the National Association for the Education of Young Children Annual Conference, Chicago, IL.

Dixon-Krauss, L.A., Bleiker, C., & Krauss, R. (January, 2006). The Dialogic Reading Inventory: A Video Assessment Tool for Adult-Child Reading, Research Paper and Video Workshop presented at the 4th Annual Hawaii International Conference on Education, Honolulu, Hawaii.

Dixon-Krauss, L.A., Chae, C., & Moredock, C. (November, 2005). Using Video Technology with an Even Start Program. Paper presented at the 11th Annual National Even Start Association Conference, Washington, D.C.

Dixon-Krauss, L.A., Chae, C., & Moredock, C. (May, 2005). Extending the PCHP into the Twenty-First Century with Video Technology. Paper presented at the Parent Child Home Program Annual Conference, Garden City, NY.

Harlin, R., & Dixon-Krauss, L.A. (November, 2005). Do You See What I See? Teachers’ Analyses of Responses to Picture Books. Paper presented at the 48th Annual Conference of the College Reading Association, Delray Beach, Florida.

Current Service in Professional Organizations

American Association of Colleges of Teacher Education, University Representative

American Education Research Association, Conference Program Proposal Reviewer

Association of Childhood Education International, Editorial Board

Colleen M. Eddy

Associate Professor, Teacher Education and Administration, Director, Office of Teacher Preparation
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Contact Info
Office: 
Matthews Hall 204-G
Phone: 
940-565-2841
Email: 
colleen.eddy@unt.edu

Colleen McLean Eddy, EdD, is an associate professor in the Department of Teacher Education and Administration at the University of North Texas, where she joined the faculty in 2006. Her scholarship focuses on teacher preparation and teacher quality in mathematics education. Her research has been supported by grants totaling over $5 million, including the NSF Robert Noyce Scholarship Grant for which she is the Principal Investigator. At UNT she teaches graduate and undergraduate courses in Mathematics Education, Curriculum & Instruction, and Secondary Education. Her doctoral degree is from Baylor University, master's degree from Tarleton State University, and bachelor's degree from University of Texas at Austin.

Selected Publications

Eddy, C., Wojnowski, D., Harrell, P., Subramaniam, K., & Pratt, S. (2012). Using concept mapping to assess a large-scale project. In A. J. Cañas, J.D. Novak, & J. Vanhear (Eds.), Concept maps: Theory, methodology, technology: Vol 2. Proceedings of the Fifth International Conference on Concept Mapping. (pp. 446-451). Msida, Malta: Veritas Press.

Eddy, C.M., Hughes, K., Kieftenbeld, V., & Hayata, C. (2012). Quadrilaterals: Transformations for developing student thinking. The Illinois Mathematics Teacher, 61(1),36-47.

Harrell, P.E., & Eddy, C.M. (2012) Examining mathematics teacher content knowledge: Policy and practice. Policy Futures in Education, 10(1), 103-116.

Eddy, C.M. & Easton-Brooks, D. (2011). Ethnic matching, school placement, and mathematics achievement of African-American students from kindergarten through fifth grade. Journal of Urban Education, 46, 1280-1299. doi: 10.1177/0042085911413149

Eddy, C.M., & Easton-Brooks, D. (2011). Teacher efficacy as a multi-group model using latent class analysis. Education Research International, 2011, 1-7. doi:10.1155/2011/149530

Richardson, C., & Eddy, C.M. (2011). The mathematics argument: Proponents and opponents of a standardized core. American Educational History Journal, 38, 277-288.

Byrd, J. K., & Eddy, C. (2010). An investigation of principals' use of data in data-driven decision-making and the impact on student achievement. School Leadership Review, 5(2), 65-93.

Kieftenbeld, V., Nateson, P., & Eddy, C. (2010). An item response theory analysis of the Mathematics Teacher Efficacy Beliefs Instrument. Journal of Psychoeducational Assessment. doi: 10.1177/0734282910391062*

Recent Presentations

Eddy, C.M., & Harrell, P.E. (2012). Using concept maps as an assessment tool to close the achievement gap. National Science Foundation Robert Noyce Teacher Scholarship Program Conference, Washington, DC.

Hayata, C., & Eddy, C. (2012). The development of algebraic thinking in preservice teachers. Association of Mathematics Teacher Educators Conference, Ft. Worth, TX.

Eddy, C.M., Fuentes, S.Q., Sorto, M.A., Wilkerson, T., Cooper, S., Parker, Y., Mallam, W.A., & Ward, E. (2012). Algebra: Crossroads between educational policy, teacher education, and teacher self-efficacy. Association of Mathematics Teacher Educators Conference, Ft. Worth, TX.

Eddy, C. & Harrell, P. (2011). Mathematics and science teacher scholars: An analysis of scholars’ use of technology, classroom environment, and teacher efficacy. 3rd Paris International Conference on Education, Economy, and Society, Paris, France.

Harrell, P. & Eddy, C. (2011). Outcomes of a five year science and mathematics Robert Noyce Scholarship project. Hawaii International Conference on Education, Honolulu.

Eddy, C, Hughes, K., & Harl, C. (2011). Transform quadrilaterals with formative assessment. National Council of Teachers of Mathematics Conference, Indianapolis, IN.

Wilkerson, T., Jasper, W.A., Taylor, J. , Mallam, W., Fuentas, S.E.Q, Eddy, C.M., & Cooper, S. (2011). Developing of a self-efficacy instrument for algebra teachers. Poster Session at National Council of Teachers of Mathematics Conference Research Presession, Indianapolis, IN.

Richardson, C. & Eddy, C.M. (2010). The mathematical argument: Proponents and opponents of a standardized core. Organization of Educational Historians, Chicago, IL.

Harrell, P. & Eddy, C.M. (2010). Using learning progressions to sequence and assess learning. National Science Foundation Robert Noyce Teacher Scholarship Program Conference, Washington, DC.

Eddy, C., Hughes, K., Kieftenbeld, V., & Hayata, C.6 (2010). Transform geometry with transformations. National Council of Teachers of Mathematics Conference, San Diego, CA.

Grants Awarded

2012-2013 Co-PI. Ft. Worth/Dallas Xtreem Science and Math Institute. Funding from Teacher Quality Grants under the NCLB of 2002" Public Law 107-110.

2012-2013 PI. An Examination of the Professional Growth of Teachers Participating in a Professional Development Program. Subcontract with Texas Christian University.

2012 PI. An Examination of the Professional Growth of Teachers Participating in a Professional Development Program. Subcontract with Texas Christian University.

2010-2015 PI and Co-Director. UNT Science and Mathematics Robert Noyce Scholarships. Funding from National Science Foundation, Robert Noyce Scholarship.

2009-2012 Co PI. Dallas Xtreem Science and Mathematics Institute. Funding from Teacher Quality Grants under the NCLB of 2002: Public Law 107-110.

2007-2012 Co-Writer and Steering Committee Member. Teach North Texas. Funding from the Greater Texas Foundation, National Mathematics and Science Initiative.

2008-2009 PI. North Texas Algebra I Institute. Funding from Teacher Quality Grants under the NCLB of 2002: Public Law 107-110.

2007-2009 Project Coordinator for Mathematics and Co-Investigator. UNT Transition to Teaching Science and Mathematics Program. Funding from the U.S. Department of Education, Office of Innovation and Improvement.

2005-2010 Co-PI. UNT Science and Mathematics Robert Noyce Scholarships. Funding from National Science Foundation, Robert Noyce Scholarship.

Current Service Activities

Past President, Association of Mathematics Teacher Educators of Texas

Affiliate Connections Committee, Association of Mathematics Teacher Educators

Memberships

School Science and Mathematics Association (SSMA)
American Educational Research Association (AERA)
AERA Special Interest Group: Research in Mathematics Education
AERA Special Interest Group: Teachers and Teacher Education
Association of Mathematics Teacher Educators (AMTE)
National Council of Teachers of Mathematics (NCTM)
Association of Mathematics Teacher Educators-Texas (AMTE-TX)
Texas Council of Teachers of Mathematics (TCTM)

Miriam Deborah Ezzani

Assistant Professor, Teacher Education and Administration
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Contact Info
Office: 
Matthews Hall 218-U
Phone: 
940-565-2935
Email: 
miriam.ezzani@unt.edu

Dr. Miriam Ezzani teaches graduate students in Educational Leadership in the Department of Teacher Education and Administration. With academic and professional roots in urban education, her area of scholarship is in educational justice within the context of organizational leadership, professional development, and district and school reform. Prior to her arrival at UNT, she served as a school administrator in the state of California and prior to that as a literacy coach and teacher in the Los Angeles Unified School District. She holds administrative credentials in the states of Texas and California. She is an alumna of the University of Southern California (USC), where she earned a doctorate in K-12 Educational Leadership. Her community service includes leadership coaching and mentoring of high school and undergraduate students, which results in literacy service projects in under-resourced schools.

Research, Publications, and Presentations

Ezzani, M.D. & Brooks, M.C. (2015).  (Mis)Understanding Islam in a Suburban Texas School District. Religion and Educationhttp://www.tandfonline.com/doi/abs/10.1080/15507394.2015.1013408#.VQ

Ezzani, M.D. (2015).  Coherent district reform: A case study of two California school districts, Cogent Education: http://dx.doi.org/10.1080/2331186X.2015.1018698

Ezzani, M.D. (2014).  Ethical Leadership:  A Texas School District's Efforts Toward Cultural Proficiency.  Values and Ethics in Educational Administration.  University Council for Educational Administration's Centre for the Study of Leadership and Ethics.

Ezzani, M. (2013). Ethical leadership: A Texas school district's efforts toward cultural competence. 18th Annual Values and Leadership Conference, Oklahoma City, OK.

Ezzani, M. (2013). How can you be a culturally proficient leader? Kappa Delta Pi Convocation Workshop, Dallas, TX.

Ezzani, M., & Brooks, M. (2013). Texas school district's efforts for cultural competency: Expanding understanding of Islam and religious difference. Conference paper presentation, UCEA, Indianapolis, IN.

Ezzani, M. (2013).  Distributive leadership district-wide: Data-informed and action-driven. Conference paper presentation, UCEA, Indianapolis, IN.

Ezzani, M. (2012).  Giving Back for Literacy and a Better World.  Giving Tuesday Series of The Huffington Post Blog. 

Ezzani, M. (2012).  Words Which Open Doors.  Keynote Address:  Aga Khan Foundation Donor Appreciation Luncheon.

Ezzani, M. (2012).  What is culturally relevant pedagogy?  Professional Development School (PDS) Seminar.

Ezzani, M. (2012).  Classroom Interactions and English Language Learners.  Workshop for Secondary Math and Science Pre-Service Teachers.

Ezzani, M. (2012).  Stand for Something!  Keynote Address:  Kappa Delta Pi Induction Ceremony.

Ezzani, M. (2011).  An Exposé:  One Year of Action Research.  Presented at the Professional Learning Communities Colloquium at Texas Wesleyan University, March 2011

Ezzani, M. (2011).  Women Empowering Through Literacy.  Keynote Address:  Delta Phi Omega Sorority Gala Event:  Reading for the mind is what exercise is for the body.

Ezzani, M., Huffman, J. & Braswell, R. (2010).  Data Reveal Leadership Matters.  Presented at the Texas Association of School Administrators, Austin Convention Center, January/February 2011 State Conference

Ezzani, M. (2009).  How Districts Prepare Site Administrators for Data-Driven Decision Making.  Ann Arbor, MI:  ProQuest, LLC.

Ezzani, M. & Torres, G. (2009). How do I Help My Child at School When I Don’t Speak English? Presented at the English Language Summit, January 2009, Chino Valley Unified School District, Chino High School.

Ezzani, M., Gould, S., Malia, J. (2005).  No Man’s Land:  Between Two Worlds - A Chinese Boy’s Experience in America:  A Film Ethnography:  Using Multimedia to Capture the Experiences of an English Language Learner presented at the California Teachers of English to Speakers of Other Languages, Long Beach Convention Center, Long Beach, CA, March 2005, 36th State Conference.

Current Activity in Professional Organizations

Aga Khan Foundation (AKF) USA, PartnershipsinAction, Leadership Coaching and Mentoring Volunteer for AKF Youth Ambassadors

American Educational Research Association (AERA), Nominating Committee Member for Leadership for Social Justice (LSJ) Special Interest Group

Kappa Delta Pi International Honor Society in Education (KDP-Alpha Iota Chapter), Associate Counselor

University Council for Educational Administration (UCEA), Member

Pamela Esprivalo Harrell

Professor, Teacher Education and Administration, Associate Dean for Administration
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Contact Info
Office: 
Matthews Hall 117-N
Phone: 
940-565-2322
Email: 
Pam.Harrell@unt.edu

A professor in the Department of Teacher Education and Administration where she has worked for the past ten years, Dr. Harrell currently teaches the following courses for the Secondary Education Program: The Multicultural Curriculum (EDSE 5005), and Instructional Strategies in Secondary Classrooms (EDSE 5003). Her research interests include the topics of science teacher quality and science teacher effectiveness. Specifically, her research explores teacher quality variables such as coursework, GPA, and age of coursework, teacher efficacy, classroom environment, and the impact of the teacher on student learning. As program administrator for the Secondary Online Teacher Certification program, she coordinates recruitment and advising for over 300 graduate students. In 2008 she was the UNT nominee for the Minnie Piper Stevens Teaching Award, and she received the UNT Presidents Award for Teaching in 2009. In 2011 she received the UNT Teacher Scholar Award.


Selected Publications

Esprívalo Harrell, P. & Eddy, C.M. (2011). Examining mathematics teacher content knowledge using policy, state certification tests, and transcripts. Education Research and Perspectives, 38(1), 82-105.

Esprívalo Harrell, P. (2010). Teaching an integrated science curriculum: Linking teacher knowledge and teaching assignments. Issues in Teacher Education, 19 (1) 145-165.

Esprívalo Harrell, P. (2009). Teacher knowledge myths: An examination of the relationship between the Texas Examinations of Educator Standards and formal content area coursework, grade point average, and age of coursework. Educational Studies, 35 (1) 39-53.

Esprívalo Harrell, P. & Harris, M. (2009). An examination of teacher quality variables associated with passing state content tests. Journal of the National Association for Alternative Certification, 4 (2) 18-39.

Combes, B. Walker, M., Esprívalo Harrell, P., & Tyler-Wood, T. (2008). A presentation strategy for beginning presenters in inclusive environments. Teaching Exceptional Children, 41 (1), 42-47.

Esprívalo Harrell, P., Harris, M. (2006). Teacher preparation without boundaries: A two-year study of an online teacher certification program. Journal of Technology and Teacher Education, 14(4), 755-774.

Recent Conference Presentations

Harrell, P.E. (2011). Selecting curriculum and assessing learning outcomes. NCEI Effective Pathways to Teaching Conference. Washington DC.

Harrell, P.E. & Subramaniam, K. (2011). Using learning progressions to select curriculum and assess science learning outcomes. ASTE 2011 International Conference. Minneapolis, MN.

Harrell, P.E. & Eddy, C.M. (2011). Outcomes of a five-year science and mathematics Robert Noyce Scholarship Program. Proceedings of the Hawaii International Conference on Education. Honolulu, HI.

Wojnowski, D. & Harrell, P.E. (2010). Getting a bang out of STEM integration. NSTA 2010 National Conference on Science Education. Philadelphia, PA.

Harrell, P.E. & Wojnowski, D. (2010). Dragon genetics. NSTA 2010 National Conference on Science Education. Philadelphia, PA.

Esprívalo Harrell, P. (2009). Finding and keeping the best teachers: Recruitment, training, and evaluation of mathematics and science. National Association for Alternative Certification: Effective pathways to Teaching Conference. Washington DC.

Harrell, P. & Eddy, C. (2009). Expanding the pool to staff high-need schools with talented mathematics and science teachers: A two-year study of the UNT Science and mathematics Robert Noyce Scholarship Program. Proceedings of the Hawaii International Conference on Education. Honolulu, HI.

Esprívalo Harrell, P. (2008). Investigating Dragon Genetics. National Association for Biology Teachers, Memphis, TN.

Esprívalo Harrell, P. (2008). Can we trust a highly qualified teacher? Examining the relationship of content preparation to state test results. National Center for Alternative Certification. Washington, DC.

Harrell. P. (2008). Robert Noyce scholarship program: Recruitment, training, and evalution of math and science teachers. School Science and Mathemtaics Association Conference. Raleigh, NC.

Esprívalo Harrell, P. (2007). Teacher knowledge myths: An examination of the relationship between the TExES Examinations of Educator Standards and formal coursework, grade point average and age of coursework. Proceedings of the Society for Information Technology & Teacher Education International Conference. San Antonio, TX.

Grants Awarded

NSF Robert Noyce Scholarship Program is dedicated to the memory of the late Dr. Robert M. Noyce, the scientist credited with the invention of the integrated chip. This $750,000 NSF grant provides scholarships and stipends for talented science and mathematics majors and professionals interested in teaching. Research associated with this grant explores beginning teacher efficacy, classroom environment, and impact on student learning. Role: PI

XTreem Science Teacher Quality Grant ($1,176,649.00) provides professional development for Dallas ISD teachers assigned to 8th grade science, biology, algebra, and geometry classrooms. Role: CoPI

Teaching Eighth Grade Science is a Texas curriculum based on 8th grade Texas Essential Knowledge and Skills and funded by the Texas Higher Education Coordinating Board and the Texas Education Agency. Recently, Teaching Seventh Grade Science was added to this grant. The curriculum includes content background knowledge for the teacher, a discussion of common science misconceptions (including how to correct misconceptions), best practice instructional models targeting ESL and special education students, hands on learning experiences, and both traditional and authentic assessments. Role: Co-Developer

Current Service Activities in Professional Organizations

  • UNT Faculty Senate Secretary
  • Curriculum and Instruction Program Coordinator
  • Section Chair, Multicultural Affairs, National Association of Biology Teachers

Memberships

School Science and Mathematics Association (SSMA)

Association for the Advancement of Computing in Education (AACE)

Association for Science Teacher Education (ASTE)

National Association of Biology Teachers (NABT)

Kappa Delta Pi (KDP)

Science Teachers Association of Texas (STAT)

American Educational Research Association (AERA)

National Science Teachers Association (NSTA)

Johnetta Hudson

Visiting Professor, Teacher Education and Administration
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Contact Info
Office: 
Matthews Hall 218-Y
Phone: 
940-565-3774
Email: 
Johnetta.Hudson@unt.edu

Johnetta Hudson, Ph.D., is a visiting professor of education administration within the Department of Teacher Education and Administration at the University of North Texas. Her scholarship focuses on race, class, and gender issues in education. Within this broad area Hudson has published on women's leadership in a male-dominated culture and leadership for educating a diverse student population. A secondary area of interest is leadership development utilizing technology. Her degrees are from Kentucky State University (BA), University of Nebraska (MA) and Indiana State University (EdS and PhD).


Selected Articles

Byrd, J., & Hudson, J. (2007). Statistical reform in educational administration: Report confidence intervals, effect size, and confidence intervals for effect size. Educational Leadership Review ,8(2),102-122.

Hudson, J., & Cowan, C. (2002) Culturally responsive education for urban educators: An annotated bibliography. Teacher Education and Practice, 15 (1/2), 189-202.

Hudson, J. (2001). The Silent destructive affects of stress: African American educational leaders beware. (pp. 55-59). Journal of National Black Nurses Association, 12 (1), 55-59.

Selected Book Chapters

Wesley, L., Hudson, J., & Marcanos, R. (2008). The rise of the feminine: What women of color bring to leadership roles. In G. Brown & B. Irby (Eds.), Women leaders: Structuring success (2nd ed.). New York: Kendall-Hunt.

Camp, B., Hartmeister, F., Brooks, J., Adkison, J., & Hudson, J. (2005). In C. Russo (Ed.), Education Law Association yearbook. Topeka, KS: ELA.

Camp, B., Hartmeister, F., Brooks, J., Adkison, J., & Hudson, J. (2003). In C. Russo (Ed.), Education Law Association yearbook. Topeka, KS: ELA.

Cummings, J., Hudson, J., Camp, B., & Adkison, J. (2001). Pupils. In C. Russo. (Ed.), Education Law Association yearbook. Topeka, KS: ELA.

Kitchen, M., & Hudson, J. (2000). Dreamkeepers in the making: Instructional strategies for fostering high expectations of minority students in teacher education candidates. In G. Grant (Ed.), Creative partnerships: Gateway to embracing diversity and multiculturalism. Mahwah, NJ: Erlbaum.

Recent Conference Presentations

Hudson, J. (2009). Cultural foundations in education: A blended trilogy of venues. International Conference on Blended Learning, Florianopolis, Brazil.

Byrd. J., & Hudson, J. (2009). An investigation of the training of principals to use data to Improve student achievement: Do principals have the necessary skills? Third International Conference of the American Institute of Higher Education, Nashville, TN.

Hudson, J., & Stromberg, L. (2008). Collaborative team projects in the E learning environment. International Conference on Interactive Computer Aided Learning, Villach, Austria.

Stromberg, L., & Hudson, J. (2008). Enhanced communications in online courses. International Conference on Interactive Computer Aided Learning, Villach, Austria.

Byrd, J., & Hudson, J. (2007). A call for statistical reform in educational administration: Report confidence intervals, effect size, and confidence. University Council for Educational Administration Conference, Washington, D.C.

Hudson, J., Byrd, J., & Brooks, J. (2006). Texas high school principal certification program. University Council of Education Administration Annual Conference, November, 2006, San Antonio, TX.

Hudson, J., & Stromberg, L. (2006). Creating effective online discussions. Texas Webct Annual Conference, College Station,TX.

Stromberg, L., & Hudson, J. (2006). Communication and feedback in a WebCT enhanced course. Texas WebCT Annual Conference, College Station, TX.

Hudson, J. (2004). Online discussions as an effective venue for student discourse In education administration. Conference of the National Association of Professors of Education Administration, Branson, MO.

Current Activity in Professional Organizations

Education Law Association

National Association of Multicultural Education

National Middle School Association Urban Issues Task Force

Kelley Marie King

Associate Professor, Teacher Education and Administration
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Contact Info
Office: 
Matthews Hall 204-I
Phone: 
(940) 565-4447
Email: 
kelley.king@unt.edu

Kelley King, PhD, is an Associate Professor of Secondary Education and Curriculum and Instruction in the Department of Teacher Education and Administration at the University of North Texas. As a historian of education, she focuses her research, teaching, and service on understanding teaching and learning as culturally situated activities. Her work explores the ways that class, gender, culture, and politics have shaped and still influence education in the United States. Her book, Call Her a Citizen: The Life of Progressive Educator-Activist Anna J. H. Pennybacker, was published by Texas A&M University Press in 2010. Before coming to Denton in 2006, King lived in the Austin area, where she supervised student teachers and taught special education and English Language Arts and Reading at the elementary and secondary levels. Her doctoral degree in Curriculum and Instruction is from the University of Texas at Austin, where she also completed a portfolio in Women's and Gender Studies. She holds bachelor's and master's degrees in Comparative Literature from the University of California at Berkeley and the University of Texas at Austin as well as a master's degree in Learning Technologies-Multimedia from Texas A&M University at Commerce.

Books and Monographs

King, K. M. (2010). Call her a citizen: The life of progressive educator-activist Anna J. H. Pennybacker. College Station, TX: Texas A & M University Press.

Selected Articles and Chapters

McPherson, R., King, K., Milson, A., & Estes, M. (2013). Evaluation of an international online learning initiative in special education. In N. Tcherepashenets & F. Lojacono (Eds.), Globalizing online: Telecollaborations, internationalization and social justice. New York: Peter Lang.

Strunc, A., & King, K. M. (2013). Citizen education in Texas: Gaps between theory and practice in the state curriculum standards. American Educational History Journal, 40(1) 141-151.

King, K.M. (2012). Called to teach: Percy and Anna Pennybackers's contributions to education in Texas, 1880-1899. American Educational History Journal, 39(1) 87-105.

King, K.M. (2012). Teacher transgressions and district disputes: Appeals to the Texas state superintendent of education, 1899-1900. Journal of Philosophy and History of Education, 62(1) 119-136.

King, K.M. (2011). Keeping teachers growing: Pamela Kramer Ertel. In M. Spearman & O.L. Davis, Jr. (eds.). A century of leadership: The presidents of Kappa Delta Pi. Charlotte, NC: Information Age.

Recent Conference Presentations

King, K.M. (2013, October). How educational historians establish relevance: Rationales given for papers published in the Journal of the MHES and the AEHJ, 1972-2007. Presidential address presented at the annual conference of the Organization of Educational Historians, Chicago, IL.

King, K.M. (2012, October). A futile attempt toward peace education in Cold War Texas? Grover Hartt's United Nations curriculum. Paper presented at the annual conference of the Organization of Educational Historians, Chicago, IL.

King, K.M. (2012, September). The Klan's anti-Catholic school agenda and the Texas Catholic response, 1922-1925. Paper presented at the annual meeting of the Society of Philosophy and History of Education, St. Louis, MO.

King, K.M. (2011 April). Evolving perspectives on the representation of Native Americans in trade books and textbooks for the K-12 classroom. Society for the Study of Curriculum History, New Orleans, LA.

Memberships in Professional Organizations

Organization of Educational Historians
American Education Research Association
Society of the Philosophy and History of Education
International Society for Educational Biography
Kappa Delta Pi

James Duke Laney

Department Chair, Professor, Teacher Education and Administration
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Contact Info
Office: 
Matthews Hall 206-E
Phone: 
940-565-2602
Email: 
jim.laney@unt.edu

Dr. Laney received his B.S. and M.Ed. degrees in Elementary Education from North Texas State University (now the University of North Texas). His earned his doctoral degree from the University of California, Los Angeles, with a major in Learning and Instruction and a minor in Curriculum and the Study of Schooling. Dr. Laney's research interests include generative teaching-learning theory, general social studies education, economic education, aging education, and arts integration. His teaching responsibilities include courses in the E-6 and 4-8 undergraduate teacher certification programs, the Curriculum and Instruction Master's Program, and the Curriculum and Instruction Doctoral Program.


Selected Articles, Chapters, and Books

Lucey, T.A., Laney, J.D., & Giannangelo, D.A. (2013). Lessons for teaching about multicultural issues: The social studies tune-up. Oregon Journal of the Social Studies, 1(2), 22-38.

Lucey, T.A., Laney, J.D., Lycke, K., and Connelly, C. (2013) Dimensions of citizenship through the lens of The Hunger Games: Fiction and the visual and performing arts as springboards for citizenship education. The Social Studies, 104(2), 190-199.

Lucey, T.A., and Laney, J.D., Eds. (2012). Re-framing financial literacy: Exploring the value of social currency. Charlotte, North Carolina:Information Age Publishing, Inc.

Lucey, T.A., and Laney, J.D. (2012). Using art and community investigation to motivate preservice teachers’ learning and teaching of social and economic/ financial justice issues. In Lucey, T.A., and Laney, J.D. (Eds.), Re-framing financial literacy: Exploring the value of social currency. Charlotte, North Carolina: Information Age Publishing, Inc.

Lucey, T.A., and Laney, J.D. (2012). From classroom to community: Preparing preservice teachers in the art of teaching about social justice. In Breaking the mold of education for culturally and linguistically diverse students: Innovative and successful practices for 21st century schools. Volume 3. Lanham, Maryland: R&L Education.

Lucey, T.A., and Laney, J.D. (2009). This land was made for you and me: Teaching the concept of economic justice in the elementary and middle school grades. The Social Studies, 100, (6), 260-272.

Laney, J.D. (2008). Teaching financial literacy through the arts: Theoretical underpinnings and guidelines for lesson development. In T.A. Lucey/K.S. Cooter (Eds.), Financial literacy for children and youth (pp. 237-257). Athens, GA: Digitaltextbooks.biz.

Lucey, T.A., Bates, A.B., and Laney, J.D. (2008). Relating art to social studies teaching: An interview with Ruth Meissen, Illinois 2007-2008 Teacher of the Year. Journal of the Illinois Council for the Social Studies, 68, 7-14.

Laney, J.D. (2007). Jacob Lawrence’s The Migration Series: Art as narrative history. The Social Studies, 98(4), 131-135.

Laney, J.D. (2005). The “art” of teaching social studies. The Social Studies Texan, 21(1), 70-72.

Laney, J.D. (2004). Using vicarious story experiences to teach economic concepts. The Social Studies Texan, 19(3), 71-72.

Laney, J.D. (2001). Enhancing economic education through improved teaching methods: Common sense made easy. In J. Brophy (Ed.), Advances in research on teaching series: Volume 8: Subject-specific instructional methods and activities(pp.409-433). Stamford, CT: JAI Press.

Recent Conference Papers and Invited Addresses

Laney, J.D., Shulsky, D., Shahid, J., and Philipose, S.M. (February 18, 2013). Paper presented at the annual meeting of the Association of Teacher Educators, Atlanta, GA.

Henning, M.B., Lucey, T., Marri, A., Laney, J.D., VanFossen, P., and Schug, M. (November 15, 2012). Integrating economics into the social studies methods class: A panel discussion on contemporary research and practices. Special session presented at the annual meeting of the College and University Faculty Assembly, National Council for the Social Studies, Seattle, WA (refereed).

Lucey, T., Lycke, K., Connelly, C., and Laney, J.D. (February 14, 2012). Satisfying cravings for citizenship education: Hunger Games and the arts. Paper presented at the annual meeting of the Association of Teacher Educators, San Antonio, TX (refereed).

Laney, J.D., Dixon-Krauss, L., Harris, M., Mohr, K., King, K., Wickstrom, C., and Frank, I. (February 13, 2012). Evolution of a unit assessment system: Lessons learned during the first full year of implementation. Paper presented at the annual meeting of the Association of Teacher Educators, San Antonio, TX (refereed).

Lucey, T., Laney, J.D., and Green, V. (December 1, 2011). Re-framing financial literacy: Exploring the value of social currency. Book talk presented at the annual meeting of the College and University Faculty Assembly, National Council for the Social Studies, Washington, D.C.

Laney, J.D., Dixon-Krauss, L, Harris, M., Mohr, K., King, K., and Sutton, T. (February 15, 2011). Unlocking the door to accreditation: Using technology and “key assessments” for program evaluation and data-drive decision-making in teacher education. Paper presented at the annual meeting of the Association of Teacher Educators, Orlando, Florida.

Lucey, T.A., and Laney, J.D. (November 4-6, 2010). Using art and community investigation to motivate preservice teachers’ learning and teaching of social justice issues. Paper presented at the annual meeting of the Association for Moral Education, St. Louis, Missouri.

Lucey, T.A., Laney, J.D., Giannangelo, D., and Cowart, M. (May 2, 2010). Agreement with tenets of social and financial justice: Views from preservice teachers at four universities. Roundtable paper presented at the annual meeting of the American Research Association, Denver, Colorado.

Laney, J.D., Harris, M., Mohr, K., and Proctor, S. (February 15, 2010). Assessing the professional dispositions of preservice teachers using the Teacher Disposition Index. Paper presented at the annual meeting of the Association of Teacher Educators, Chicago, Illinois.

Lucey, T.A., Laney, J.D., Giannangelo, D., and Cowart, M. (February 16, 2010). Using music and visual art to stimulate preservice teachers’ attitudes towards teaching for social justice: Outcomes from four institutions. Paper presented at the annual meeting of the Association of Teacher Educators, Chicago, Illinois.

Lucey, T.A., Laney, J.D. (November 2009). Some like it hot; Facilitating conversations about controversial topics. National Council for the Social Studies, Atlanta, GA.

Current Activity in Professional Organizations

Consulting Editor, The Social Studies

Distinguished Program in Teacher Education Selection Panel and Legislative and Governmental Relations Committee, Association of Teacher Educators

Foundation Representative, UNT/TWU Chapter of Phi Delta Kappa

Professional Memberships

American Educational Research Association

Association for Supervision and Curriculum Development

Association of Teacher Educators

National Council for the Social Studies

Phi Delta Kappa

Awards

ATE Leadership Academy, 2008-2009

Harold E. Mitzel Award for Meritorious Contribution to Educational

Practice through Research

Academic Key’s Who’s Who in Education

Marquis Who’s Who in American Education

J.C. Matthews Chair for Research in Education

Honor Professor, UNT

Top Prof, UNT

Faculty Recognition Award, UNT

Generations of Excellence Award, UNT

Alexandra Leavell

Associate Professor, Teacher Education and Administration, Associate Dean for Educator Preparation Programs
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Contact Info
Office: 
Matthews Hall 119-J
Phone: 
940-369-8549
Email: 
alexandra.leavell@unt.edu

Alexandra G. Leavell, PhD, is an Associate Professor in the Language and Literacy Studies Program in the Department of Teacher Education and Administration. She holds a PhD in Reading and Learning Disabilities from the University of Miami (FL). Dr. Leavell joined the faculty of UNT in 1992. Her professional and research interests include making learning accessible for all learners through increased literacy skills, and helping teacher candidates understand and develop academic identity and disciplinary literacy skills in themselves and their future students.

 

She came to the , and  Her professional and research interests include content literacy for adolescents, making learning accessible for all learners, and the use of English for Academic Purposes for English Language Learners from high school through graduate school. Dr. Leavell's international experience includes work in Thailand, where she taught a literacy learning workshop for university professors at Kasetsart University.

Courses Taught

EDRE 4820 - Reading and Writing in Grades 4-8

EDRE 5370 - Advanced Reading Theory/Practice

EDSE 4060 - Content Area Reading in Secondary Schools

EDSE 5004 - Literacy for All

EDRE 4870 - Cross-curricular Literacy Materials and Resources

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