Scholarship is enriched by the knowledge and interests of a diverse community. Exposure to the many perspectives of a broader group enhance individual experiences and challenge the status quo to be more creative and generate innovative thoughts and solutions to our teaching, research and service. The College of Education new faculty cohort will continue our tradition of excellence, drawing on their own breadth of experiences and interests to engage students in a dynamic and exciting learning environment.
Dr. Allen’s research aims to address institutional and systemic inequalities within STEM education by supporting the design and implementation of STEM learning reforms. She examines the ways that equity and instructional improvement efforts take on meaning and become consequential for youth and teachers in local practice. Some of her current work examines how efforts to improve STEM education intersect with students’ learning and identity work within and out of school. Her work also explores the relationships among local policy, educators’ organizational contexts, and their efforts to implement reform-based and equity-oriented pedagogies. Allen's research has been published in journals such as Journal of Learning Sciences, Journal of Teacher Education, Journal of Research in Science Teaching, and AERJ.
Prior to joining the faculty at UNT, Allen was a STEM Researcher at SRI International. Allen received her doctorate in learning sciences and human development at the University of Colorado at Boulder. Before pursuing her doctorate, she taught high school English and reading, writing, and developmental education community college courses in the Seattle area. She has a master in teacher degree from Seattle University and a BA in English Literature from Western Washington University.
Brenda Barrio is an Associate Professor of Special Education - Critical Perspectives at the University of North Texas. Her research focuses on the areas of disproportionality of culturally and linguistically diverse students in special education, culturally responsive teaching, bilingual and multicultural special education, and pre-/in-service teacher preparation. Barrio has more than 15 years of teaching experience including, graduate and undergraduate special education courses and K-5th bilingual and inclusive education in Texas. She is also the co-founder of the WSU ROAR post-secondary education program for young adults with intellectual and/or developmental disabilities and is the current chair of the Diversity Committee of the Council for Learning Disabilities.
Christopher George Berger grew up in northeastern Ohio wanting to be a commercial pilot for the airlines. Instead, he has become an exercise physiologist and student pilot who maintains an interest in healthy air travel even today. After earning a B.S. in Geography from Arizona State University, Dr. Berger finished an M.S. in Sports Medicine from the University of Oregon and a Ph.D. in Exercise Physiology from the University of Kentucky. He has held faculty positions at the University of Pittsburgh, The George Washington University, and the University of Indianapolis.
Berger is certified by the American College of Sports Medicine and the National Strength and Conditioning Association. He also holds a certificate in Applied Statistical Analysis from the University of Kentucky Graduate School.
For quite some time now, Berger has been interested in the science of weight management and the ability of resistance training to influence body composition and metabolism. If you ever wanted to increase muscle mass and reduce body fat, Berger's unique background in exercise physiology and nutrition. Recent work has focused on dietary thermogenesis, resistance training, and metabolic rate variances.
Ranita Cheruvu, Ed.D. is a Senior Lecturer in the Department of Teacher Education and Administration. Her scholarship and teaching focus on culturally relevant/sustaining pedagogies and racial literacy in early childhood education and teacher education. Her experiences as a classroom teacher, teacher educator, 1.5 generation immigrant, and her doctoral studies in Curriculum and Teaching (Early Childhood Education) at Teachers College, Columbia University have shaped her commitment to issues of equity and access in early childhood education.
Christina T. Dearman, Ph.D. serves as a Clinical Assistant Professor in the Department of Teacher Education, and Coordinator of Future Teacher Pathways for the College of Education. Previously she taught at the undergraduate and graduate levels as an Adjunct Professor at the University of North Texas and Texas Woman’s University.
With over 25 years in education, Dearman has taught in various capacities at the Pre-K through secondary level, serving as a reading specialist at title schools, an honors level ELAR teacher, and a Gifted and Talented Specialist. She has also run school wide and Saturday enrichment programs and served as Curriculum Director for UNT's Texas Governor's School. Dearman currently serves as Treasurer and Chair of the Finance Committee for the Texas Association for the Gifted and Talented and sits on the Texas Academy of Math and Science Advisory Board.
Dearman’s main area of research interest centers on meeting the needs of diverse advanced academic learners.
Brittany Frieson, PhD, is an Assistant Professor in the Department of Teacher Education and Administration at the University of North Texas, where she will begin in the fall of 2019. She earned her doctorate degree in 2019 from the University of Illinois at Urbana-Champaign in Curriculum and Instruction with a specialization in Language & Literacy. Her research focuses on African American Language speakers in dual-language Spanish/english bilingual programs and how multilingual students utilize minoritized languages as a form of resistance towards dichotomous languaging rules in the classroom. As an educator, her mission is to cultivate critically conscious educators who rewrite the narrative on how minoritized languages can be a language of power in the language arts classroom, as well as unveil how institutions of schooling often operate to reinforce historical linguistic oppression among Students of Color. At UNT, she teaches literacy and elementary education courses in the undergraduate program. Prior to her arrival at UNT, she was a teacher in North Carolina at both the elementary and middle school levels.
Jaret Hodges earned a master's degree at the University of Houston, doctorate at Purdue University, and was a postdoctoral researcher at Duke University. His research interests include underrepresented populations in gifted education, rural gifted education, and gifted education policy. He also has an interest in promoting open science practices and the use of computer programming in education research.
James Hoffman is a Professor of Language and Literacy at The University of North Texas and currently serves as the Meadows Endowed Chair for Literacy. Dr. Hoffman is a former editor of The Reading Research Quarterly and The Yearbook of the National Reading Conference. He has served as President of the National Reading Conference and as a member of the Board of Directors of the International Reading Association. Dr. Hoffman was an affiliated scholar with both the National Reading Research Center and the Center for the Improvement of Early Reading Achievement. He was elected to the Reading Hall of Fame in 2002 and served as President of this organization from 2008-2010. Dr. Hoffman served as the chair for the International Reading Association’s Commission and the “Prepared to Make a Difference” research project. He has been active in international literacy projects in Central American, Africa and Asia. This past year he was awarded the Oscar Causey lifetime achievement award for research in literacy by the Literacy Research Association. The primary focus for his research has been on teaching and teacher preparation. Dr. Hoffman has published more than 150 articles, books and chapters on literacy related topics.
Aurora Kamimura earned her Ph.D. at the University of Michigan in the Center for the Study of Higher and Postsecondary Education in Higher Education and Organizational Behavior.
Dr. Kamimura’s research agenda addresses issues of access and equity broadly including those of minoritized students and faculty throughout higher education. Her current research projects work to identify promising practices for enhancing diversity in the STEM professoriate, by focusing distinctly on the recruitment and hiring process. Kamimura’s work integrates theoretical frameworks at the intersection of higher education and positive organizational scholarship.
Dr. Kamimura has experience teaching in various disciples, such as education, business, sociology and psychology, at various campuses including the University of Michigan, the University of California, Irvine, University of Louisville, Indiana State University, and Texas Christian University. At the University of Michigan, she served as a graduate consultant for the Center for Research on Learning and Teaching and facilitator for the Program on Intergroup Relations on topics of inclusive pedagogies and techniques for developing engaging discussions. Kamimura has more than 15 years of higher education leadership experience in statewide college access initiatives and multicultural affairs. Previously, she served as the Associate Dean of Student Services at Santa Ana College, the largest Hispanic Serving Community College in California. Dr. Kamimura has established her career as an educator and organizational development consultant in areas of higher education, diversity, equity, and inclusion, mainly focused mechanisms for broadening access to higher education and creating inclusive learning environments.
Danielle Keifert is a learning scientist, researcher, educator, and assistant professor in the College of Education at the University of North Texas. Danielle studies how young children orient to inquiry, and the sensemaking resources they draw upon during inquiry. These include resources like engaging in imaginative embodiment by acting like a creature with feet on the back of your head to explore anatomy, engaging in thought experiments like imagining standing in boiling water or becoming a water particle to explore states of matter, and even drawing to make sense of engineering challenges. She also examines the sensemaking practices of young children's families and explores how children may be constrained/supported to engage in those practices across home and school. Danielle broadens forms of supported sensemaking through design-based research and professional learning partnerships; Danielle studies how mixed-reality technologies support young children’s sensemaking in science through play and embodiment (Science through Technology Enhanced Play, National Science Foundation grant), and how to support teachers to engage students in broader forms of representation in the service of modeling in science (Representations for Teachers as Learners project, McDonnell Foundation grant). Through this work she seeks to broaden participation in science practices not just by including more individuals from underrepresented communities in science, but also by expanding what counts as science. Danielle earned her PhD from the Learning Sciences program at Northwestern University after five years as a middle math and science teacher, and she is the proud human of a rescue pup named Gracie.
Michael Langlais is an Assistant Professor in Human Development and Family Sciences within the Department of Educational Psychology. He received his Ph.D. in Human Development and Family Sciences in 2014 from the University of Texas - Austin and he recently served as Assistant Professor at the University of Nebraska - Kearney. His research broadly focuses on romantic relationship processes, particularly in virtual contexts. His research aims to promote health romantic relationship development and maintenance.
Dan Li is an Assistant Professor of Counseling at the University of North Texas. She received her Ph.D. in Rehabilitation and Counselor Education and a minor in Applied Statistics from the University of Iowa in 2018. Before she joined UNT, Li worked as an Assistant Professor of Counselor Education at State University of New York at New Paltz. Li has been a National Certified Counselor and a Licensed School Counselor in North Carolina since 2014.
Li is an interdisciplinary scholar who adopts a variety of research methods to study counseling and supervision related phenomena. Her current research agenda includes relational dynamics of clinical supervision using innovative, statistical methods; professional development of international counseling students and faculty; and well-being of adopted youth. These research endeavors led to multiple peer-reviewed publications, conference presentations, and the 2018 Association for Counselor Education and Supervision (ACES) Research Grant Award.
As a student-centered educator, Li has been dedicated to building an inclusive, multiculturally sensitive, interactional, and thought-provoking learning environment. She assists students in tapping into their potential for selected areas of interest. Her teaching interests mainly lie in counseling research methodology and school counseling related courses. Li actively provides service to the counseling profession. She serves on the Editorial Review Board (2019-2022) for the Journal of Counseling and Development (JCD), the flagship journal for the American Counseling Association (ACA). She has been a regional facilitator for the International Students and Faculty Interest Network (ISFIN) at ACES since 2017.
Agnes Ye Luo is an Assistant Professor of Counseling in the Department of Counseling and Higher Education. She received her Ph.D. degree in Counselor Education from Texas A&M University at Corpus Christi in 2019. Her research agenda includes technology use in counseling and counselor education, social media identity distress, and trauma. Luo has prepared and published manuscripts using quantitative research approaches such as the meta-analysis, multiple regression, and measurement validation.
As a bilingual English/Mandarin practitioner, Luo has worked with children, adolescents, adults, families, and groups in the college campus, community-based agency, and private practice counseling settings. She has implemented various therapy modalities in clinical practice, such as Gottman Method Couples Therapy, Wellness approach, and Expressive Art techniques. She is especially interested in implementing technology into counseling and exploring the impact of social media among adolescent and young adult clients. Luo has supervised counseling trainees from different specialty tracks, including clinical mental health, school counseling, and marriage and family counseling. She utilizes a combination of the Solution-Focused Theoryand the Integrated Developmental Model in a nonjudgmental and collaborative supervision style.
Luo is an active member of the Research Committee of Texas Counseling Association and the Awards Committee of Association for Assessment and Research in Counseling. She has served as the program reviewer for multiple counseling conferences. In addition, she has presented multiple times at national, state, and local professional conferences. She loves learning different cultures, creating novice recipes, and exploring new places.
Caitlyn Majeika joined the UNT faculty as an Assistant Professor in the Special Education Program of the Educational Psychology Department in 2019. She recently graduated with her PhD in Special Education from Peabody College of Vanderbilt University. Caitlyn’s area of expertise centers around supporting the academic, behavioral, and emotional development of students with or at-risk for emotional and behavioral disorders in classroom settings. More specifically, her research includes developing and implementing function-based behavioral interventions and training teachers to use a data-based decision-making process to adapt and intensify behavioral supports.
Michael Maxwell earned his Ph.D. from Sam Houston State University, and his master's and bachelor degrees from Texas State University. Maxwell began his career in higher education in 2009, and he started his professional counseling experience in 1999, having worked previously with juvenile delinquent incarcerated youth, incarcerated adults, psychiatric head injured patients, as an elementary school counselor, as a secondary school counselor and as a private practice clinician.
Dr. Maxwell has had 11 articles and book chapters published in professional counseling journals and textbooks and has presented at 22 national, state and local conferences over the span of his professional career. His research interests, publications and presentations have included the following areas: Multiple Heritage Population; Adolescent Development; School Counselor Advocacy, Training, and Interventions; Multicultural Counseling Appreciation and Sensitivity; Middle School to High School Student Transition; Developing Resiliency in At-risk clients; and Sport Counseling.
Karisma Morton's research explores how inequality in mathematics education occurs, particularly for minoritized students. Central to her research is a focus on gender and race/ethnicity, as well as their intersection, with the recognition that the specific experiences of certain race/ethnicity-gender groups (e.g., Black males) cannot be captured by looking at race/ethnicity and gender separately. Her research is composed of two strands of inquiry. The first focuses on examining inequalities in students’ opportunities to learn mathematics through quantitative analyses of largescale district and national datasets. The second strand of inquiry explores the impact of well-designed and reform-based mathematics curriculum and pedagogy for promoting mathematical literacy for all students. When exploring these strands, Karisma is particularly interested in the influence of school context (e.g., school racial/ethnic composition) on learning opportunities, experiences and outcomes. Much of Morton's interest in inequality in mathematics education stems from her ten years as a high school mathematics teacher in a Title I school serving a predominantly Black and Latinx student population.
Misty Sailors obtained her Ph.D. in curriculum and instruction with a focus on language and literacy studies at The University of Texas at Austin. She is a literacy researcher, reading specialist, and teacher educator. Dr. Sailors’ scholarly pursuits have contributed to the body of knowledge in the field of literacy education, specifically literacy tools found in classrooms; the professional development of reading teachers and literacy coaches; literacy program development; and literacy research methodologies. Her work has appeared in journals such as Reading Research Quarterly,Journal of Teaching and Teacher Education, Journal of Literacy Research, Literacy, The Reading Teacher, and Journal of Adolescent & Adult Literacy.
Sailors recently co-edited the 7th edition of the Theoretical Models and Processes of Literacy with Donna Alvermann, Norm Unrau, and Rob Ruddell. Sailors served on the International Literacy Association as a member of the Standard Revision Committee — Standards for Literacy Professionals 2017 — and the Literacy Research Panel. She is a former member of the Board of Directors for the Literacy Research Association. Sailors is the editor of the Journal of Literacy Research. Sailors was the primary investigator for several large, federally funded research projects, all of which were multi-site, field-based studies, including one research project that spanned three countries. Sailors served as a voluntary research consultant with the Children’s Book Project in Tanzania and Room to Read in Bangladesh.
Sailors actively works with literacy teachers and literacy coaches in the USA and teachers, literacy coaches, and literacy specialists in Chile, Malawi, Mozambique, and South Africa. Her work with teachers and literacy coaches has culminated in a book she co-authored with Logan Manning, Justice-Oriented Literacy Coaching: Toward Transformative Practices — anticipated release in October 2019 by Routledge.
Amanda E. Vickery is an Assistant Professor of Social Studies Education/Race in Education at the University of North Texas. She teaches undergraduate and graduate courses in elementary social studies methods. Her research focuses on how Black women teachers utilize experiential and community knowledge to reconceptualize the construct of citizenship. Additionally, she explores Black women as critical citizens within the U.S. civic narrative. Her scholarship has been published in Theory and Research in Social Education, Urban Education, Race, Ethnicity and Education, Curriculum Inquiry, Journal of Social Studies Research, Multicultural Perspectives, Gender and Education, The High School Journal, Social Studies Research and Practice, and The International Journal of Multicultural Education. Dr. Vickery is active in the social studies community serving on the Executive Board of the College and University Faculty Assembly (CUFA) of the National Council for the Social Studies (NCSS) as the Social Justice Chair and board liaison to the Scholars of Color Faculty Forum of CUFA. She is also an Affiliate Faculty Board Member for the K-12 Black History Research Consortium for the Carter Center for K-12 Black History Education. Dr. Vickery is a former middle school social studies teacher.