Elba Barahona, Ph.D., is a Senior Lecturer in the Department of Teacher Education and Administration. She joined the faculty at the University of North Texas in the Fall of 2016. She teaches undergraduate and graduate courses in bilingual and English as a second language.
Barahona earned her B.A. in Economics from the Central University of Ecuador, an M.A. in Teaching and an M.B.A. from Louisiana Tech University. Her prior experience includes work as a bilingual teacher at the Dallas Independent School District.
Barahona’s research interest includes bilingual education, curriculum and assessment for English learners, and instructional strategies in classrooms and schools that serve culturally linguistically diverse students. She earned her Ph.D. in Educational Psychology, with specialization in Bilingual/ESL Education, from Texas A&M University at College Station.
Dr. Boyd is a native of Honduras and a citizen of the United States. She holds a B. A. in Educational Administration from the Universidad Nacional Autónoma de Honduras, a M.Ed. in educational supervision from Southeastern Louisiana University, and a Ph D. in Curriculum and Instruction from Louisiana State University. In Honduras she worked as an elementary school teacher and as principal of a bilingual school. She also worked as coordinator of a master’s degree in curriculum for the Universidad Pedagógica Nacional and as a consultant for the Universidad nacional Autonoma de Honduras.
In the United States she worked in Louisiana as a high school teacher, as state ESL/Bilingual education director, as professional developer, coordinator, instructor, director and grant manager of programs related to teacher preparation in ESL, bilingual education and alternative certification. At the Southwest Educational Development Laboratory, she worked as a program specialist providing technical assistance in five states, AL, AR, LA, GA, and MS and as an independent consultant and evaluator on issues related to Hispanic students, their families and English language learners in general. She also worked at Southeastern Louisiana University as director of federal grants for the preparation of ESL teachers and as coordinator of FIE and FIPSE grants for the preparation of alternative certification teachers. She is the past president and current SIG Chair of the National Association for Bilingual Education (NABE) and the director of the Bilingual/ESL teacher certification programs at the University of North Texas in Denton. In the fall of 2012 Dr. Boyd won the Outstanding Online Teaching and Course Award at UNT.
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.
Dr. Dina Castro holds degrees in Early Childhood Education and Special Education (PhD), Public Health (MPH) and Psychology (BS). Her scholarship focuses on quality and equity in the early care and education for bilingual children and children from diverse cultural and ethnic backgrounds, in particular those living in poverty, and factors affecting the well-being of immigrant children and their families.
Dr. Castro has directed or co-directed various research and evaluation studies of national relevance. She serves as Director of the Center for Early Care and Education Research: Dual Language Learners, a national research center funded by the U.S. Department of Health and Human Services. She is also Principal Investigator on the study Nuestros Niños Program: Promoting School Readiness for English Language Learners funded by the National Institute for Child Health and Human Development.
Prior to joining UNT, Dr. Castro was a Research Professor at the Mary Lou Fulton Teachers College, Arizona State University (2013-2014), and a Senior Scientist at the Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill (1997-2013). She has published numerous peer-reviewed articles, book chapters, research briefs and technical reports, and presents nationally and internationally as an expert on the early education of children from diverse cultural, ethnic and language backgrounds. She is the lead author of the book New Voices ~ Nuevas Voces Guide to Cultural and Linguistic Diversity in Early Childhood.
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.
As administrative specialist, Marilyn works with faculty and students in the graduate programs for the Educational Leadership Master's degree and Principal as Instructional Leader Certificate.
Wesley Edwards is an assistant professor of Educational Leadership in the Department of Teacher Education and Administration at the University of North Texas. His research interests include teacher and school leader career trajectories, school organizational work environments, and the politics and policy of educational leadership. Dr. Edwards has published in journals such asEducational Policy, Teachers College Record, and Education Economics.
Edwards received a Bachelor’s degree in Education from the University of Texas at Austin, an M.A. in the Sociology of Education from New York University, and a Ph.D. in Educational Policy and Planning from the University of Texas at Austin. Prior to pursuing his Ph.D., he was a middle school math and science teacher and teacher leader in New York and Texas.
Lauren Eutsler, PhD, is an Assistant Professor in the Department of Teacher Education and Administration at the University of North Texas, where she began in 2016. She earned her doctorate in 2016 from the University of Florida. Her research focuses on using portable technology to support children’s literacy development and training pre-service teachers to effectively use portable technology to motivate, enhance, and improve children's literacy learning. At UNT, she teaches reading and elementary education courses in the undergraduate program.
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.
After graduating from the University of North Texas, Dr. R. Jefferson George began his career in education as a media specialist for Vernon Community College. His main focus was to support instruction in a college classroom through a growing use of the available technology. As interest in video learning technologies increased, he moved to Austin and created his own video production company. His company created documentary and historical videos for classroom instruction. After moving to Houston, he began writing children’s books with Texas author Johara Harper and began his career in public education as an eighth-grade science teacher. He completed his master’s degree in Counseling at the University of Houston and worked as school counselor, a college counselor and a hospital therapist in Houston ISD, Houston Community College and St. Luke’s Episcopal Hospital. Dr. George eventually returned to public education as a school administrator, serving as a principal, interim-principal, assistant principal and director of an alternative program. He then returned to the University of North Texas to complete his doctorate in Educational Leadership. During this time, he became a mentor in the Graduate Student Teaching Excellence Program through the Center for Learning Enhancement and Redesign and worked with university teachers and leaders to create a classroom with high levels of student engagement and instructional rigor. Dr. George has returned to his interest in learning technologies and creating an engaging classroom with high levels of instructional rigor. He is developing a series of online doctoral courses for the doctorate in Educational Leadership. Dr. George is continuing his research into the development of an engaging instructional platform in a virtual environment and understanding the online experience of the native digital learner. Dr. George is a member of the Texas Counseling Association, the Texas Association of School Administrators and Kappa Delta Pi.
Dr. Jeannette Ginther is a Senior Lecturer in the Department of Teacher Education and Administration. She earned her doctorate in Educational Leadership from Dallas Baptist University in 2017, her masters in Literacy Education from the State University of New York at Cortland in 2002, and her bachelors in Elementary Education from the State University of New York at Geneseo in 1999. Dr. Ginther happily began her career as a middle school English Language Arts and Social Studies teacher in New York. After a decade of classroom teaching in both New York and Texas, she served as a reading instructional specialist, student achievement specialist, professional learning coordinator, educational consultant, field supervisor for student teachers, and an adjunct instructor before joining the faculty at UNT in 2017. Dr. Ginther was the 2019 recipient of the UNT Student Government Association's 'Fessor Graham Award for Outstanding Service to Students, as well as the June 2019 UNT Teaching Excellence Spotlight Award. Dr. Ginther also enjoys her role as a Faculty Co-Advisor for Kappa Delta Pi, UNT's Education Honor Society.
Ricardo González-Carriedo’s research interests include bilingual teacher preparation, the internationalization of teacher education programs, literacy development among second language learners, and the representation of Latino students in the media. He holds a Juris Doctor degree from the University of León in Spain and a PhD in Curriculum and Instruction from Arizona State University. Prior to his service at UNT, he worked at the University of Paris, France, for two years and was a secondary teacher in North Carolina and Arizona for 11 years.
Dan Heiman is an Assistant Professor of Bilingual Education in the Department of Teacher Education & Administration and a faculty affiliate in the Latina/o and Mexican-American Studies program. His research uses critical ethnographic methods and examines how stakeholders make sense of and oftentimes interrogate neoliberal processes and policies in Two-Way Bilingual Education and critical bilingual pedagogies in the preparation of future bilingual teachers. He has published in both English and Spanish in the International Multilingual Research Journal, Theory into Practice, and the Revista Bilingüe. His dissertation, Two-way Immersion, Gentrification, and Critical Pedagogy: Teaching Against the Neoliberal Logic, earned first place in the 2018 Bilingual Education Research SIG of the American Educational Research Association. He was a fourth-grade bilingual teacher in El Paso, Texas, and teacher educator at the University of Veracruz, México, before receiving his Ph.D. in Curriculum & Instruction with a specialty in Bilingual/Bicultural Education, while also earning a Graduate Portfolio in Mexican-American and Latin@ Studies from the University of Texas, Austin in 2017.
James Hoffman is a Professor of Language and Literacy at The University of North Texas and currently serves as the Meadows Chair for Excellence in Education. 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.
Dr. Cheryl Jennings has served as a Visiting Professor at UNT since the fall of 2017. Prior to her full-time role, she served as an adjunct professor.
Dr. Jennings retired from the Irving Independent School District after 34 years of service as both a teacher and an administrator. At the time of her retirement she was the Assistant Superintendent of Teaching and Learning. Dr. Jennings currently teaches AOP courses in Educational Leadership, with a focus on curriculum and instruction, instructional leadership, and principal internship. Dr. Jennings coordinates the Principal Internship program and provides guidance for the TExES and PASL exams.
Dr. Jennings has a Bachelor of Science in Physical Education, Secondary English, and Elementary Education from Texas Woman’s University, a Master’s Degree in Education Administration, and a Doctoral Degree in Education Administration from the University of North Texas.
Nazia Khan is a senior lecturer in the department of Teacher Education and Administration. She earned her doctorate in science education and concentration in multicultural education from Hofstra University in New York in 2018. Her teaching experience includes Science education, STEM education, and best practices for underrepresented communities. She serves to coordinate optimal student experiences embedded in transformative education in social actions related to science and partnerships with community leaders.
Khan's research focus is on understanding how to engage and support students and teachers of all communities in science and STEM education with an emphasis on growth mindset. Much of her interests in education are rooted in her experience teaching in New York City for 10 years in a NYC public schools and the City University of New York. Having taught students of all ages in ESL, Black and Latinx communities, Khan promotes and understands the importance of representation in STEM fields, which is a motivating factor of her teaching, research and scholarship.
Kelley King is an Associate Professor of Curriculum and Instruction and Teacher Education at the University of North Texas. She conducts research on the history and culture of education and educator preparation in the United States. Key themes across her work include the impact of education reform efforts on teachers' lived experiences and understanding of their work and the development of democratic praxis, global citizenship, and intercultural competence for educators and P-12 students. 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 joining the faculty at UNT in 2006, Dr. 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.
Daniel G. Krutka, Ph.D. is Associate Professor of Social Studies Education in the Department of Teacher Education and Administration. A former high school social studies teacher in Oklahoma City, his research interests concerns intersections of technology, education, and democracy. Dr. Krutka has authored over 50 peer-reviewed articles and book chapters. He was awarded the 2016 Early Career Award by the Technology as an Agent of Change in Teaching and Learning special interest group (SIG) of the American Educational Research Association (AERA) and the 2017 Outstanding Research Paper Award from the International Society for Technology in Education (ISTE). He is past chair of the Social Studies Research SIG of AERA and a past board member for the College and University Faculty Assembly (CUFA) of the National Council for the Social Studies (NCSS). He also hosts the Visions of Education podcast that focuses on social justice, social media, and social studies. He earned his doctorate from the University of Oklahoma.
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.
Christopher Long is an Assistant Professor of K-12 Science Education at the University of North Texas.
Dr. Long earned his Bachelor of Science from Texas A&M - Commerce, a Master of Arts in Teaching in Science Education from the University of Texas – Dallas, and a Ph.D. in Science Education from Curtin University, Perth, Western Australia.
Dr. Long’s teaching experience includes 15 years of teaching middle-school science in the public schools and six years of teacher preparation at the collegiate level. Most of his teaching experience has been in diverse, Title I schools.
Dr. Long’s research is focused on studying learning environments and attitudes associated with learning and teaching of science, pre-service teachers’ conceptual understanding of science, and science teacher preparation. Dr. Long serves as an associate editor for the Electronic Journal of Research in Mathematics and Science Education as well as a reviewer for several other science education journals.
In his spare time, Dr. Long is an avid sports fan who can often be found cheering on the A&M-Commerce Lions and UNT Mean Green athletics. He also volunteers with a local non-profit that provides social learning opportunities for young adults with autism.
Ruth McKoy Lowery, Ph.D., is Associate Dean for Graduate Studies and Faculty Affairs in the College of Education. She is also a professor in the Department of Teacher Education and Administration. Dr. Lowery’s research focuses on children’s literature, immigrant and multicultural literature, and the adaptation of immigrant and minority students at-risk of school failure, West Indian immigrants’ adjustment in American, Canadian, and British schools; and preparing teachers to teach diverse student populations. The definitive outcome of her research is to prepare preservice and in-service teachers to create a culturally responsive learning space for all children they will ultimately teach through diverse literature integration in their curriculum. Children’s literature is an important mode of communication and when utilized, stories have the power to break down walls as readers make cross-cultural connections. Her motto “Just read” encapsulates her love of books and belief in sharing great literature with readers of all ages. Dr. Lowery has more than 100 publications including seven books. She is vice-president of the Children's Literature Assembly of the National Council of Teachers of English. Prior to coming to UNT, Dr. Lowery served as Interim Chair and Associate Chair for the Department of Teaching and Learning in the College of Education and Human Ecology at the Ohio State University.
As a literacy educator at UNT since 1997, Janelle Mathis focuses her teaching and research on children’s and adolescent literature, especially works that are multicultural and international. She teaches both undergraduate and courses in children’s and adolescent literature, qualitative research, and literacy topics including multimodality and sociocultural issues. Her research interests, often focused on response to literature and critical content analysis of words and images, are also found in the areas of the transactional theory of reader response, socio-cultural contexts for literacy teaching and learning, critical literacy, and literacy through the arts. She received her doctorate at the University of Arizona in the Department of Language, Reading, and Culture in 1994. She was a teaching assistant and adjunct at the University of Arizona, and she also taught at Northern Illinois University prior to coming to UNT. Published in national and international journals, she is most recently a co-editor and author of "Critical Content Analysis of children’s and Young Adult Literature: Reframing Perspective" (Routledge, 2016) and "Critical Content Analysis of Visual Images in Books for Young People: Reading Images" (Routledge, 2019). Currently serving as co-editor of "Bookbird, An International Journal of Children’s Literature," her professional life outside UNT revolves around and within LRA, NCTE, IBBY/USBBY, and ALA. Her personal life involves traveling, hiking, and learning about “the Blues.”
Karisma Morton is an Assistant Professor of Mathematics Education. Her research explores inequality in mathematics education, particularly for students of Color. 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 large-scale 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.
Barbara L. Pazey is an Associate Professor of Educational Leadership at the University of North Texas, where she joined the faculty in 2017. She received her Ph.D. in Educational Administration with a specialization in Special Education Administration from The University of Texas at Austin, her Master of Arts in Music and Piano from The Ohio State University, her special education certification through the University of South Carolina and Francis Marion University, and a Bachelor of Music degree with a major in piano from Muskingum University. She has experience as a K-12 music teacher and special education teacher, musician and music director for several professional organizations, high school inclusion coordinator, high school principal, and higher education administrator.
Pazey’s research centers on student voice as well as facilitating the empowerment of voice among individuals with multiple identities and generations, inclusive education, equity-oriented leadership, and educational policy and reform. She interrogates the effects of educational policies and laws on the school experiences of marginalized student populations and examines how educational policies and reforms inform and impact the development of equity-oriented leaders and leadership preparation programs.
She actively participates in several professional organizations, serving as the representative for the UNT Teacher Education and Administration Department in the Carnegie Project on the Education Doctorate, Research Committee member for the Council for Administrators of Special Education, and a member of the Action Committee for the Leadership for Social Justice Special Interest Group (SIG) for the American Educational Research Association (AERA).
Angela M. Randall earned her Ph.D. in Reading Education at Auburn University. Dr. Randall's research interests include teachers' and students' knowledge of current high-quality children's books and the influence of teachers' attitudes toward reading on their students' attitudes. She has a profound love for children's books and is enthusiastic about exposing her students to the wonderful children's books available. Her elementary teaching experience includes teaching in grades 1 through 3 in Virginia, Texas, and Belgium.
Ruth Ann Robbins is originally from the state of Mississippi. She is the mother of two lovely children who have been the joy of her life. She has served as a classroom teacher, building administrator, central office administrator and director of elementary and federal programs. The programs included gifted, homeless, ESL, professional development, and curriculum PK-6. She is a self motivated professional with more than 20 years of experience providing support for students, parents, teachers and the community by implementing efficient educational practices. Mrs. Robbins has provided leadership skills in various schools and districts by initiating and supporting the development of curriculum planning, curriculum implementation, time management strategies, behavior management services, and support and resources for special populations. Ruth Ann has devoted her life to supporting student learners, their parents, teachers, administrators, and communities. It is with great pride that she calls herself a teacher.
Karen Rue’s educational career spans 40 years. A former faculty in Educational Leadership in the Baylor University School of Education, she previously served as superintendent of Northwest ISD and Tuloso-Midway ISD, and as executive director of Katy ISD.
Rue has been active in leading and creating a transformational shift in education, with a focus on preparing future-ready students, encouraging innovation and creativity, and developing more meaningful assessment and accountability measures. She was a founding member of the Public Education Visioning Institute and served as co-chair of the Texas High Performance Schools Consortium.
Rue served as president of TASA (2015-16), the Urban Superintendents of America Association, the Fast Growth Schools Coalition, and the Texas Association of Suburban/Mid-Urban Schools. She also served as vice president for the Texas School Coalition.
Karen Rue joined a select group of distinguished Texans receiving the 2017 Golden Deeds Award, considered the most coveted award in the field of Texas education and the highest recognition for distinguished service to education in the state.
She was named a 2016 AASA Women in School Leadership Award finalist, the 2014 Region 11 Superintendent of the Year, selected to participate in Classroom Connectivity in Texas at the governor’s mansion and in the Connected Superintendents Summit at the White House, chosen as a finalist in the eSchool News Tech-Savvy Superintendent Awards program, and named one of the nation’s Top 50 Innovators in Education by the Center for Digital Education.
Rue has a bachelor's degree from the University of Southwestern Louisiana, a master's from Lamar University, and a doctorate from Texas A&M University. All three degrees are in education.
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 (7th ed.) (with Donna Alvermann, Norm Unrau, and Rob Ruddell) and co-authored a book with Jim Hoffman: The Power of Practice-Based Literacy Research: A Tool for Teachers.
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 and a former 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.
Linda Stromberg, Ph.D., is the Program Chair of the Educational Administration Program, and she serves as Lead Advisor for the Master's In Educational Administration and the Principal Certification Programs. She teaches Introduction to Educational Administration, Instructional Leadership, and Professional Development and Supervision. Her interests include developing and implementing online and hybrid/blended courses. She is a certified trainer for Instructional Leadership Development (ILD) and Professional Development and Appraisal System of Texas (PDAS) appraiser training. She works with area Regional Service Centers and School Districts to coordinate off-campus courses for the doctoral and master's program. She serves on the advisory council for the Region 11 Ne Principals' Academy. Her prior experience includes work as a teacher, reading specialist, and instructional facilitator in the Dallas Independent School District and as a curriculum coordinator, and principal in the Carrollton Farmers Branch Independent School District. Her bachelor's degree is from West Texas State University (now Texas A & M University at Canyon), and her master's and doctoral degrees are from the University of North Texas.
Karthigeyan Subramaniam, PhD, is an Associate Professor of Science Education in the Department of Teacher Education and Administration at the University of North Texas where he teaches graduate and undergraduate courses focused on science teacher education. His scholarship focuses on preparation of elementary and secondary science teachers. Before coming to UNT in 2009, he was on the faculty of Penn State University-Harrisburg, where his position was in Elementary Teacher Education and Teaching and in the Curriculum Master’s Graduate Program. He has also been on the faculty of Adelphi University. His bachelor's degree is from the National University of Singapore, Republic of Singapore, his master's degree is from University of Florida, at Gainesville, and his doctoral degree is from the University of Otago, Dunedin, New Zealand.
Tran Nguyen Templeton, Ed.D. is an Assistant Professor of Early Childhood Studies. She joined the faculty in 2018 after completing her doctorate with the support of an AERA Minority Dissertation Fellowship. In her research, Dr. Templeton uses ethnographic and image-based methods to study young children's co-constructions of their complex cultural identities, as told in and through their photography, play, and literacy practices. She also examines how adults (re)conceptualize and situate young children in relation to critical forms of curriculum. Dr. Templeton has published in journals such as Harvard Educational Review, Children’s Geographies, and Language Arts. She is part of the Collaborative Seeing Studio and the Literacy Research Association's 2019-21 STAR cohort. She has presented in highlighted sessions at LRA, the Eastern Sociological Society, and at the first AnjiPlay conference in China in 2015. At UNT, Dr. Templeton serves as a faculty mentor to the Environmental Philosophy with Children project, in addition to her role as the program coordinator of the Master’s in Early Childhood AOP.
Dr. Templeton has been a teacher of young children, as well as children and youth with special needs, since 2000. From 2006 to 2010, she served as the founding Program Director of Colegio Monarch Guatemala, the first therapeutic school for children with neurological differences in Central America. A refugee and 1.5 generation immigrant from Vietnam, Dr. Templeton earned her B.S. from the University of Texas at Austin, Ed.M. from Harvard, and Ed.D. in Curriculum & Teaching (Early Childhood) from Teachers College, Columbia University.
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.
After teaching in K-12 public schools for 25 years, Dr. Carol Wickstrom became a university faculty member in 2000. At UNT, she teaches literacy courses at the graduate and undergraduate level in the Language, Literacy, Bilingual and ESL Program. As Director of the North Star of Texas Writing Project, she studies Culturally Mediated Writing Instruction in grades 6-12 English/Language Arts classrooms and supports teachers in these classrooms in their own teacher research. She received the 2009-2010 Faculty Teaching Excellence Award from the UNT College of Education, the 2011 Jean Greenlaw Literacy Award from the Texas Association for the Improvement of Reading, and the J.H. Shelton Excellence in Teaching Award in 2012.