Faculty Profile

Barbara Pazey

Barbara Pazey

Title
Associate Professor
Department
Teacher Education and Administration
College
College of Education

    

Education

PhD, University of Texas at Austin, 1996.
Major: Educational Administration
Degree Specialization: Special Education Administration
Dissertation Title: Understanding students’ funds of knowledge: A study of high school special populations students
Certificate, University of South Carolina, 1991.
Major: Special Education K-12, Learning Disability & Behavior Disorder
Certificate, Francis Marion University, 1989.
Major: Special Education K-12 , Learning Disability
MA, Ohio State University, 1975.
Major: Piano
Degree Specialization: Music Performance & Pedagogy
Dissertation Title: An approach to the keyboard problems of the intermediate student
BM, Muskingum University, 1973.
Major: Piano
Degree Specialization: Music & Music Education

Current Scheduled Teaching*

No current or future courses scheduled.

* Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Previous Scheduled Teaching*

EDLE 5620.084, Administration and Leadership for Student Educational Services, Fall 8W1 2023 SPOT
EDLE 6950.701, Dissertation in Practice, Fall 2023
EDLE 6000.501, Introduction to Scholarly Inquiry and Practice, Fall 2023 SPOT
EDLE 5390.082, Campus Level School Law, Summer 8W1 2023 SPOT
EDLE 6950.711, Doctoral Dissertation, Summer 5W2 2023
EDLE 6950.701, Doctoral Dissertation, Spring 2023
EDLE 5630.080, Organizational Change and School Improvement, Spring 8W2 2023 SPOT
EDLE 5620.080, Administration and Leadership for Student Educational Services, Fall 8W1 2022 SPOT
EDLE 6950.701, Doctoral Dissertation, Fall 2022
EDLE 6950.712, Doctoral Dissertation, Fall 8W2 2022
EDLE 6910.601, Special Problems, Fall 2022 SPOT
EDLE 6950.701, Doctoral Dissertation, Summer 10W 2022
EDLE 5630.081, Organizational Change and School Improvement, Summer 8W2 2022 SPOT
EDLE 5630.082, Organizational Change and School Improvement, Summer 8W2 2022 SPOT
EDLE 6950.702, Doctoral Dissertation, Spring 2022
EDLE 6950.711, Doctoral Dissertation, Spring 8W2 2022
EDLE 5630.082, Organizational Change and School Improvement, Spring 8W2 2022 SPOT
EDLE 6900.702, Special Problems, Spring 2022
EDLE 6950.701, Doctoral Dissertation, Fall 2021
EDLE 6950.711, Doctoral Dissertation, Fall 8W2 2021
EDLE 6900.700, Special Problems, Fall 2021
EDLE 6910.001, Special Problems, Fall 2021 SPOT
EDLE 6950.701, Doctoral Dissertation, Summer 10W 2021
EDLE 5630.081, Organizational Change and School Improvement, Summer 10W 2021 Syllabus SPOT
EDLE 5630.084, Organizational Change and School Improvement, Summer 10W 2021 Syllabus SPOT
EDLE 6900.701, Special Problems, Summer 10W 2021
EDLE 6950.702, Doctoral Dissertation, Spring 8W2 2021
EDLE 6950.705, Doctoral Dissertation, Spring 2021
EDLE 6900.701, Special Problems, Spring 2021
EDLE 5620.080, Administration and Leadership for Student Educational Services, Fall 8W1 2020 SPOT
EDLE 5620.086, Administration and Leadership for Student Educational Services, Fall 8W1 2020 SPOT
EDLE 6950.700, Doctoral Dissertation, Fall 8W2 2020
EDLE 6950.701, Doctoral Dissertation, Fall 2020
EDLE 6900.701, Special Problems, Fall 8W1 2020
EDLE 6900.704, Special Problems, Fall 2020
EDLE 6900.704, Special Problems, Fall 8W2 2020
EDLE 6100.501, Theories of Organizational Development and Reform, Fall 2020 SPOT
EDLE 6950.701, Doctoral Dissertation, Summer 10W 2020
EDLE 5610.085, School Communications and Public Relations, Summer 10W 2020 Syllabus SPOT
EDLE 5610.088, School Communications and Public Relations, Summer 10W 2020 Syllabus SPOT
EDLE 6900.700, Special Problems, Summer 10W 2020
EDLE 6950.702, Doctoral Dissertation, Spring 8W2 2020
EDLE 6950.705, Doctoral Dissertation, Spring 2020
EDCI 6280.051, Qualitative Research in Education, Spring 2020 Syllabus
EDCI 6280.501, Qualitative Research in Education, Spring 2020 Syllabus
EDLE 5620.083, Administration and Leadership for Student Educational Services, Fall 8W1 2019 Syllabus SPOT
EDLE 6950.712, Doctoral Dissertation, Fall 2019
EDLE 6900.703, Special Problems, Fall 2019
EDLE 6900.704, Special Problems, Fall 2019
EDLE 6100.501, Theories of Organizational Development and Reform, Fall 2019
EDLE 6100.502, Theories of Organizational Development and Reform, Fall 2019 Syllabus SPOT
EDLE 6950.700, Doctoral Dissertation, Summer 5W2 2019
EDLE 6950.711, Doctoral Dissertation, Summer 10W 2019
EDLE 6100.501, Theories of Organizational Development and Reform, Summer 10W 2019 Syllabus SPOT
EDLE 6950.708, Doctoral Dissertation, Spring 2019
EDLE 5630.083, Organizational Change and School Improvement, Spring 8W2 2019 SPOT
EDLE 6900.700, Special Problems, Spring 8W2 2019
EDLE 5620.083, Administration and Leadership for Student Educational Services, Fall 8W1 2018 SPOT
EDLE 6950.712, Doctoral Dissertation, Fall 2018
EDCI 6280.051, Qualitative Research in Education, Fall 2018 SPOT
EDLE 6950.711, Doctoral Dissertation, Summer 10W 2018
EDLE 5630.083, Organizational Change and School Improvement, Spring 8W2 2018 SPOT
EDCI 6280.005, Qualitative Research in Education, Spring 2018 SPOT
EDLE 5620.093, Administration and Leadership for Student Educational Services, Fall 8W1 2017 SPOT
EDLE 6100.001, Theories of Organizational Development and Reform, Fall 2017 SPOT

* Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Published Publications

Published Intellectual Contributions

Book Chapter
Pazey, B. L. (2023). Successes, challenges, and hopes of an educational leadership program coordinator: Balancing the self and others. Navigating the ubiquitous, misunderstood, and evolving role of the educational leadership program coordinator in higher education.. Information Age Publishing. https://www.infoagepub.com/products/Navigating-the-Ubiquitous-Misunderstood-and-Evolving-Role-of-the-Educational-Leadership-Program-Coordinator-in-Higher-Education
Pazey, B. L., Yates, J. R. (2019). Conceptual and historical foundations of special education administration. In J. Crockett, B. Billingsley, & M. L. Boscardin (Eds.). Handbook of leadership in special education (2nd ed.).. 36. New York, NY: Routledge.
Pazey, B. L., Lashley, C. (2018). Supporting socially just, equitable, and inclusive schools.. In L. Bass, W. C. Frick, & M. D. Young (Eds.), Ethics and social justice: ISLLC standard five. New York, NY: Routledge.
Sorrells, A. M., Cole, H. A., Pazey, B. L., Faith-Carter, J. (2014). Working with learners with learning disabilities in STEM. S.T.E.M. education: Strategies for teaching learners with special needs. 53-65. New York, NY: Nova Science Publishers.
Pazey, B. L., Cole, H. A. (2013). The role of special education training in the development of socially just leaders. The Jossey-Bass reader on educational leadership. (3rd), 166-193. Denton:.
Pazey, B., Cole, H. A., Garcia, S. B. (2012). A framework for an inclusive model of social justice leadership preparation: Equity-oriented leadership for students with disabilities. Global leadership for social justice: Taking it from the field to practice. 193-216. Cambridge: Emerald. 1155 Union Circle #310740
Encyclopedia Article
Pazey, B. L., Combes, B. H. (2020). Principals’ and School Leaders’ Roles in Inclusive Education. Oxford Encyclopedia of Special Education.
Invited Blog Post for Partnership for 21st Century Learning (P21)
Pazey, B. L. (2015). A question research answers: Driving question: What do students with special needs say they want to learn in today's 21st century classrooms?. 2(10), 6. 1 Massachusetts Avenue NW, Suite 700 Washington, DC 20001: Partnership for 21st Century Learning (P21), P21 Blog. http://www.p21.org/news-events/p21blog/1795
Journal Article
Pazey, B. L., Eddy, C. M., Bump, K. (2023). Applying an equity framework to develop inclusive visions of STEM teaching and leading: Honoring the voices of students with dis/abilities. Action in Teacher Education.
B., King, K. M., Van Tassell, S. F. (2023). Everybody is somebody at Johnston: The irony of integrated excellence in Austin, Texas. American Educational History Journal. 50(2), 153-170. IAP. https://www.infoagepub.com/series/American-Educational-History-Journal
Leader, J., Pazey, B. L. (2023). More than a test score: Toward a more balanced school accountability system. School Leadership Review. 17(2), .
Rice, M., Pazey, B. L. (2022). Ensuring IDEA implementation for students with disabilities across instructional modalities.. Management in Education.
Pazey, B. (2021). Incorporating the Voices and Insights of Students with Disabilities: Let’s Consider Our Approach. 8, 1-27.
Paufler, N. A., Ezzani, M. D., Murakami, E. T., Viamontes Quintero, J., Pazey, B. L. (2020). Educational Leadership Doctoral Program Evaluation: Student Voice as the Litmus Test. Journal of Research on Leadership Education. 1-28.
Pazey, B. L. (2020). !Ya basta! Countering the effects of neoliberal reforms on an urban turnaround high school. American Educational Research Journal. University of North Texas.
Pazey, B. L., DeMatthews, D. (2019). Student voice from a turnaround urban high school: An account of students with and without dis/Abilities leading resistance against accountability reform. Urban Education. 54(7), 919-956. THOUSAND OAKS, CA 91320: Sage Journal Publication. http://journals.sagepub.com/doi/full/10.1177/0042085916666930
Pazey, B. L., Cole, H., Spikes, D. (2017). A single voice in the crowd: A case study of one student's determination to challenge top down school reform. Teachers College Record. 119(9), 37. http://www.tcrecord.org/library/content.asp?contentid=22038
Decker, J. R., Pazey, B. L. (2017). Teaching educators about the legal parameters surrounding the discipline of students with disabilities.. Action in Teacher Education. 37(3), 255-273. https://libproxy.library.unt.edu:9443/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=125435911&scope=site
DeMatthews, D., Pazey, B. L. (2017). Are students with disabilities being denied special education in Texas?. Teachers College Record. http://www.tcrecord.org
Guerra, P. L., Pazey, B. L. (2016). Transforming educational leadership preparation: Starting with ourselves. The Qualitative Report. 21(10), 1751-1784. http://nsuworks.nova.edu/tqr/vol21/iss10/2/?utm_source=nsuworks.nova.edu%2Ftqr%2Fvol21%2Fiss10%2F2&utm_medium=PDF&utm_campaign=PDFCoverPages
Waitoller, F. R., Pazey, B. L. (2016). Examining competing notions of social justice at the intersections of high-stakes testing practices and parents' rights: An inclusive education perspective. Teachers College Record. 118(14), . http://www.tcrecord.org/library/content.asp?contentid=21543
Pazey, B. L., Schalock, R. L., Schaller, J., Burkett, J. (2016). Incorporating quality of life concepts into educational reform: Creating real opportunities for students With disabilities in the 21st century. Journal of Disability Policy Studies. 27(2), 96-105. http://journals.sagepub.com/doi/full/10.1177/1044207315604364
Sledge, A., Pazey, B. L. (2016). Teacher evaluation in the special education setting: Voices from the field. No metrics available.. 4(1), 17-46. Austin, Texas:. http://txedrev.org/issues/volume-4-issue-1/
Pazey, B. L., Cole, H. A. (2015). Tensions and transformations: Using an ethical framework to teach a course on disability law to future educational leaders. Journal of School Leadership. No metrics available.. 25(6), 1130-1168. http://libproxy.library.unt.edu:2089/ehost/detail/detail?vid=2&sid=e194870e-6c6f-4e40-9b4a-d0e699a1607a%40sessionmgr4007&bdata=JnNjb3BlPXNpdGU%3d#AN=112072581&db=eue
Williams, J., Pazey, B. L., Fall, A., Yates, J. R., Roberts, G. J. (2015). Avoiding the threat: An exploratory study into a theoretical understanding of the de facto segregation of students with disabilities. National Association of Secondary School Principals Bulletin. 99(3), 233-253. Sage Publications. https://libproxy.library.unt.edu:9443/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1074770&scope=site
Eun, J., James, S., Pazey, B. L., Glynn, K. (2015). Education and employment outcomes from the RSA data file for transition-age African American, White, and Hispanic youth with learning disabilities.. Journal of Applied Rehabilitation Counseling. No metrics available.. 46(3), 15-24. National Rehabilitation Counseling Association. http://libproxy.library.unt.edu:2089/ehost/detail/detail?vid=5&sid=e194870e-6c6f-4e40-9b4a-d0e699a1607a%40sessionmgr4007&bdata=JnNjb3BlPXNpdGU%3d#AN=2015-45661-002&db=psyh
Pazey, B. L., Vasquez-Heilig, J., Cole, H. A., Sumbera, M. (2015). The more things change, the more they stay the same: Comparing special education students’ experiences of accountability reform across two decades.. The Urban Review. 27(3), 365-392. Center for Urban Education. https://libproxy.library.unt.edu:9443/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1071646&scope=site
Flower, A., McKenna, J. W., Haring, C. D., Pazey, B. L. (2015). School-to-life transition: Perceptions of youth in behavior intervention programs. Preventing School Failure. 59(4), 217-226. Taylor & Francis Group Ltd..
Pazey, B. L., Gevarter, C., Hamrick, J., Rojeski, L. (2014). Administrator views and knowledge of instructional practices for students with autism spectrum disorders. Research in Autism Spectrum Disorders. 8(10), 1253-1268. https://libproxy.library.unt.edu:9443/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2014-35086-002&scope=site
Sumbera, M., Pazey, B. L., Lashley, C. (2014). How building principals made sense of free and appropriate public education in the least restrictive environment.. Leadership and Policy in Schools. 13(3), 297-333. https://libproxy.library.unt.edu:9443/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=97015051&scope=site
Hamilton, M. P., Heilig, J. V., Pazey, B. L. (2014). A nostrum of school reform? Turning around reconstituted urban Texas high schools. Urban Education. 49(2), 182-215. https://libproxy.library.unt.edu:9443/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1019882&scope=site
Bineham, S. C., Shelby, L., Pazey, B. L., Yates, J. R. (2014). Response to intervention: Perspectives of general and special education professionals. Journal of School Leadership. 24(2), 230-252. https://libproxy.library.unt.edu:9443/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=95858069&scope=site
Salazar, M. J., Pazey, B. L., Zembik, M. K. (2013). What we’ve learned and how we’ve used it: Learning experiences from the cohort of a high-quality principalship program.. Journal of Research on Leadership Education. 8(3), 304-329. Sage Journals. https://libproxy.library.unt.edu:9443/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1019882&scope=site
Sledge, A., Pazey, B. L. (2013). Measuring teacher effectiveness through meaningful evaluation: Can reform models apply to general education and special education teachers?. Teacher Education and Special Education. 36(3), 231-246. Sage Journals. https://libproxy.library.unt.edu:9443/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1002181&scope=site
Williams, J., Pazey, B. L., Shelby, L., Yates, J. R. (2013). The enemy among us: Do school administrators perceive students with disabilities as a threat?. National Association of Secondary School Principals Bulletin. 97(2), 231-246. https://libproxy.library.unt.edu:9443/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1002181&scope=site
Pazey, B. L., Cole, H. A. (2013). The role of special education training in the development of socially just leaders: Building an equity consciousness in educational leadership Programs. Educational Administration Quarterly. 49(2), 243-271. https://libproxy.library.unt.edu:9443/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ997393&scope=site
Newsletter
Pazey, B. L. (2016). Research committee. 57(4), 26-27. Warner Robbins, GA: Council of Administrators of Special Education.

Awarded Grants

Contracts, Grants and Sponsored Research

Fellowship
Pazey, B. L., "Big 12 Universities Faculty Fellowship Program Proposal," Sponsored by The University of Texas at Austin, Other, $1900 Funded. (January 2016March 2016).
Grant - Research
Paufler, N. A. (Co-Principal), Murakami, E. (Co-Principal), Pazey, B. L. (Co-Principal), Ezzani, M. D. (Co-Principal), Voelkel, R. H. (Co-Principal), Viamontes, C., "International School Leadership Development Network (ISLDN)@UNT," Sponsored by University of North Texas, Office of Faculty Success, University of North Texas, $5000 Funded. (October 1, 2018 – Present).
Grant - Teaching
Pazey, B., Murakami, E., George, R. J., Brooks, J., "Charn Uswachoke International Development Fund," Sponsored by University of North Texas, University of North Texas, $1800 Funded. (September 2019August 2020).
Pazey, B. L., "Restorative Discipline/Restorative Practices in Schools: A Whole-School, Student-Centered Approach Proposal," Sponsored by The University of Texas at Austin Collaborative Teaching Grant, Other, $10000 Funded. (January 2016May 2017).
,
Overall
Summative Rating
Challenge and
Engagement Index
Response Rate

out of 5

out of 7
%
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
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