Office & Hours
Office: SZB 506K
By appointment on any day
Courses of Instruction
Educational Disabilities in the Schools
History and Systems of Psychology
Dept of Educational Psychology
1 University Station D5800
Austin, Texas 78712
UT Mail Code: D5800
download vita (pdf)
Cawthon investigates issues of equity and access in education from multiple vantage points. (a) Cawthon is a national expert on issues related to standardized assessment and students who are deaf or hard of hearing, particularly in the context of accountability reforms such as No Child Left Behind. She is the Associate Director for Research and Evidence Synthesis at pepnet2, a Technical Assistance and Dissemination project that serves individuals who are deaf or hard of hearing (see project website at http://www.pepnet.org). (b) Cawthon explores assessment issues such as the effects of accommodations or item modifications on test scores for students with disabilities and English Language Learners. (c) Cawthon is a part of an interdisciplinary team of researchers and practitioners looking at the potential of drama-based instruction for students from diverse backgrounds. This project focuses targeting teacher's pedagogical knowledge through innovtative, kinesthetic, and collaborative teaching strategies. See our videos and work in schools at http://www.utexas.edu/finearts/tad/graduate/drama-schools.
Research Interests and Expertise
Cawthon’s research focuses on access and equity in education. Her interests lie in the areas of instruction, assessment, and policy issues that affect those students who have been traditionally underserved. More specifically, Cawthon has an expertise in assessment accommodations, test development, and assessment policy related to standards-based and accountability reforms. Cawthon utilizes mixed methods approach to research, including secondary analysis of large-scale datasets, quasi-experimental design, arts-based methods, and qualitative designs.
Cawthon, S. (2011). Accountability Reform and Students who are Deaf or Hard of Hearing. Gallaudet University Press. http://gupress.gallaudet.edu/bookpage/ABRbookpage.html
Cawthon, S. Caemmerer, J., Dickson, D., Ocuto, O., Ge, J., Bond, M. (in press, 2014). Social skills as predictors of postsecondary outcomes for schools of the deaf. Applied Developmental Science.
Cawthon, S., Leppo, R. Carr, T., & Kopriva, R., & (2013). Towards accessible assessments: The promises and limitations of test item modifications for students with disabilities and English language learners. Educational Assessment 18 (2) 73-98.
Cawthon, S. Schoffstall, S. & Garberoglio, C. L. (in press, 2014). How Ready are Postsecondary Institutions for Students who are d/Deaf or Hard-of-Hearing? Educational Policy Analysis Archives. http://dx.doi.org/10.14507/epaa.v22n13.2014
Dawson, K., Cawthon, S., & Baker, S. (2011). Drama for Schools: Teacher change in an applied theatre professional development model. Research in Drama Education: The Journal of Applied Theatre and Performance, 16 (3), 313-335.
Current Research Projects and Grants
|2011-2016||Center for Educational and Employment Outcomes for Deaf Students: PEPNET2. OSEP.|
|2012-2015||Arts Integration for Middle and High School Teachers, Carolyn Bartlett Family Foundation.|
|2013-present||Fellow, Joe R. and Teresa Lozano Long Endowed Faculty Fellows Fund|
|2012||Exceptional Book of the Year Award, Exceptionality Education International|
|2011-2012||Dean’s Fellow, The University of Texas at Austin.|
|2011-2012||Graduate School Diversity Mentoring Fellowship, The University of Texas at Austin.|
Boards, Committees and Associations
- Associate Director of Research of Evidence Synthesis, pepnet2
- Board of Directors and Director of the Educational Access Research Institute, Meadows Center for Preventing Educational Risk, UT Austin
- Director of Research and Evaluation, Drama for Schools, UT Austin
- Editorial Consultant, Review of Research in Education Volume 39: Teacher Assessment and the Assessment of Students with Special Needs.
- Advisory Board Member, Guidelines for Accessible Assessment Project.
Ph.D., Educational Psychology, University of Wisconsin, Madison, 2002