Assistant Professor, Ph.D.
Office & Hours
Office: SZB 374C
Tuesday: 4:00 p.m. to 7:00 p.m.
Wednesday: 1:00 p.m. to 4:00 p.m.
Please call to arrange a meeting time if the best time to meet for you does not coincide with the office hours listed above.
Courses of Instruction
Individual Differences, Fall 2013
Sociocultural Foundations in Multicultural Special Education, Fall 2013
Trends and Issues in Special Education Administration, Fall 2013
1912 Speedway Stop
Sanchez Building, Room 374C
Austin, TX 78712
UT Mail Code: D5300
Prior to her appointment within the Departments of Special Education and Educational Administration, Barbara Pazey served as an educational administrator and educator in both public education and higher education. In an effort to move toward a 21st century model of education, she served as a member of the Ohio Public Education Advisory Panel for Governor Strickland. She has functioned as the accreditation and assessment coordinator and an instructor for the Education Department at Lake Erie College and as a high school principal and administrator in Texas and Ohio. She earned her Ph.D. in Educational Administration from the University of Texas at Austin in 1996. Prior to pursuing her Ph.D., Pazey served as a public school educator, grades Kindergarten through 12, in music and special education in Ohio and South Carolina. She has also performed as a musician and music director for varying organizations in Ohio.
Ph.D., Educational Administration/Special Education Administration, The University of Texas at Austin, 1996
Ed.S., Special Education, University of South Carolina/Francis Marion University, 1991
MA, Music/Piano, The Ohio State University, 1975
BM, Music//Piano, Muskingum College, 1973
*Bineham, S., Shelby, L., Pazey, B. L., & Yates, J. R. (in press). Response to intervention: Perspectives of general and special education professionals. Journal of School Leadership.
French, K., Read, M., Price-Dennis, D., Yoon, H.J., Rodriguez, H., Hughes, J. & Pazey, B. L. (2012). Exploring Tablet Computing in Teacher Education: The UT COE iPad Working Group. In P. Resta (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2012 (pp. 2799-2801). Chesapeake, VA: AACE.
*Hamilton, M, Heilig-Vasquez, & Pazey, B. L. (2013). A nostrum of school reform?: Turning around reconstituted urban Texas high schools. Urban Education, 20(10), 1-34. doi: 10.1177/0042085913475636
*Pazey, B. L., & Cole, H. (2013). The role of special education training in the development of socially just leaders: Building an equity consciousness in educational leadership programs. Educational Adminstration Quarterly, 49(2), 243-271. doi: 10.1177/0013161X12463934
Pazey, B. L., & Cole, H. (2013). The role of special education training in the development of socially just leaders. In M. Grogan (Ed.), The Jossey Bass reader on educational leadership (3rd ed.), pp. 166-193. New York: Wiley.
*Pazey, B. L., Cole, H., & Garcia, S.B. (2012). A framework for an inclusive model of social justice leadership preparation: Equity-oriented leadership for students with disabilities. In C. Boske & S. Diem (Eds.). Global leadership for social justice: Taking it from the field to practice, (pp. 193-216). Cambridge, MA: Emerald.
Pazey, B. L., & Yates, J.R. (2012). Conceptual and historical foundations of special education administration. In B. Billingsley, M.L. Boscardin, J. Crockett (Eds.). Handbook of leadership in special education (pp. 17-36). London, Routledge.
*Salazar, M., Pazey, B. L., Zembik, M. (2013). What we’ve learned and how we’ve used it: Learning experiences from the cohort of a high-quality principalship progam. Journal of Research in Leadership Education. doi: 10.1177/1942775113502021
*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. doi: 10.1177/0888406413489839
*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? NASSP Bulletin, 97(2),139-165. doi: 10.1177/0192636512473507
* Refereed/peer reviewed
- Recipient, Emerald Literati Network Awards for Excellence 2013, Winning Book Series Chapters: Outstanding Author Contribution Award, Category-Advances in Educational Administration, June, 2013. http://www.emeraldinsight.com/authors/literati/oac_2013.htm
- Summer Research Award (SRA), The University of Texas at Austin, Summer 2013.
- Special Research Grant Award , The University of Texas at Austin, Spring 2013.
- Vision Award, The University of Texas at Austin, College of Education, Instructional Technology Department. Incorporate technology to develop and produce video cases to expand preservice and professional development training in special education law for teacher, building-level, and district level leaders, Spring 2013.
- Selected to serve as a member of the Distinguished Seminar Faculty, David L. Clark National Graduate Student Research Seminar sponsored by the University Council of Educational Administration and Divisions A and L of the American Educational Research Association, April 2010.
- Services for Students with Disabilities (SSD) Award, Division of Diversity and Community Engagement at The University of Texas at Austin, SSD Appreciation Award, Spring 2010.
Current Research Projects and Grants
*Bineham, S., Pazey, B. L., Lashley, C. (2013). Principals and special education. Journal of Research in Leadership Education. Manuscript in preparation.
Flower, A., McKenna, J., Haring, C., & Pazey, B. L. (2013). School to life transition: Perceptions of youth in behavior intervention programs. The Journal of Ethnographic & Qualitative Research. Manuscript submitted for publication/under review.
Pazey, B. L., Gevarter, C., Rojseki, L. & Hamrick, J. (2013). Administrators’ views and knowledge related to intervention and instructional practices for students with autism spectrum disorders. Manuscript in preparation.
*McKenna, J., Flower, A., Haring, C., & Pazey, B. L. (2013). Personal strengths, interests, educational programming, and transition goals of secondary students with behavioral challenges: Student, teacher, and parent perceptions. International Journal of Special Education. Manuscript submitted for publication/under review.
McKenna, J., Pazey, B. L., & Flower, A. (2013). School-wide positive behavioral supports: Potential barriers and facilitators of implementation and implications for practice. NASSP Bulletin. Manuscript revised/under review.
Pazey, B. L. (2013). The quest for identity and sustainability within a turnaround urban high school: An account of special population students breaking loose from the constraints of policy reform. Manuscript in preparation.
*Pazey, B. L. & Cole, H. (2013). Law, positionality, and disability: How an ethics-infused course can shape the perspectives of future educational leaders Journal of School Leadership. Manuscript revised and resubmitted/under review.
*Pazey, B. L., Heilig-Vasquez, J., Cole, H. A., & Sumbera, M. J. (2013). A comparative analysis of urban special education students’ schooling experiences in an environment of longstanding accountability. Urban Review. Manuscript under revision.
Pazey, B. L. (2013). High school students’ voiced preferences and the least restrictive environment: Different strokes for different folks. Manuscript in preparation.
Pazey, B. L. (2013). Tapping into the ‘funds of knowledge’ of culturally and linguistically diverse high school students as an instructional intervention strategy. Manuscript in preparation.
Pazey, B. L., & Salazar, M. (2013). Response to intervention: A national survey of general and special education professionals’ perspectives on RTI. Manuscript in preparation.
*Salazar, M., & Pazey, B. L., Lashley, C. (2013). How building principals made sense of a free and appropriate education in the least restrictive environment throughout an era of accountability. Leadership and Policy in Schools. Manuscript under revision.
Research Interests and Expertise
Barbara Pazey's research interests focus on the development of socially just administrator and teacher leadership preparation programs in the context of meeting the academic, social, and emotional needs of special population students; ethical leadership and decision making processes applied to special education law and policy; and the analysis of P-12 education programs within urban and/or turnaround school settings that empower student voice, recognize and foster the growth of special population students' 21st century skills such as creativity, communication, collaboration, and critical thinking, and provide the prerequisite knowledge, skills, and dispositions that enable them to graduate from high school, ready for college and/or a career. She has presented in these areas at international, national, state, and local conferences.
Pazey's teaching interests encompass the preparation of general and special education administrator and teacher leaders in the context of meeting the intellectual, social, cultural, emotional, physical, and aesthetic needs of special population students; trends and issues that impact the future of special education and educational leadership; ethical approaches to leadership, decision making, and practice; and special education law.
Boards, Committees and Associations
- Member, Editorial Review Board, The Journal of Special Education Leadership. Editor: Mary Lynn Boscardin, University of Massachusetts, Amherst, MA, 2010-Present.
- Reviewer, Educational Administration Quarterly, Editor, Linda E. Skrla, University of the Pacific, Stockton, CA, 2013-Present.
- Reviewer, Journal of School Leadership. Editor: Dr. Gaetane Jean-Marie, University of Louisville, Louisville, KY, 2013-Present.
- Reviewer, Remedial and Special Education. Co-Editors: Erik Carter and Kathleen Lane, Vanderbilt University, Nashville, TN, 2013-Present.
- Reviewer, International Journal of Leadership in Education, Editor: Duncan Waite, Texas State University, San Marcos, TX, 2012-Present.
- Reviewer, Urban Education. Senior Editor: Richard Milner, Vanderbilt University, Nashville, TN, 2011-Present.
- Reviewer, Journal of Research on Leadership Education. Co-editors: Michele Acker-Hocevar & Gail Furman, Washington State University, Pullman, WA, 2011-Present.
- Member, Juvenile Support Network Steering Committee, Division of Diversity & Community Engagement, The University of Texas at Austin, Austin,TX, 2010-Present.
- Member, Texas Center for Disability Studies Steering Committee, School of Social Work, The University of Texas at Austin, Austin, TX, 2010-Present.