Office & Hours

Office: SZB 374C
Tuesday/ Thursday: 11:00 a.m.-12:00 p.m.; 2:00 p.m.-3:00 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.

512 475-8572

512 471-2471


Latest Blog Posts

Courses of Instruction
- Processes and Procedures in Special Education Administration, Fall 2015
- Policy and Procedures in Special Education Administration, Fall 2015
- Individual Differences, Fall 2015
- Inclusion, Disability, and Diversity in Secondary Education, Spring 2016
- Law and Disabilities, Spring 2016

Mailing Address
1912 Speedway Stop
Sanchez Building, Room 374C
Austin, TX 78712
UT Mail Code: D5300

Full Vita
download vita (pdf)


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. Pazey currently serves as a member of the Executive Committee for the Council of Administrators of Special Education (CASE), the administrative special interest group for the Council for Exceptional Children (CEC) in the capacity of Research Liaison.


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

Representative Publications

Refereed Articles

Pazey, B. L., & Cole, H. A., & Spikes, D. (Accepted). Accessing student voice and self-determination of students with (dis)abilities to address persistent challenges: A community nearly left behind. Teachers College Record. Special Issue focusing on the Intersection of Accountability Practices and Special Education Topics. Guest Editors: S. L. Nichols & F. Castro-Villarreal.

Pazey, B. L. & Cole, H. (in press). Tensions and transformations: Using an ethical framework to teach a course on disability law to future educational leaders. Journal of School Leadership, 25(6).

Pazey, B. L., Schalock, R. L., Schaller, J., Burkett, J. (In press). Incorporating quality of life concepts into educational reform: Creating real opportunities for students with disabilities in the 21st century. Journal of Disability Policy Studies.

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, 47(3), 365-392. doi: 10.1007/s11256-014-0312-7

Pazey, B. L., Gevarter, C., & Hamrick, J., & Rojeski, L. (2014). Administrators' views and knowledge related to intervention and instructional practices for students with autism spectrum disorders. Research in Autism Spectrum Disorders, 8(10), 1253-1268. doi:

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 Administration Quarterly, 49(2), 243-271. doi: 10.1177/0013161X12463934

Book Chapters

Pazey, B. L., & Lashley, C. (Accepted). 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: Rouledge. Anticipated publication in December 2015. [Peer reviewed, invited chapter].

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 J. Crockett, B. Billingsley, & M. L. Boscardin (Eds.). Handbook of leadership in special education (pp. 17-36). London, Routledge.

Manuscripts under Review/in Revision:

Decker, J. R., & Pazey, B. L. (Resubmitted). Teaching educators about the legal parameters surrounding the discipline of students with disabilities. Action in Teacher Education.

Pazey, B. L. (Under revision). The quest for identity, stability, recognition, and voice within a turnaround urban high school:  An account of students with dis/abilities and their friends trying to break loose from the constraints of accountability reform. Urban Education.

Pazey, B. L., Williams, A., & Cole, H. A. (Resubmitted). A different set of rules and laws? A case study of how Texas charter school administrators address the needs of students with disabilities. Planning and Change.

Sledge, A., & Pazey, B. L. (Under revision). Teacher evaluation in the special education setting: Voices from the field. Journal of Special Education Leadership.


Manuscripts in Preparation:

Bineham, S., & Pazey, B. L. (In progress). Knowledge and skills essential for administrators to serve students with special needs.

Cole, H. A., & Pazey, B. L. (In progress). Extreme discipline: A synthesis of the literature on emotional abuse of students by teachers in public schools. Manuscript in preparation.

Frick, W. C., & Pazey, B. L. (In progress). Approaching a substantive theory of moral reckoning in special education leadership: Grounded theory analysis of extant data on principals.

 Guerra, P. L., & Pazey, B. L. (In progress). How can we begin to prepare leaders to advocate for civil rights and social Justice?

McKenna, J., Pazey, B. L., & Flower, A. (In progress).  School-wide positive behavioral supports: Potential barriers and facilitators of implementation and implications for practice.

Pazey, B. L. (In progress).  High school students’ voiced preferences and the least restrictive environment:  Different strokes for different folks.

Pazey, B. L.  (In progress).  Tapping into the ‘funds of knowledge’ of culturally and linguistically diverse high school students as an instructional intervention strategy.

Pazey, B. L., Spikes, D., & Cole, H. A. (In progress). Voices seldom heard: A case study of the power of student voice in school reform.

Pazey, B. L., Carter, J. F., & Cossairt, J. L. (In progress). Student voice and inclusion as practice.

Pazey, B. L., Lashley, C.  (In progress). Social justice advocacy: A foundational shift from previous persistent challenges for special education leadership.

Pazey, B. L., & Petrosino, A. (In progress). Can a STEM-focused curriculum through a project-based learning model positively affect the learning outcomes of students with disabilities? Voices and perspectives of students and teachers.


Recent Awards

  • Recipient, Emerald Literati Network Awards for Excellence 2013, Winning Book Series Chapters: Outstanding Author Contribution Award, Category-Advances in Educational Administration, June, 2013.
  • 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

2015-2018 National Science Foundation; EHR Core Research (ECR); Fundamental Research in Science, Technology, Engineering and Mathematics (STEM) Education, NSF 15-509.
PI: Petrosino, A., Co-PI: Pazey, B. L., & Alexander, C.
Cognitive Instructional Strategies in STEM for Students with Disabilities
Requested: $ 499,307.59
2015-2016 Restorative Discipline/Restorative Practices in Schools: A Whole-School, Student-Centered Approach Proposal, The University of Texas at Austin, Collaborative Teaching Grant between the College of Education, Special Education and Educational Administration Departments, and the College of Social Work, The Institute for Restorative Justice and Restorative Dialogue.
Pazey, B. L. & Armour, M.
Awarded August, 2015: $ 10,000
2015-2016 Big XII Faculty Fellowship Program Grant, The University of Texas at Austin, Office of Graduate Studies, with Dr. William C. Frick, Associate Professor of Educational Leadership and Policy, University of Oklahoma.
Awarded July, 2015: $ 1,900

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 and disability policy.

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 and disability policy.


Boards, Committees and Associations

  • Reviewer, Review of Research in Education. Co-Editors: Dr. Zeus Leonardo & Dr. Franck C. Worrell, University of California-Berkeley, Berkeley, CA, 2014-Present.
  • Reviewer, Equity and Excellence in Education. Editor: Dr. Jason G. Irizarry, University of Massachusetts-Amherst, Amherst, MA, 2014-Present.
  • Reviewer, Research in Autism Spectrum Disorder. Editor-in-Chief: Dr. Johnny L. Matson, Louisiana State University, Baton Rouge, LA, 2014-Present
  • Reviewer, Canadian Society for the Study of Education/Société Canadienne pour l'étude de l'éducation. Editor:Rollande Deslandes, Université du Québec à Trois-Rivières, Canada, 2014-Present.
  • Reviewer, Values and Ethics in Educational Administration. Editor: William C. Frick, University of Oklahoma, 2014-Present.
  • Reviewer, NASSP Bulletin. Editor: Dr. Pamela Salazar, University of Nevada-Los Vegas, 2014-Present. 
  • 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.