Office & Hours

Office: SZB 374C
Monday-Wednesday, 12:30 to 1:30 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

  • Law & Disabilities, Summer 2016
  • Policy & Procedures in Special Education Administration, Fall 2016
  • Individual Differences, Fall 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., & DeMatthews, D. (Accepted). Student voice from a turnaround urban high school: An account of students with and without dis/abilities& leading resistance against accountability reform. Urban Education. 

Guerra, P. L, Pazey, B. L.. (Accepted). Transforming educational leadership preparation: Starting with ourselves. The Qualitative Report.

Sledge, A., & Pazey, B. L. (Accepted). Teacher evaluation in the special education setting: Voices from the field. Texas Education Review

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. (2015) Tensions and transformations: Using an ethical framework to teach a course on disability law to future educational leaders. Journal of School Leadership, 25(6), 1130-1168.

Pazey, B. L., Schalock, R. L., Schaller, J., Burkett, J. (2015). Incorporating quality of life concepts into educational reform: Creating real opportunities for students with disabilities in the 21st century. Journal of Disability Policy Studies. 1-10.  doi: 10.1177/104420731560436 

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

Ji, E., Schaller, J., 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, 46(3), 15-24.

Williams, J. L., Pazey, B. L., Fall, A. M., 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. NASSP Bulletin, 99(3), 233-253. doi: 10.1177/0192636515601491

Flower, A., McKenna, J., Haring, C., & Pazey, B. L. (2015). School to life transition: Perceptions of youth in behavior intervention programs.  Preventing School Failure: Alternative Education for Children at Risk, 59(4),  217-226.  doi: 10.1080/1045988X.2014.917602

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:

Bineham, S., 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.  

Hamilton, M, Vasquez Heilig, J., & Pazey, B. L. (2014). A nostrum of school reform?: Turning around reconstituted urban Texas high schools. Urban Education, 49(2), 182-215. doi:  10.1177/0042085913475636

Sumbera, M. J., 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. doi: 10.1080/15700763.2014.922995 

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

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 in Leadership Education, 8(3), 304-329. 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

Book Chapters

Waitoller, F., & Pazey, B. L. (In press). Examining competing notions of social justice at the intersections of high-stakes testing practices and parents’ rights: An inclusive education perspective. In S. L. Nichols & F. Castro-Villarreal (Eds.), National Society for the Study of Education: Volume 115. Anticipate publication in 2016. [Peer reviewed submission for special issue].

Pazey, B. L., & Lashley, C. (In press). 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 2017. [Peer reviewed, invited chapter].

Sorrells, A. M., Cole, H. A., & Pazey, B. L., Faith-Carter, J. (2014). Working with learners with Learning disabilities in STEM. In S. Green (Ed.),S.T.E.M. education: Strategies for teaching learners with special needs (pp. 53-65). New York: Nova Science Publishers. [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.

Invited Blog Post

Pazey, B. L. (2015, September). Students with special needs in 21st century classrooms. Driving question: What do students with special needs say they want to learn in today’s 21st century classrooms? Connecting the Dots for 21st Century Learning: P21 Blogazine. Available on

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.

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

2015-2016 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, Adult Education Quarterly. Dr. Jeff Zacharakis, Kansas State University, Editor, Manhattan, KS, 2016-Present.
  • Reviewer, Child & Youth Services. Dr. Kiaras Gharabaghi, Ryerson University, Toronto, Canada & Dr. Ben Anderson-Nathe, Portland State University, Portland, OR, Editors, 2016-Present.
  • Reviewer, Assessment for Effective Intervention. Dr. Erica Lembke, Editor, University of Missouri, 2016-Present.
  • Reviewer, Teachers College Record. Dr. Gary Natriello, Executive Editor, and Lyn Corno, Editor, Teachers College, 2015-Present.
  • Reviewer, Journal of Disability Policy Studies. Editors: Dr. Mitchell Yell, University of South Carolina, and Dr. Antonis Katsiyannis, Clemson University, 2015-Present.
  • Reviewer, Journal of Cases in Educational Leadership. Editors: Dr. Zorka Karanxha, Dr. William R. Black, and Dr. Vonzell Agosto, University of South Florida, 2015-Present.
  • Reviewer, Multiple Voices for Exceptionally Diverse Exceptional Learners. Co-editors: Wanda K. Blanchett, Rutgers University, New Brunswick NJ; Monica Williams Shealey, Rowan University, Glassboro, NJ, 2015-Present.
  • 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.