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. in Educational Administration/ Special Education Administration, The University of Texas at Austin
M.S.Ed. in Special Education, University of South Carolina/ Francis Marion University
M.A. in Music/ Piano, The Ohio State University
B.M. in Music/ Piano, Muskingum College
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.
Reviewer, Adult Education Quarterly(2016 - Present)
Reviewer, Child & Youth Services(2016 - Present)
Reviewer, Assessment for Effective Intervention(2016 - Present)
Reviewer, Teachers College Record(2015 - Present)
Reviewer, Journal of Disability Policy Studies(2015 - Present)
Reviewer, Journal of Cases in Educational Leadership(2015 - Present)
Reviewer, Multiple Voices for Exceptionally Diverse Exceptional Learners(2015 - Present)
Reviewer, Review of Research in Education(2015 - Present)
Research Liaison, Executive Committee for the Council of Administrators of Special Education, Council of Exceptional Children(2014 - 2016)
Reviewer, Equity and Excellence in Education(2014 - Present)
Reviewer, Research in Autism Spectrum Disorder(2014 - Present)
Reviewer, Canadian Society for the Study of Education/Société Canadienne pour l'étude de l'éducation(2014 - Present)
Reviewer, Values and Ethics in Educational Administration(2014 - Present)
Reviewer, NASSP Bulletin(2014 - Present)
Reviewer, Educational Administration Quarterly(2013 - Present)
Reviewer, Journal of School Leadership(2013 - Present)
Reviewer, Remedial and Special Education(2013 - Present)
Reviewer, International Journal of Leadership in Education(2012 - Present)
Reviewer, Urban Education(2011 - Present)
Reviewer, Journal of Research on Leadership Education(2011 - Present)
Member, Editorial Review Board, The Journal of Special Education Leadership(2010 - Present)
Member, Juvenile Support Network Steering Committee, Division of Diversity & Community Engagement, The University of Texas at Austin(2010 - Present)
Member, Texas Center for Disability Studies Steering Committee, School of Social Work, The University of Texas at Austin(2010 - Present)
Pazey, B. & Lashley, C. (2017). Supporting socially just, equitable, and inclusive schools. Ethics and social justice: ISLLC standard five (in press). New York: Routledge.
Pazey, B. & 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., Schalock, R., 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. doi:10.1177/104420731560436.
Pazey, B., Vasquez Heilig, J., Cole, H. & 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. & 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., Pazey, B., Fall, A., Yates, J. & Roberts, G. (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. (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. (2015). 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?. http://bit.ly/1Mgziel.
Pazey, B., 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.
Bineham, S., Shelby, L., Pazey, B. & Yates, J. (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., Pazey, B. & 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.
Sorrells, A., Cole, H. & Pazey, B. (2014). Working with learners with Learning disabilities in STEM. S.T.E.M. education: Strategies for teaching learners with special needs (, pp. 53-65). New York: Nova Science Publishers.
Pazey, B. & Cole, H. (2013). The role of special education training in the development of socially just leaders. The Jossey-Bass reader on educational leadership (3rded., pp. 166-193). New York: Wiley.
Pazey, B. & DeMatthews, D. (n.d.). Student voice from a turnaround urban high school: An account of students with and without dis/abilities& leading resistance against accountability reform (Accepted). Urban Education.
Guerra, P. & Pazey, B. (n.d.). Transforming educational leadership preparation: Starting with ourselves (Accepted). The Qualitative Report.
Sledge, A. & Pazey, B. (n.d.). Teacher evaluation in the special education setting: Voices from the field (Accepted). Texas Education Review.
Pazey, B., Cole, H. & Spikes, D. (n.d.). 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 (Accepted).
Waitoller, F. & Pazey, B. (n.d.). Examining competing notions of social justice at the intersections of high-stakes testing practices and parents' rights: An inclusive education perspective (in press). National Society for the Study of Education: Volume 115.
Sorrells, A., Cole, H., Pazey, B. & Faith-Carter, J. (n.d.). Working with learners with Learning disabilities in STEM. S.T.E.M. education: Strategies for teaching learners with special needs (, pp. 53-65). New York: Nova Science Publishers.
Outstanding Author Contribution Award, Category-Advanced in Educational Administration, Emerald Literati Network Awards (2013)
Summer Research Award, The University of Texas at Austin (2013)
Special Research Grant Award, The University of Texas at Austin (2013)
Vision Award, The University of Texas at Austin, College of Education (2013)
Distinguished Seminar Faculty, American Educational Research Association, David L. Clark National Graduate Student Research Seminar (2010)
Services for Students with Disabilities Appreciation Award, The University of Texas at Austin, Division of Diversity and Community Engagement (2010)
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|2014||Fall||EDA 383: Trends And Issues In Sed Admin|
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|2012||Fall||SED 394: Pract In Sed Administration|
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|2012||Spring||SED 389: Law And Disabilities|
|2012||Spring||EDA 393D: Law And Disabilities|