Mei Chang, Assistant Professor; Ph.D., Ball State University. Neurocognitive functioning; neurodevelopmental disorders; neuropsychological assessment; academic achievement of racial/ethnic minority concentration; research, measurement and evaluation/statistics.
Qi Chen, Assistant Professor; Ph.D., Texas A&M University. Growth mixture modeling; structural equation modeling; hierarchical linear modeling; longitudinal data analysis; mediation analysis.
Rebecca J. Glover, Associate Professor; Ph.D., Texas Tech University. Moral development and reasoning; cognitive development; lifespan development.
Robin K. Henson, Professor; Ph.D., Texas A&M University. Applied general linear model analyses; measurement and assessment; reliability generalization; self-efficacy and motivational theory.
Darrell Hull, Assistant Professor; Ph.D., Baylor University. Educational measurement; psychometrics.
Arminta L. Jacobson, Professor; Ph.D., Texas Woman’s University. Child development; early education; family life education; infant care; parent education; parent involvement; parenting; work-family relations.
Todd Kettler, Assistant Professor; Ph.D., Baylor University. Development and measurement of critical thinking skills; development of academic talent in gifted students and adults.
Scott B. Martin, Professor; Ph.D., University of Tennessee. Psychological aspects of sports and exercise.
Wendy Middlemiss, Associate Professor; Ph.D., Syracuse University. Educational psychology; child, adolescent and family development; infant sleep; parenting and child care.
Prathiba Natesan, Assistant Professor; Ph.D., Texas A&M University. Analysis of large scale datasets; factor, discriminant and other multivariate analyses; item response theory; differential item functioning.
Angela Nievar, Associate Professor; Ph.D., Michigan State University. Parenting; home visiting; meta-analysis.
Anne Rinn, Associate Professor; Ph.D., Indiana University. Gifted and talented individuals.
Abbas Tashakkori, Professor and Department Chair; Ph.D., University of North Carolina. Research and evaluation methodology.
Tao Zhang, Assistant Professor; Ph.D., Louisiana State University. Psychological aspects of sports and exercise.
The educational psychology field is ever-changing because of federal and state mandates regarding effective practices. In the Department of Educational Psychology at the University of North Texas, we offer challenging course work that examines research design, human development, measurement, family studies, policy, evaluation and statistics, gifted and talented individuals, and sports and exercise psychology.
The Doctor of Philosophy degree in Educational Psychology allows you to pursue a concentration in research, measurement and statistics; human development and family studies; gifted and talented; or psychological aspects of sports and exercise. Each concentration focuses on generating sophisticated data for key decision-makers. This data can be used:
Our faculty members actively obtain grants, write books and publish scholarly, peer-reviewed journal articles. They have been recognized by or serve as officers and leaders for many national, international and regional academic professional organizations including the:
We provide you opportunities to present research at national and regional conferences, publish journal articles, apply for grants and participate in professional activities with faculty mentors. You can also collaborate with scholars in the department’s other graduate programs such as the special education program.
The College of Education is accredited by the National Council for Accreditation of Teacher Education (2010 Massachusetts Ave. NW, Suite 500; Washington, D.C. 20036; telephone 202-466-7496). This accreditation means we meet or exceed strict academic standards for excellence in education. The college is also one of Texas’ top producers of teachers, administrators, counselors and other school professionals.
The Center for Interdisciplinary Research and Analysis offers opportunities for practical involvement with program evaluation and methodological/statistical consultation. The staff assists with the conception, design, methods, analysis and interpretation of research projects, proposal writing, evaluations, dissertations and theses.
The internationally renowned Center for Parent Education provides research and outreach to parent and family educators, family support professionals and other students. Ongoing projects include:
Additional research opportunities exist at our up-todate observational laboratory, a testing laboratory and computerized data analysis laboratory facilities.
You must meet the admission requirements for the Toulouse Graduate School, including a minimum 3.4 GPA on master’s degree work, and provide the department with the following:
Program acceptance is based on a holistic review of these materials, and first priority is given to applicants who are strong in all areas.
A master’s degree in a related field is preferred but not required. You must complete a minimum of 63 credit hours beyond a master’s degree (90 credit hours beyond a bachelor’s degree) to be a candidate for the Ph.D. degree. This includes:
A limited number of teaching fellowships and assistantships are available to help you pursue your graduate education. These opportunities include working with professors on research grants and projects or as a teaching assistant, teaching undergraduate classes, and supervising student teaching.
You apply for these positions by submitting an application to the department. We also offer several scholarships.