Colleen Swain, Ph.D.
Title: Professor, Associate Provost for Undergraduate and Online Education
Building: BEP 247E
- Ph.D. University of North Texas, 1997
Dissertation Title: A comparison of computer-administered test and a paper and pencil test using normally achieving and mathematically disabled young children.
- M.S. University of North Texas, 1993
Major: Computer Education & Cognitive Systems
- B.S. Baylor University, 1987
Major: Secondary Education
Dr. Swain considers it a great honor and privilege to serve The University of Texas at Tyler’s School of Education and work with the faculty, staff, and students in improving the educational experiences of children and educators.
Prior to coming to UT Tyler, Dr. Swain served in faculty and administrative roles at the University of Florida. She is originally from Texas and began her teaching career in the Hurst-Euless-Bedford Independent School District.
Recent Courses Taught at The University of Texas at Tyler
- Instructional Coaching
- Tools Used in Instructional Coaching
- Teacher Learning and Professional Development
- Research Methods for the Behavioral Sciences
- Student Teaching Seminar
Courses Taught at the University of Florida
- Doctoral Seminar: Theoretical Perspectives of Curriculum
- Doctoral Seminar: Readings in Educational Technology in Teacher Education
- Doctoral Seminar: Research in Curriculum & Instruction
- Effective Teaching & Classroom Management
- The Secondary Curriculum
- Transforming the Curriculum
- Integrating Technology into the Secondary Classroom
- Research for Educational Technologists
- Integrating Technology into the Secondary Curricula
- Designing Technology Rich Curriculum
- Distance Teaching & Learning
- Educational Technology & the Teacher
- Utilizing Technology in Administration
- Supervision of Internship/Student Teaching
- Colloquium for Internship/Student Teaching
Research and Professional Interests
Dr. Swain's research focuses on the acquisition of instructional expertise by pre-service and in-service teachers. She examines how this expertise influences individual educators, as well as the schools in which they enact their practice. Recently, she has been investigating how coaching, as a form of professional development, changes the beliefs and practices of pre-service and in-service teachers and how these changes influence teaching practices and advance the learning of all students.
Dr. Swain’s research encompasses three subthemes. The first subtheme explores the notion of pre-service teachers developing into proficient teachers who are prepared to meet the needs of all the students they teach.
The second subtheme centers on the effectiveness of professional development strategies, such as coaching, for in-service teachers as they deepen their understanding of instructional methods, content, and the context of their students’ lives. The third subtheme is the exploration of how the use of coaching and other forms of job-embedded professional development for principals transforms the teaching and learning environment of schools.