UT Tyler School of Education
Colleen Swain, Ph.D.
Director of the School of Education, Professor of Secondary Education
Department: School of Education
Building: BEP 247
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
Minors: Computer Science and Mathematics
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
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 preservice and inservice 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 preservice and inservice 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 preservice 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 inservice 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.