Peggy Lisenbee, PhD

Peggy Lisenbee

Assistant Professor of Early Childhood Development and Education

Office: WH 104-A
Phone: 940-898-2635


PhD, Curriculum & Social Foundations, Early Childhood Education, Oklahoma State University, 2009
MS, Human Development & Family Studies, Early Childhood Development, University of Missouri-Columbia, 1992
BS, Family Relations & Child Development, Oklahoma State University, 1985

Research Interests

Technology integration; early literacy; active learning; teacher action research; early childhood development; pedagogy


Peggy Lisenbee's background is in child development and early childhood curriculum.  She teaches both online and face-to-face courses on topics related to early childhood development, early childhood education, lifespan development, play, and literature for young children. She spent the years prior to working in higher education as a parent educator, child care director, child development specialist, and various teaching positions in child care centers and in a public school. She researches teachers’ use of technology in early childhood classrooms, specifically using interactive whiteboards and Google tools on iPads. Additionally, she researches student-centered active learning processes, teacher action research, literacy strategies for struggling readers, multiculturalism, parenting, pedagogy, and socially supportive learning environments in early childhood development and education. She presents research findings at international, national, state and regional conferences and has been published in peer-reviewed professional journals such as Young Children, Early Childhood Education Journal, and Journal of Literacy and TechnologyShe remains current with issues affecting early childhood educators through her research, volunteering in a public school and presenting professional development workshops. 

Selected Publications

  • Lisenbee, P.S. (2018). Field experiences support agency towards effective pedagogy. In S.Harris (Ed.). Effective Teaching: Educators Perspective of Meaning Making in Higher Education, (pp.). Charlotte, NC: Information Age Publishing.
  • Lisenbee, P.S.  (2018). Fostering children’s use of problem solving strategies, 2018 Conference Proceedings, Hawaii International Conference on Education Conference.
  • Lisenbee, P.S. (2018). Engaging students in making connections between pedagogy and real world experiences using traditional and digital storytelling, Early Childhood Education Journal, 46(1), 129-139.
  • Lisenbee, P.S. (2017). The role of literacy tutoring as a method for improving pedagogical knowledge, skills, and dispositions of preservice teachers. In J. Pilgrim, L.A. Sharp, & E. Hendrix (Eds.). Texas Association for Literacy Education Yearbook: Literacy Alive and Well! Supporting Effective Literacy Instruction for All Learners, Volume 4 (pp. 28-39).
  • Lisenbee, P.S. (2016). Generation gap between students’ needs and teachers’ use of technology in classrooms, Journal of Literacy and Technology, 17(3), 100-125.
  • Lisenbee, P.S., Hallman, C. & Landry, D. (2015). Geocaching is catching student’s attention in the classroom, The Geography Teacher, 12(1).
  • Lisenbee, P.S. (2009). Digital whiteboards, websites and photography:  Enhancing early childhood curriculum. Young Children, 64(6), 92-95.

Page last updated 11:06 AM, August 15, 2018