Amanda R. Hurlbut, PhD

Assistant Professor of Curriculum and Instruction

Office: SH 209
Phone: 940-898-2280
amandahurlbut@twu.edu

Education

PhD, University of North Texas, Curriculum and Instruction
MEd, Dallas Baptist University, Educational Leadership
BS, University of North Texas, Interdisciplinary Studies with EC-4th Grade Certification

Research Interests

Assessment and intervention practices; 21st century instructional strategies; teacher preparation and pedagogy; technology integration; high leverage teaching practices; new teacher digital induction and mentoring.

Profile

Amanda R. Hurlbut, PhD, joined the TWU teacher education faculty in the fall of 2016 after completing a one-year appointment as Visiting Assistant Professor at the University of Texas at Arlington. She has served in public education for more than 15 years as an elementary teacher, instructional specialist, campus assistant principal, and teacher educator. Her primary research interests include pre-service teacher education, response to intervention and special education practices in general education classrooms, technology implementation in K-12 and higher education settings, and digital forms of new teacher induction. Her teaching specializations include foundations of education, instruction and assessment practices, classroom management, and supervision of elementary student teachers. Hurlbut is an active member of American Educational Research Association, Association of Teacher Educators, Association of Texas Professional Educators (ATPE), and serves as the Awards Chair for the AERA Induction Special Interest Group.

Selected Publications

Refereed Book Chapters

Semingson, P., Hurlbut, A., Owens, D., & Robertson, M. (2017). Scaffolding digital writing and storytelling in online-only teacher education courses. In Jared Keengwe & Grace Onchwari (Eds.), Handbook of research on learner-centered pedagogy in teacher education and professional development. (pp. 104-127). Hershey, PA: IGI Global.

Refereed Journal Articles

Hurlbut, A. (Under review). Online vs. traditional learning in teacher education: A comparison of student progress. Manuscript invited for submission to the American Journal of Distance Education.

Hurlbut, A. & Tunks, J. (Pending Revisions). Pre-service teacher knowledge and transfer of mathematics intervention practices. Journal of Early Childhood Teacher Education.

Hurlbut, A. & Tunks, J. (2016). Elementary pre-service teachers’ experiences with RTI. Teacher Education Quarterly, 43(3), 25-48.

Hurlbut, A. (2015). Pre-service teacher preparation in Texas: Training general educators to teach students with disabilities. Texas Forum of Teacher Education, 5, 49-70.

Refereed Conference Proceedings

Hurlbut, A. (2017). Online learning in pre-service teacher education: A comparison of student progress in a traditional and online development and learning theory course. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2017 (pp. 1227-1282). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).

Semingson, P., Collins, D., Hungerford-Kresser, H., Hurlbut, A., Myers, J., Owens, D. & Robertson, M. (2016). Digital teacher induction via webinars and social media. In Proceedings of Society for Information Technology & Teacher Education International Conference 2016 (pp. 371-376). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).