Sarah K. McMahan, PhD
Associate Professor of Curriculum and Instruction
Office: SH 213-A
PhD, Texas Tech University, Curriculum and Instruction
MEd, Abilene Christian University, Educational Administration
BS, Abilene Christian University, Interdisciplinary Studies
New teacher induction and mentoring; school/university partnerships.
Sarah McMahan is an associate professor of Curriculum and Instruction and co-director of the Texas Woman’s University New Teacher Academy. McMahan teaches undergraduate and graduate courses in the Department of Teacher Education and serves as a student teacher supervisor for preservice teachers in the DFW area. Her teaching specializations include instructional strategies, learning theories, and effective classroom management practices. McMahan has 15 years of experience in education, including serving as a secondary social studies teacher before entering academia. Most recently, she returned to the K-12 classroom setting, serving as a long-term substitute teacher during her Faculty Development Leave (Sabbatical).
McMahan’s research is focused on mentoring new teachers and developing school/university partnerships. Her honors and awards include receiving the 2014 TWU Distinction in Teaching Award, College of Professional Education Outstanding Teacher and Mentor Award, Dr. G. Ann Uhlir Fellowship in Higher Education Award, ATE Clinical Practice Fellowship, and TWU Senior Class Favorite Faculty Award for several semesters. She is an active member of American Educational Research Association, Association of Teacher Educators, Association of Texas Professional Educators (ATPE), and serves as the Treasurer for Delta Kappa Gamma Nu Delta Chapter.
McMahan, S., Dunlap, K., & Fredrickson, R.R. (In press). Faculty mentoring through the preservice to inservice teacher pipeline. In A. Kent & A. Green (eds.), Across the Domains: Examining Best Practices in Mentoring Public School Educators throughout the Professional Journal. Information Age Publishing.
McMahan, S. (2017). Poor classroom management and the first year teacher. In L. Trujillo-Jenks & R. Fredrickson (eds.), Real School Issues: Case Studies for Educators (pp.3-15). Rowman & Littlefield.
Fredrickson, R. R., McMahan, S., & Hansen-Thomas, H. (2017). Triumvirate of Academia. In S. Thompson & P. Parry (eds.) Coping with Gender Inequities: Critical Conversations of Women Faculty (pp. 123-136). Maryland: Rowman & Littlefield Publishing.
McMahan, S., & Fredrickson, R.R. (2013). Building community partnerships to enhance preservice teachers’ understanding of diverse schools. In M. Cowart & G. Anderson (eds.), Linguistic and Cultural Considerations for English Language Learners (pp.228-240). Arlington, VA: Canh Nam Publishers, Inc.
Fredrickson, R. R., Dunlap, K., & McMahan, S. (2012). Cooperative learning. In B. J. Irby, G. Brown, & R. Lara-Alecio (eds.) Handbook of Educational Theories (pp.197-208). Charlotte, NC: Information Age Publishing.
Fredrickson, R. R., McMahan, S., & Dunlap, K. (2012). Problem-based learning. In B. J. Irby, G. Brown, & R. Lara-Alecio (eds.) Handbook of Educational Theories (pp.209-215). Charlotte, NC: Information Age Publishing.
McMahan, S., Fredrickson, R., Dunlap, K., & Anderson, G. (2017). Supporting and sustaining the 21st century educator: The unintended benefit of the New Teacher Academy. The Texas Forum on Teacher Education, 52-58.
McMahan, S. & Garza, R. (2016). Fostering preservice teachers’ development: Engagement in practice and learning. Current Issues in Education, 19(3), 1-17.
McMahan, S., Malone, P., Fredrickson, R.R., & Dunlap, K. (2015). Enhancing teacher candidate success through Experiential learning experiences. Journal of Education and Social Policy, 2(5), 1-8.
Hansen-Thomas, H., Fredrickson, R.R. & McMahan, S. (2015). Experiential learning activities to promote higher education for At-Risk K-12 students. The International Journal of Education and Social Science, 2(4), 117-121.
McMahan, S. & Piro, J. (2013). Mentoring in a field experience. The Field Experience Journal, 12(2), 18-37.
Fransson, G. & McMahan, S. (2013). Exploring research on mentoring policies in education. International Journal of Mentoring and Coaching in Education, 2(3), 218-232.
Fredrickson, R., McMahan, S., & Dunlap, K. (2012). Using the Jenlink Poetic to help students develop a richer understanding of the abstract concept teacher disposition. Scholar-Practitioner Quarterly, 6(1-2), 103-115.
Fredrickson, R.R., & McMahan, S. (2012). Hearing the voices of the teachers. American International Journal of Contemporary Research, 2 (11), 1-6.
Nelson, L.P., McMahan, S., & Torres, T. (2012). The impact of a junior high school community intervention project: Moving beyond the testing juggernaut and into a community of creative learners. School Community Journal, 22 (1) 125-144.