Texas Tech University

College of Education welcomes 3 new tenure-track faculty

Robert Stein

October 31, 2022

Meet the new faces at the College of Education this year.

Weverton Ataide Pinheiro

Weverton Ataide Pinheiro is an assistant professor in the Department of Curriculum and Instruction. His research focuses on issues of access in mathematics education and the STEM fields. Ataide Pinheiro's approach foregrounds the voices of those within historically-marginalized communities. His recent work has investigated how students experience instruction related to Teaching Mathematics for Social Justice (TMSJ) when they belong to the historically-marginalized groups that TMSJ lessons aim to support.

Ataide Pinheiro has also researched women's experiences in undergraduate and graduate mathematics courses, cross-country textbook analyses and high school students and pre-service teachers' learning of combinatorial topics when generalizing their own reasoning.

Before joining Texas Tech, Ataide Pinheiro taught high school mathematics in public and private schools in Brazil and the United States. In addition, he taught multiple content and method courses for elementary education and urban elementary education majors at Indiana University Bloomington and Indiana University–Purdue University Indianapolis.

Lacy Brice

Lacy Brice is an assistant professor in the Department of Teacher Education and serves as anchor faculty for undergraduate literacy education. Her research interests include teacher motivation and self-efficacy regarding personal literacy practices and classroom instruction.

Her current research investigates and measures teachers' motivational beliefs about providing students in-class, independent reading opportunities.

Rosa Chávez

Rosa Chávez is an assistant professor in the Department of Educational Psychology, Leadership and Counseling. She earned her doctorate in curriculum and teacher education from Stanford University. Her research centers around policy implementation and its interaction with teaching and learning for students from historically marginalized communities. Her recent work includes projects that look at teachers as institutional actors of policies in Texas and California, how Latine pre-service teachers engage in negotiating anti-Blackness within Latinidad identity, and how in-service teachers engage in culturally and linguistically responsive teaching in dual language programs.

Prior to joining Texas Tech, Chávez taught various courses that focused on access, elementary and secondary mathematics methods, teacher identity and leading change in schools at Stanford University and Santa Clara University. She was also a middle school and high school mathematics teacher in the Rio Grande Valley.