Douglas Hamman, Ph.D.
Office: Education 113A
Douglas Hamman is a Professor of Teacher Education and the current Director of Teacher
Education at Texas Tech University. He is a Lubbock native who graduated from the
University of Texas at Austin in 1995 with a degree in Educational Psychology. He
enjoys learning new ways about using instructional technology and seeing the success
of Tech Teach graduates. Learning theory, adolescent development, and new teachers'
identity development are among his favorite areas of teaching and writing.
Dr. Hamman holds the Helen DeVitt Jones Professorship in Professional Education.
- 1995 Ph.D., Educational Psychology, The University of Texas at Austin, Learning, Cognition and Instruction, Austin, Texas 1995.The influence of reading-strategy training on students' comprehension, metacognition, and self-regulated strategy use: A real-time analysis. Dissertation
- 1987 M. A., Systematic Theology, Pontifical College Josephinum, Columbus, Ohio.
Areas of Expertise
- Competency-based teacher preparation
- Program reform
- Teacher identity and possible selves theory
- Mentor teacher support of teacher candidates
Ridley, D. S., & Hamman, D. (2019). Lessons learned while building a data-use culture in teacher education. In Data for Continuous Programmatic Improvement: Steps Colleges of Education Must Take to Become a Data Culture (pp. 188-197). In E. B. Mandinach & E. S. Gummer (Eds.). London: Routledge.
Hamman, D., Lechtenberger, D., Griffin-Shirley, N., & Zhou, L. (2013). Beyond exposure to collaboration: Preparing general-education teacher candidates for inclusive practice. The Teacher Educator, 48 (4) 244-256. DOI: 10.1080/08878730.2013.796030
Hamman, D., Wang, E. W., & Burley, H. (2013). What I expect and fear next year: Measuring new teachers' possible selves. Journal of Education for Teaching, 39 (2) 222-234. DOI:10.1080/02607476.2013.765194
Hamman, D., Coward, F., Johnson, L., Lambert, M., Zhou, L., Indiatsi, J. (2013). Teacher possible selves: How thinking about the future contributes to the formation of professional identity. Self and Identity, 12 (3) 307-336. DOI: 10.1080.15298868.2012.671955
Hamman, D., Gosselin, K., Romano, J., & Bunuan, R. (2010). Using possible selves theory to understand identity development of new teachers. Teaching and Teacher Education, 26, 1349-1361. DOI: 10.1016/j.tate.2010.03.005
Fives, H., Hamman, D., & Olivárez, A. (2007). Does burnout begin during student teaching? Analyzing efficacy, burnout, and support during the student teaching semester. Teaching and Teacher Education, 23, 916-934.
Hamman, D., Button, K., Olivárez, Jr., A., Lesley, M., Chan, Y., Griffith, R., Woods, K. (2006). Do cooperating teachers influence student teachers' reading instruction? Literacy Teaching and Learning: An International Journal of Early Reading and Writing, 10 (2) 77-94.
Hamman, D., & Hendricks, B. (2005). The role of generations in identity formation: Erikson speaks to teachers of adolescents. The Clearing House: A Journal of Educational Strategies, Issues, and Ideas, 79 (2) 72-75.
Hamman, D., Berthelot, J., Saia, J., Crowley, E. (2000). Teachers' coaching of learning and its relation to students' strategic learning. Journal of Educational Psychology, 92 (2) 342-348.
Community Outreach & Engagement
Hamman, D., Brasher, D., Heider, S. (2018 to present). Tech Teach Across Rural Texas. TEA-sponsored engagement as a university EPP working with eight rural districts (to date) to build a pipeline of teacher talent for rural schools and districts in Texas.
Hamman, D.(2017 to present). Texas Association of Community College Teacher Education Programs. Engagement as the organization's founding university representative supporting
efforts to advance the quality of community-college programs; create partnerships
among community colleges, school districts and 4-year institutions; support equity
and access goals of the State; address teacher shortages; and diversify teacher talent.
Ridley, D.S., Hamman, D., Heider, S., Jenkins, T., Herrin, C., & Woodall, E. (2014 to present). Tech Teach Across Texas. Engagement activity aimed at creating and sustaining “grow your own” teacher talent pipeline with over 18 districts in the State of Texas.