- Ed.D., The University of Oklahoma
- M.Ed., Framingham State University
- B.S., Southern Nazarene University
- Graduate Programs in Curriculum and Instruction
- Professor, Texas A&M University-Commerce. (1990-Present
- Program Coordinator, MED/MS in Curriculum and Instruction, Texas A&M-Commerce (2004-Present
- Program Coordinator, Master’s Cohort Program for Mesquite ISD Teachers, (1998-2010)
- Former Department Head, Texas A&M-Commerce (1990-1994)
- Professor and Department Chair, Department of Curriculum and Instruction, University of Nevada Las Vegas (1986-90)
- Associate Professor, Dept. of Curriculum & Instruction, University of Houston – Main Campus (1976-86)
- Associate Department Chair, Dept. Curriculum & Instruction, University of Houston – Main Campus (1984-86)
- Associate Professor and Associate Department Chair, University of Central Oklahoma (1974-75)
- Assistant Professor in Elementary Education, Southern Nazarene University, Bethany, Oklahoma (1970-74)
- Classroom teacher, Elementary and Middle Grades, Framingham School District, Framingham, Massachusetts (1966-70)
Courses I Teach
- EDCI 535, Leadership and Supervision in Elementary Schools
- EDCI 538, Classroom Management
- EDCI 595, Research Literature & Techniques
- Parental Involvement. It is widely accepted that parents play a vital role in the success of their children’s education; yet, teachers tend to involve them in rather superficial ways. For the past several years we have been researching the impact that home visits can have on relationships, behavior, and achievement. In spite of reluctance to conduct home visits, research clearly demonstrates a 90% probability that just one home visit by the teacher will improve behavior, classroom work, and relationships between teacher and students and between teacher and parents.
- Effective Spelling Instruction.One of my long standing research interests is the study of the difference between the spelling strategies students are taught to use and strategies actually used. Among the many findings are that students rarely use the strategies they are taught, teachers do not use the strategies they themselves teach their students to use, and the strategies found in most spelling programs are strategies for reading but not spelling. The outcome of this research seems to suggest unequivocally that spelling curriculums available today need to be revised so they reflect research-based best practices.
Research publications & presentations
- Dr. Stetson has published many journal articles, textbooks, and book chapters. He has also presented at national and regional conferences throughout the country. A few of his more recent or significant publications are listed here.
- Stetson, R., Stetson, E., Sinclair, B., & Nix, K. (2012). Home Visits: Teacher Reflections about Relationships, Student Behavior, and Achievement.Issues in Teacher Education, 21(1), 21-37.
- Stetson, R., Stetson, E., & Kelly, J. (2008). Are teachers ready for today's techie toddlers? In D.A. Willis, K. McFerrin, R. Webster, & R. Carlson (Eds.) Society for Information Technology and Teacher Education International Proceedings (pp. 3514-3518). Chesapeake, VA: Association for the Advancement of Computing in Education. ISBN: 1-880094-64-9.
- Stetson, R., Stetson, E., & Anderson, K. (2007). What Administrators Should Know About Differentiated Instruction? The School Administrator, 8(64), 28.
- Stetson, E. G., & Williams, R. P. (2004). Learning from social studies textbooks: Why some students succeed and others fail. Article 20 in Annual Editions; Critical Reading in the Content Areas –04/05, pp. 135-142. Dubuque, IA: McGraw-Hill/Dushkin (Reprint from Journal of Reading Vol. 36, No. 1, September 1992, pp 22-30).
- Stetson, E., & Stetson R., (2005). The Stetson Spelling Program (2nd Ed.). Austin, TX: Pro-Ed.
- Stetson, R., & Stetson, E. (2003). “Is the Technologically Competent Teacher Needed in a High Stakes Testing Environment?”Proceedings of the 13th Annual Conference of the European Teacher Education Network. London: The University of Greenwich.
- Stetson, R., & Stetson, E. (2002). “Technology and Young Children: Implication for Teacher Education” Invited article in N. Hall & D. Springate, (Eds.). Occasional Papers. London: European Teacher Education Network, the University of Greenwich.
- Stetson, M. R., Stetson, E. G., & Sattler J.M. (2001). Assessment of academic achievement. Chapter 17 in Sattler, J. M. (Ed.),Assessment of Children: Cognitive Applications (4th ed.). San Diego: Jerome M. Sattler, Publisher, Inc. 35pp.
- Stetson, M. R., Stetson, E. G., & Sattler J.M. (2001). Assessment of receptive and expressive language. Chapter 18 in Sattler, J. M. (Ed.), Assessment of Children: Cognitive Applications (4th ed.). San Diego: Jerome M. Sattler, Publisher, Inc. 25 pp.
- Stetson, E, G. & Stetson, M. R. (2001). Educational assessment in child psychology. Chapter 8 In Walker, E.C., and Roberts, M.C.Handbook of Clinical Child Psychology (3rd Ed.). New York: John Wiley and Sons. 26 pp.
- Stetson, E.G., & Stetson, M.R. (2001). Research on spelling instruction. Chapter 2 in Stetson, E.G., & Stetson, M.R. (Eds.),Stetson Spelling Program: Instructor's Manual (2nd Ed.). Austin: Pro-Ed.
- Stetson, E., Sandefur, S., Moore, L., Anderson, K., Foote, M., Weaver, S., & Vaughan, J. (2001). To form a more perfect union: How a university and a public school district collaborated to create a field-based master’s degree program in elementary education. Action in Teacher Education, 17 (2), 58-63.
- Stetson, E. G., and Stetson, M. R. (1997). Overhauling teacher education: It takes a collaborative. Education, 117(No. 4), 487-495.
- Stetson, E. G., Fournet, G., and Fullwood, H (1997). Six Elements for establishing solid collaborations. The School Administrator, 6(June, 1997), 38-39.
- Stetson, E. G., Horn, J., and Stetson, M. R.. (1993). Project NET CPDT: A prototype of teacher education centers for the 21st century. Texas Teacher Education Forum, 18(Spring 1993), 23-34.
- Stetson, E. G., and Williams, R. P. (1992). Learning from social studies textbooks: Why some students succeed and other fail.Journal of Reading, 36(1), 22-31.
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