James Schwab, Ph.D.

Assistant Professor, Curriculum Instruction Assessment Lead
Department of Special Education College of Education

678-839-3927
jschwab@westga.edmhxqA6bfXdAshXt50w2dRC7HFUkYlOjoQdZS5V8hvZed85lNbzxV7u

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James Schwab, Ph.D.
Biography

James Schwab is an assistant professor in the department of  Special Education.  He graduated from Georgia State University in 2017 with a doctorate in students with exceptionalities  His research interests include academic and behavior interventions for students with high incidence disabilities.  In particular, he focuses on mathematical interventions for students with high incidence disabilities.

Education / Degrees
  • B.S., Middle Grades Education, University of Tennessee at Chattanooga, 2005
  • M.Ed., Special Education, University of Tennessee at Chattanooga, 2009
  • Ph.D., Special Education, Georgia State University, 2017
Courses Taught
Course Sections and Syllabi

Fall 2025 Sections

Summer 2025 Sections

Spring 2025 Sections

Fall 2024 Sections

Summer 2024 Sections

Spring 2024 Sections

Fall 2023 Sections

Summer 2023 Sections

Spring 2023 Sections

Fall 2022 Sections

Summer 2022 Sections

Spring 2022 Sections

Fall 2021 Sections

Summer 2021 Sections

Spring 2021 Sections

Fall 2020 Sections

Publication List

Schwab, J. R., Griffin, R. A., Allen, J. K., Scullin, B. L., & Ogletree, T. W. (2023). Components of teacher self-efficacy for literacy instruction for in-service educators in two southeastern school districts. Reading Psychology, 44(8), 965–985. https:/

Schwab, J. R., Griffin, R. A., Allen J. K., Scullin, B. L, & Ogletree, T. W. (2023). Exploring the relationship between teacher demographics and the frequency of read-alouds. Texas Journal of Literacy Education, 10(2), 1-21

Green, K. B., & Schwab, J. R. (2022). Candidate variables as predictors of success on the special education edTPA Portfolio. Teacher Education Quarterly, 49(1), 53–66.

Schwab, J. R., Houchins, D. E., Peng Peng, McKeown, D., Varjas, K., & Emerson, J. (2019). The effects of a multi-component intervention to increase math performance for students with ebd in alternative educational settings. International Journal of Special