Rate My Professor Victoria Hollas

Dr. Victoria Hollas is a Professor in the School of Teaching and Learning at Sam Houston State University College of Education, where she also serves as Assistant Chair and Program Coordinator for the Master of Education in Curriculum and Instruction. She earned her Ph.D. from Texas A&M University in December 2011, with a dissertation titled "Science Teaching in Texas: Investigating Relationships Among Texas High School Science Teachers’ Working Conditions, Job Satisfaction, and Retention." This study examined data from 385 high school science teachers across 50 Texas schools during the 2007-2008 and 2008-2009 academic years, developing a rubric to assess working conditions and analyzing their relationships to job satisfaction and retention. Key findings indicated that teachers in smaller schools and veterans faced tougher conditions yet reported higher satisfaction, with teacher experience as the primary retention predictor. Hollas holds a B.A. from Houston Baptist University. Her career at Sam Houston State University began as Assistant Professor of Education in the Department of Curriculum and Instruction, advancing to Associate Professor in the School of Teaching and Learning prior to her promotion to full Professor. She has served as contact for Middle Level Education programs and is recognized as graduate faculty.

Hollas's scholarly contributions center on teacher education and classroom technology. She co-authored "The Presentation of Technology for Teaching and Learning Mathematics in Textbooks: Content Courses for Elementary Teachers" (Contemporary Issues in Technology and Teacher Education, 2017, Vol. 17, No. 1), with Dustin Jones and Mark Klespis, which analyzed over 5,000 pages from six textbooks, identifying 1,055 technology references and their roles in developing technological pedagogical content knowledge for prospective elementary teachers. In 2023, she published "Technology Integration in the Middle School Classroom" in the Journal of Teacher Action Research (Vol. 10, No. 1), evaluating three technology integration levels in a sixth-grade math unit, finding e-learning platforms increased student engagement and performance compared to partial digitalization. As Associate Editor for the Journal of Teacher Action Research, Hollas supports practitioner research. She chairs dissertation committees, contributes to field-based teacher preparation for elementary, middle, and secondary levels, and participates in assessment initiatives within the College of Education.