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Terrill F. Saxon, Ph.D.
Terrill Saxon

Terrill F. Saxon, Ph.D.

Professor and Chair
Department of Educational Psychology

Campus Contact Information:
Office: Marrs McLean Science Building 314
Phone: (254) 710-6101

Terrill F. Saxon is an educational psychologist who has done research in language acquisition particularly the role that caregiver's play during interaction with their young children. He also focuses research in cross-cultural settings with respect to development in youth and families.

PhD in Educational Psychology and Research, University of Kansas, 1995

Research Interests
The role of didactic interaction (e.g., between mother-toddler; teacher-toddler) in fostering the child's acquisition of cognitive skills (e.g., language) and the child's readiness to learn upon entering school

Cross-cultural research particularly in areas of development during adolescence

Principal Publications

Ritter, M. J., Park, J., Saxon, T. F., & Colson, K. A. (2013). A phonologically-based intervention for school-age children with language impairment: Implications for reading achievement. Journal of Literacy Research, 45(4), 356-385.

Fearon, D. D., Copeland, D. M., & Saxon, T. F. (2013). The relationship between parenting styles and creativity in a sample of Jamaican children. Creativity Research Journal, 25(1), 119-128.

Aoyama, I., & Saxon, T. F. (2013). Differences between cyberbullies, victims, and bully-victims in internalizing problems and peer relationships. Global Education Review, 1(3), 44-56.

Saxon, T. F., Hull, D. M., Fearon, D. D., Williams, L. O., & Tindigarukayo, J. K. (2012). How do Jamaica's unattached youth view their career prospects and life skills? Comparative Education Review, 56(3), 421-447.

Johnson, H. J., Barnard-Brak, L., Saxon, T. F., & Johnson, M. K. (2012). An experimental study of the effects of stereotype threat and stereotype lift on men and women’s performance in mathematics. Journal of Experimental Education, 80(2), 137-149.

Barnard-Brak, L., Saxon, T. F., & Johnson, H. (2011). Publication productivity among doctoral graduates of educational psychology programs at research universities before and after the year 2000. Educational Psychology Review, 23, 65-73.

Ritter, M., & Saxon, T. F. (2011). Class-room based phonological sensitivity intervention (PSI) using a narrative platform: An experimental study of first graders at-risk for a reading disability. Communication Disorders Quarterly, 33(1), 3-12.

Hull, D. M., & Saxon, T. F. (2009). Negotiation of meaning and co-construction of knowledge: An experimental analysis of asynchronous online instruction. Computers & Education, 52, 624-639.

Baylor University School of Education's 2000 recipient of the Scholarship Award

Funded Research
Dr. Saxon is co-PI on the Enabled for College project funded by the AT&T Foundation ($250K). This project is aimed at affecting the successful transition of high school juniors and seniors (at-risk) to post-secondary education.

Language development in early childhood
Cognitive development of children
Educational research methods

Courses Taught
Statistical Methods
Educational Research
History and Systems in Educational Psychology
Child Development
Psychology of Learning