Directory » JOHN WILLIAMS III
JOHN WILLIAMS III
Critical Race Theory
John A. Williams III, Ph.D. is an Assistant Professor of Multicultural Education at Texas A&M University at College Station. His research focuses on developing and replicating best practices, policies, and personnel to dismantle inequitable discipline outcomes for African American students in K-12 school environments. Additionally, his research investigates how to prepare and support culturally inclusive teachers through the adaptation of multiculturalist frameworks.
EDCI648. URBAN SCHOOLS & COMMUN
INST222. FOUND EDUC MULTICULTURAL SOCTY
Williams III, J. A., James, M., Diaz Beltran, A. C., Young, J. Neshyba, M, & Olgetree, Q. (2021) Employing the urban education topology through a critical race spatial analysis. Urban Review. 1-31. doi: 10.1007/s11256-021-00625-y. Edit
James, M., Williams III, J. A., Diaz Beltran, A. C., Neshyba, M., Ogletree, Q., Young, J., & (2021). The equity paradox typology: A application of critical race methodology to redress racial harm against faculty of color. Qualitative Inquiry, 27(10), 1221-1232. Edit
Lim, J. H., Hunt, B., & Williams III, J. A. (2022). Unsung heroes on campus: minority veterans’ transition experiences by race. Journal of Higher Education. 1-23. doi.10.1080/00221546.2022.2031705 Edit
Books and Monographs
Williams III, J. A. & Lewis C. (2021). Reimagining school discipline for the 21 century student: Engaging students, practitioners, and community members. Information Age Publishing.
Acosta, J., Williams III, J., & Hunt, B. (2019). Dual Language Program Models and English Language Learners: An Analysis of the Literacy Results from a 50/50 and a 90/10 Model in Two California Schools. Journal of Educational Issues, 5(2), 1-12.
Cash, A. H., Williams III, J. A., & Hart, L. C. (2020). University-district partnerships to improve field experiences: Candidate perceptions and performance associated with a pilot effort. Teacher and Teacher Education, 94, 1-11.
Casto, A. R., & Williams III, J. A. (2020). Seeking proportionality: An investigation of North Carolina distinguished STEM high schools. The High School Journal, 103(2),77-98. doi: 10.1353/hsj.2020.0004.
*Grice, S., Terry, A., Turner, M., Williams III, J. A., James, M. C. (in press). Have we had enough? Culturally responsive classroom management professional development and teachers’ self-efficacy. Journal of Curriculum and Pedagogy. [published with student]
Hancock, C. R., Davin, K. J., Williams III, J. A., & Lewis, C.W. (2020). Global initiatives in North Carolina: The impact on culturally and linguistically diverse learners. Dimension 2020 Special Issue: Focus on Heritage Language Learners, 132-150.
Hancock, S. D., Allen-Handy, A., Williams III, J. A., Butler, B. R., Meloche, A., & Lewis, C. W. (2021). Teaching to empower: Social justice action projects as imperatives for educational justice. Teachers College Record, 123(13), 1-37.
James, M. C., Diaz Beltran, A C., Williams III, J. A., Young, J., Neshyba, M., & Ogletree, Q. (2021). We matter too: Employing counterstorytelling to expose the equity paradoxes arresting mattering and racial healing among faculty of color. International Review of Qualitative Research. doi: 10.1177/19408447211049524.
Lee, S., York, P., Williams III, J. A., Richardson, S., Williams, B. K., Davis, A., & Lewis, C. W. (2020). Teachers’ psychological distress in North Carolina: An analysis of urban versus non-urban school districts. Urban Education, 1-31. doi: 10.1177/0042085920948955.
Mayakis, C. G., Robinson, J., & Williams III, J. A. (2018). Unearthing a K-5 STEM graduate’s experience: How does training from a STEM elementary education program influence an elementary teacher’s instruction and experiences as it relates to their teaching? Journal of STEM Teacher Education, 53(1), 53-64.
Richardson, S. C., Williams III, J. A., & Lewis, C. W. (2019). Social workers and urban school discipline: Do we need a time out? Urban Social Work, 3(2), 207-230. doi:10.1891/2474-8622.214.171.124
Williams III, J. A. (2017). North Carolina teacher preparation programs, and their connection to effective teachers. Special Issue of the Urban Education Research and Policy Annuals, 4(2), 84-96.
Williams III, J. A. (2019). Forward: Respiration. Urban Education and Research Policy Annuals, 6(2), 1-4
Williams III, J. A., Dangerfield-Persky, F. & Johnson, J. (2018). Does longevity matter?: Teacher experience and the suspension of Black middle school students. Journal of Urban Learning Teaching and Research, 14, 50-62.
Williams III, J. A., Davis, A., & Butler, B. R. (2020). Reducing discipline disparities by expanding the Black teacher pipeline: A descriptive analysis of the Charlotte-Mecklenburg school district. The Urban Review, 52(3), 505-520. doi: 10.1007/s11256-020-00558-y.
Williams III, J. A., Davis, A., Richardson, S. C., & Lewis, C. (2020). Can assistant principals' years of experience make a difference in school suspensions? A state-wide analysis of North Carolina assistant principals. Journal of School Leadership. 1-21.
Williams III, J. A., & Glass, T. S. (2018). Teacher education and multicultural courses in North Carolina. Journal of Multicultural Education, 13(2), 155-168. doi.org/10.1108/JME-05-2018-0028.
Williams III, J. A., Hart, L. C., & Algozzine, B. (2019). Perception vs. reality: edTPA perceptions and performance for teacher candidates of color and White candidates Teaching and Teacher Education, 83(19), 120-133.
Williams III, J. A., Johnson, J. N., Dangerfield-Persky, F., & Mayakis, C. G. (2021). Black student suspensions, and the percentage of novice teachers employed in middle schools: Is there a relationship? Journal of Negro Education, 89(4), 448-458.
Williams III, J. A., & Lewis, C., Glass, T. S., Lim, J. H., & Butler, B. R. (2020). Exploring assistant principals’ enforcement of school discipline for African American Students. Urban Education. 1-29. https://doi.org/10.1177%2F0042085920908913
Williams III, J. A., & Lewis, C. W. (2020). Enriching their potential: Preparing and supporting Black male teachers in the age of edTPA. Peabody Journal of Education, 95(5), 472-483.
*Williams III, J. A., Mallant, C., & Svajda-Hardy, M. (in press). A gap in culturally responsive classroom management coverage?: A critical policy analysis of states’ school discipline policies. Education Policy. [published with student]
Williams III, J. A., & Wiggan, G. (2016). Models of success, teacher quality and student disciplinary infraction: A critical analysis of Chicago's Urban Preparatory Academies and Harlem Children's Zone. Journal of Educational Issues, 2(2), 73-89
Lee, S., Harden, E. L., & Williams III, J. A. (2022). Humanize first, discipline second: Unadultifying African American students in K-12 schools. In Williams III, J. A. & Lewis C. (2021). Reimagining School Discipline for the 21 Century Student: Engaging Students, Practitioners, and Community Members. Information Age Publishing.
Mayakis, C. G. & Williams III J. A. (in press). What should we teach in elementary mathematics methods courses? The argument for core pedagogical content knowledge in K-5 mathematics teacher preparation. P. Jenlink (Ed.), Mathematics as the Science of Patterns: Making the Invisible Visible through Teaching. (pp. 39-57) Information Age Publishing.
Williams III, J. A., & Lewis, C. W. (2021). Urban school administrators’ incorporation of student voice/culture and community involvement toward school discipline in urban middle schools. In R. O. Guillaume; N. W. Arnold, & A. F. Osanloo (Eds.), Handbook on Urban Educational Leadership. (2nd eds., pp. 305-330). Rowman.
Williams III, J., Bryant, A. C. & Lewis, C. (2018). Education, economics, & segregation in Baton Rouge. In K. J. Fasching-Varner, K. J. Tobin, & S. M. Lentz, (Eds.), Black deaths, & blue ribbons (pp. 111-116). Brill Sense