Kristen Wilcox

Assistant Professor

PHONE : (518) 442-9085
Second language and foreign language teaching and learning, Academic discourse in multicultural educational settings
Research Papers and Presentations
Research Project
TESOL Teachers' Website

Kristen Wilcox

Kristen Campbell Wilcox is an Assistant Professor in the Educational Theory and Practice Department at the University at Albany. Her research is situated in a broad movement in focus of investigations around cultural and linguistic diversity and schooling. Along this vein of inquiry she examines in what contexts students from diverse cultural and linguistic backgrounds develop agentive stances toward learning and achieve academically.
Primary interests/expertise:

  • Identification of the qualities of instruction that relate to cultural and linguistic minority students' agency as learners.
  • Identification of the characteristics of school support systems that relate to diverse youth's academic achievement.

Secondary interests/expertise:

  • Identification of successful strategies for the teaching of advanced disciplinary writing with a focus on what strategies are most affective for diverse youth. 

Selected Publications (also see

Journal Articles:

Jeffrey, J., & Wilcox, K. C. (in press). How do I do it if I don't like writing?: Adolescents' stances toward disciplinary writing. Reading & Writing: An Interdisciplinary Journal.

Wilcox, K. C., Yagelski, R., & Fang, Y. (in press). The nature of error in adolescent writing. Reading & Writing: An Interdisciplinary Journal.

Wilcox, K. C. (2013). A socioecological view of higher performing diverse elementary schools. Journal of Education for Students Placed at Risk, 11(2), 101-127. 

Oliveira, A., Wilcox, K. C., Applebee, A. N., Snyder, M., Amodeo, V., & Angelis, J. (2013). Best practices in middle school science. Journal of Science Teacher Education.

Freeman, M., Mathison, S., & Wilcox, K. C. (2012). 'Critical thinking' and state-mandated testing: The collision of state rhetoric and teacher beliefs. Critical Education, 3(5), 1-19.

Wilcox, K. C., & Angelis, J. (2011). From "muddle school" to middle school: Building capacity to collaborate for higher-performing middle schools. The Middle School Journal, 43(4), 40-48. 

Wilcox, K. C., & Angelis, J. (2011). High school best practices: Results from cross-case comparisons. The High School Journal, 94(4), 138-153. 

Wilcox, K. C. (2011). Writing across the curriculum for secondary English language learners: A case study. Writing & Pedagogy, 3(1), 79-112. 

Wilcox, K. C. (2010). The importance of civic responsibility in higher performing middle schools. Education and Urban Society, 40(6), 26-41.

Book Chapters

Wilcox, K. C. (2013). Adolescent English language learners and content area writing. In A. N. Applebee, J. A. Langer, K. C. Wilcox, M. Nachowitz, M. Mastroianni, & C. Dawson, Writing instruction that works. New York: Teachers College Press.

Wilcox, K. C. (2012). Diversity as strength: How higher performing schools embrace diversity and thrive. In A. Cohan, & A. Honigsfeld (Eds.), Breaking the mold of education for culturally and linguistically diverse students: Innovative and successful practices for the 21st century. New York: Rowman & Littlfield.