Kristen Wilcox

Assistant Professor OFFICE : ED 115A PHONE : (518) 442-9085 EMAIL: kwilcox1@albany.edu Second language and foreign language teaching and learning, Academic discourse in multicultural educational settings Research Papers and Presentations Research Project TESOL Teachers' Website

Kristen Campbell Wilcox is an Assistant Professor in the Educational Theory and Practice Department at the University at Albany. Her areas of research interest are in the intersections of language and culture among ethnically and and linguistically diverse students. In this vein, she has investigated the impacts of high stakes tests in diverse educational settings, best practices at the elementary, middle, and high school levels, and English language learners' experiences with academic writing. She taught English as a second and foreign language at the Kindergarten through post-graduate levels in the United States and Puerto Rico, in addition to coordinating second and foreign language programs in a Brazilian K-12 schools and colleges. She is actively engaged in linking research and practice through offering workshops to school administrators and teachers, participating in state and national organization focused on student engagement among ethnically and linguistically diverse students, authoring books, chapters, and articles, and presenting research findings at state, national and international conferences.

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Selected Publications:

Wilcox, K. C. (in press). Civic responsibility in higher performing middle schools. Education and Urban Society.

Wilcox, K. C. (in press). 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, NY: Rowman & Littlefield.

Wilcox, K. C., & Angelis, J. I. (in press). Best practices from high-performing high schools: How successful schools help students stay in school and thrive. New York: Teachers College Press.

Wilcox, K. C. (2009). What works in middle school science: Preparing adolescents to become the next generation of scientists. from http://knowyourschoolsny.org

Wilcox, K. C., & Angelis, J. (2009). Best practices from high-performing middle schools: How successful schools remove obstacles and create pathways to learning. New York: Teachers College Press.

Wilcox, K. C. (2009). Cultural dissonance in the second language classroom. Koln, Germany: Lambert Academic Publishing.

Wilcox, K. C. (2009). The impact of student beliefs on the effectiveness of video in developing cross-cultural competence. CALICO Journal, 27(1).

Wilcox, K. C., & Angelis, J. (2009). Best practices from high-performing middle schools: How successful schools remove obstacles and create pathways to learning. New York: Teachers College Press.

Wilcox, K.C. (2009). Cognitive dimensions of writing across subject areas: A summary of ongoing research with ELLs. Idiom, 39(1), 10-21.

Wilcox, K.C. (2008). Book Review: Pathways to Multilingualism: Evolving Perspectives on Immersion Education. Teachers College Record.

Wilcox, K.C. (2008). What makes high schools work: Findings from the 2007-8 high school best practice study in New York State. Albany, NY: Albany Institute for Research in Education, University at Albany.

Wilcox, K.C. (2008). White Plains High School case study. Available at http://www.albany.edu/aire/.

Wilcox, K.C. (2008). Warrensburg High School case study. Available at http://www.albany.edu/aire/.

Wilcox, K.C., & Angelis, J. (2008). What makes middle schools work: Findings from the 2006-7 middle school best practice study in New York State. Albany, NY: Albany Institute for Research in Education, University at Albany.

Wilcox, K.C., & Baker, L. (2007). Methodological approaches toward the study of best practices in elementary schools. Cambridge Scholars Press.

Wilcox, K.C. (2007). Conceptualizing culture in ESL classrooms. Idiom, 37(2).

Freeman, M., Mathison, S., & Wilcox, K.C. (2006). Performing parent dialogues on high-stakes testing: Consent and resistance to the hegemony of accountability. Cultural Studies: Critical Methodologies, 6(4), 460-473.

Wilcox, K.C. (2005). What makes elementary schools work. Albany, NY: Albany Institute for Research in Education, University at Albany.

Wilcox, K.C. (2005). Cultural dissonance in the ESL classroom: A study of two college classrooms. Unpublished Dissertation, University at Albany, Albany, NY.

Wilcox, K.C. (2005). New York Framework Case Study: Ulysses Byas. Available at http://www.just4kids.org/

Wilcox, K.C. (2005). New York Framework Case Study: Gotham Avenue. Available at http://www.just4kids.org/

Wilcox, K.C. (2005). New York Framework Case Study: Traphagen. Available at http://www.just4kids.org/

Wilcox, K.C. (2005). New York Framework Case Study: George M. Davis. Available at http://www.just4kids.org/

Wilcox, K.C. (2004). Doing the Best on the Tests: A Suburban Elementary School's Response to High Stakes Tests. Available at www.crsep.org.

Mathison, S., Freeman, M., & Wilcox, K. (2004). Creating a Culture of Preparedness: One Suburban Middle School's Experiences with High Stakes Testing. Available at www.cresp.org.

Mathison, S., Freeman, M., Wilcox, K., & Sauer, L. (2002). High stakes testing in K-12 schools: An annotated bibliography. Available at www.eval.org.

Wilcox, K.C. & Ryder, R. (2002). Standardized testing and improving educational opportunity in Brazil. The Educational Forum, 66(3), 214-219.

Peer-reviewed Journal Articles:

Wilcox, K. C. (in press). Civic responsibility in higher performing middle schools. Education and Urban Society.

Wilcox, K. C. (2009). The impact of student beliefs on the effectiveness of video in developing cross-cultural competence. CALICO Journal, 27(1).

Wilcox, K. C. (2007). Listening to dissonance in ESL classrooms. Critical Inquiry in Language Studies. 4 (4). 265-282.

Freeman, M., Mathison, S., & Wilcox, K. C. (2006). Performing parent dialogues on high-stakes testing: Consent and resistance to the hegemony of accountability. Cultural Studies: Critical Methodologies, 6(4), 460-473.

Wilcox, K.C. & Ryder R. (2002). Standardized testing and improving educational opportunity in Brazil. The Educational Forum, 66(3), 214-219.

Books and Book Chapters:

Wilcox, K.C. & Angelis, J. (2009). Best Practices from Higher Performing Middle Schools. TC Press.

Wilcox, K. C. (2008). Re-authoring: Language learners and shifting identities. In M. Mantero, C. P. Miller & J. L. Watzke (Eds.), Readings in language studies (Vol. 1, pp. 25-43). St. Louis, MO: International Sociey for Language Studies, Inc.

Wilcox, K. C., & Baker, L. (2006). "What works" in best practice research: Methodological approaches toward the study of best practices in elementary schools. In M. Firmin & P. Brewer (Eds.), Ethnographic and qualitative research in education (Vol. 2). Newcastle, UK: Cambridge Scholars Press.

Presentations:

"Creative Methods in ESL Classroom Research". Invited presentation for the Annual International TESOL Conference, Seattle, WA, 2007.

"School Ethos and Best Practices in Elementary Schools". Invited presentation for the Annual Meeting of the American Educational Research Association (AERA), Chicago, IL, 2007.

"Listening to Dissonance in ESL Classrooms". Invited presentation for the International Society of Language Studies Annual Conference (ISLS), Honolulu, HI, 2007.

"Conceptualizing Culture in the ESL Classrooms". Invited presentation for the New York State TESOL Conference, Saratoga Springs, NY, 2006.

"Methodological Approaches toward the Study of Best Practices in Elementary Schools". Invited presentation for the Annual Ethonographic and Qualitative Research in Education (EQRE) Conference, Cedarville, OH, 2006.

"Using the Listening Guide Method for Interpreting Second Language Classroom Data". Invited presentation for the Annual Ethnographic and Qualititave Research in Education (EQRE) Conference, Cedarville, OH, 2006.

"Video in the Second Language Classroom: A Design for Developing Cross-Cultural Competence". Invited presentation for the Annual TESOL Conference, San Antonio, TX, 2005.

"Hegemony in English Language Teaching". Invited presentation for the Annual Meeting of the American Educational Research Association (AERA), Montreal, Canada, 2005.

"Cultural Dissonance int he College ESL Classroom". Invited presentation for the Annual New York State TESOL Conference, Syracuse, NY, 2004.

"Eliciting Children's Experiences with State Tests: Challenges and Rewards". Invited presentation for the Ethnographic and Qualitative Research in Education Annual Conference (EQRE), Albany, NY 2004.

"Thinking Critically about 'Critical Thinking' in Teacher's Beliefs about State Standardized Testing". Invited presentation for the Annual Meeting of the American Educational Research Association (AERA), San Diego, CA, 2004.

"I Hear When. I Don't Hear What": Performing Parental Dialogues on High Stakes Testing. Invited presentation for the Family, School, Community Partnership SIG business meeting at the Annual Meeting of the American Educational Research Association (AERA), Chicago, IL, 2003.

Turning the Tables in the ESL Classroom. BRAZTESOL convention, Curitiba, Brazil, 2000.

Fall 2012 Courses:

ETAP 681, - Research Seminar: Research in Practice (3 Credits - Fully Online through SUNY Blackboard)
This course focuses on action (teacher) research. The theory and practice of action research will be examined through a review of the theoretical foundations of educational research and its link to the improvement of educational practice. Students will design and implement a small action research project in their own setting.

Spring 2013 Courses:

ETAP 635,- Teaching Methodology for LEP Children (3 credits)
Advanced TESOL methods for students seeking NYS certification and students in related fields. NYS standards, assessments, and incorporating content into language instruction. Students will gain expertise in state regulations, working with parents, school boards, mainstream teachers and administrators as well as in practical pedagogy for Limited English Proficient (LEP) children K-12.

ETAP 681, - Research Seminar: Research in Practice (3 Credits - Fully Online through SUNY Blackboard)
This course focuses on action (teacher) research. The theory and practice of action research will be examined through a review of the theoretical foundations of educational research and its link to the improvement of educational practice. Students will design and implement a small action research project in their own setting.