# positions[].organizations[].parent[].label
College of Education and Human Development

# overview
John A. Williams III, Ph.D. is an Assistant Professor of Multicultural Education at Texas A&M University at College Station, in the department of Teaching, Learning and Culture. His research focuses on developing and replicating best practices, policies, and personnel to dismantle inequitable discipline outcomes for Black students in K-12 school environments. Additionally, his research investigates how to prepare and support culturally inclusive teachers through the adaptation of multiculturalist frameworks. Dr. Williams has spent time working with teachers, school district administration, juvenile justice practitioners and community members across the country, to de-silo how we support Black children as critically conscious learners. Dr. Williams has multiple publications in peer-reviewed journals such as the Journal of Negro Education, Teacher and Teacher Education, Urban Education Research and Policy Annuals, Multicultural Perspectives, and the Journal of Urban Education.

# keywords[]
16 Peace, Justice And Strong Institutions

# keywords[]
3902 Education Policy, Sociology And Philosophy

# keywords[]
3902 Education Policy, Sociology And Philosophy

# keywords[]
3902 Education Policy, Sociology And Philosophy

# keywords[]
3902 Education Policy, Sociology And Philosophy

# educationAndTraining[].organization.label
University of Illinois at Urbana Champaign - (Urbana, Illinois, United States)

# educationAndTraining[].organization.label
University of Illinois at Urbana Champaign - (Urbana, Illinois, United States)

# educationAndTraining[].organization.label
University of North Carolina at Charlotte - (Charlotte, North Carolina, United States)

# awardsAndHonors[].label
Initiative for Race Research and Justice Fellow

# publications[].label
Models of Success, Teacher Quality and Student Disciplinary Infraction: A Critical Analysis of Chicagos Urban Preparatory Academies and Harlem Childrens Zone

# publications[].tags
16 Peace, Justice and Strong Institutions

# publications[].label
Does Longevity Matter?: Teacher Experience and the Suspension of Black Middle School

# publications[].label
Perception vs. reality: edTPA perceptions and performance for teacher candidates of color and White candidates

# publications[].label
Is the employment of school resource officers in high schools associated with Black girls' discipline outcomes?

# publications[].label
Reducing Discipline Disparities by Expanding the Black Teacher Pipeline: A Descriptive Analysis of the Charlotte-Mecklenburg School District

# publications[].label
Teacher education and multicultural courses in North Carolina

# publications[].label
Utilizing the Urban Education Typology: A Content Analysis of Selected Citations

# publications[].label
A Gap in Culturally Responsive Classroom Management Coverage? A Critical Policy Analysis of States' School Discipline Policies

# publications[].label
Teachers' Psychological Distress in North Carolina: An Analysis of Urban versus Non-Urban School Districts

# publications[].label
Tracking the Effects: Examining the Opportunity Stratification Hypothesis in Action

# publications[].label
Are they actually getting it?: investigating preservice teachers conceptualization and operationalization of equality and equity in their classrooms

# publications[].label
Book Review: Inequity in school discipline: Research and practice to reduce disparities

# publications[].label
Double jeopardy? Examining the influence of mathematics tracking on in-school suspensions through an intersectionality framework

# publications[].label
Education, Economics & Segregation in Baton Rouge

# publications[].label
North Carolina teacher preparation programs, and their connection to effective teachers

# publications[].label
The Discipline Gatekeeper: Assistant Principals' Experiences With Managing School Discipline in Urban Middle Schools

# publications[].label
Social Workers and Urban School Discipline: Do We Need a Time-Out?

# publications[].label
Teacher Recruitment and Retention: Local Strategies, Global Inspiration

# publications[].label
Can Assistant Principals Years of Experience Make a Difference in School Suspensions? A State-wide Analysis of North Carolina Assistant Principals

# publications[].label
Employing the Urban Education Typology Through a Critical Race Spatial Analysis.

# publications[].label
How Does Training From a STEM Elementary Education Program Influence an Elementary Teachers Instruction and Experiences?

# publications[].publisher
Milner Library - Illinois State University

# publications[].label
University-district partnerships to improve field experiences: Associations with candidate perceptions and performance

# publications[].label
Carceral and Cathartic by Design: An Anti-Racism Historical Analysis of School Discipline in the U.S.

# publications[].label
Plantation economy religion: Black male experiences with religious antiblackness in predominantly white conservative Christian schools

# publications[].label
Chapter 10: Teaching to Empower: Social Justice Action Projects as Imperatives for Educational Justice

# publications[].label
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

# publications[].label
The Equity Paradox Typology: An Application of Critical Race Methodology to Redress Racial Harm Against Faculty of Color

# organizations[]
College of Education and Human Development

# schools[]
College of Education and Human Development

# etdChairOf[].label
Woodley, Kara Kristine (2023-08). Before Culturally Responsive Teaching…Do They Even Know Culture: Exploration of Virtual Middle  School Teacher Perception of ADHD and Culture. Doctoral Dissertation.

# etdChairOf[].label
Woodley, Kara Kristine (2023-08). Before Culturally Responsive Teaching…Do They Even Know Culture: Exploration of Virtual Middle  School Teacher Perception of ADHD and Culture. Doctoral Dissertation.