Kristen Campbell Wilcox

Kristen Campbell Wilcox
University at Albany, The State University of New York | UAlbany · Department Educational Policy and Leadership

PhD Curriculum and Instruction

About

107
Publications
29,336
Reads
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479
Citations
Introduction
Kristen Campbell Wilcox focuses her research on organizational capacities to close opportunity gaps for diverse youth. She is a bridging and translational scholar who seeks to make connections between educational policy, leadership, and teachers' practice to inform system-wide innovation and improvement.
Additional affiliations
June 2005 - December 2016
University at Albany, The State University of New York
Position
  • Professor (Assistant)
Description
  • My research investigates contextual affordances for academic achievement with a special concern for culturally and linguistically diverse students' achievement in the areas of English second language as well as academic writing development.
January 2005 - present
State University of New York
Position
  • Professor (Assistant)

Publications

Publications (107)
Article
COVID-19 prompted unprecedented disruptions to schools with challenges particularly severe for high-poverty remote rural schools. This case study recounts the story of a rural school that had participated in a research–practice partnership (RPP) multi-year improvement effort prior to the pandemic and documents the ways the RPP and the school-based...
Article
Prior research has pointed to various factors which influence rural students' aspirations; however, such factors are often treated in isolation without addressing the ways in which they interact with one another. To address these issues, this research applies Bronfenbrenner's ecological theory to an in-depth case study of a rural school located in...
Article
In the United States, advances in information technology and globalization present new social and political terrain for citizens to navigate. Preparing well-rounded young adults who are ready to meet the demands of citizenship in the 21st century—thinking critically, communicating, collaborating, and creating—is an imperative function of education....
Article
In the field of education, the lens of agency has provided a valuable conceptual alternative to deterministic portrayals of schools as oppressive institutions where teachers and students have little power over the conditions in which they teach and learn. A number of studies have investigated teacher and student agency, but few have explored the re...
Article
Despite recent gains, Latinx students still lag behind other subgroups on measures of academic attainment. Explanations for this gap have ranged from pernicious deficit ideologies to deterministic frameworks which emphasize differences in human capital. While culturally responsive pedagogies are promising alternatives, there are few studies that pr...
Article
Full-text available
This multiple case study examines practices of educators in high schools called “odds-beaters”. These schools are exemplary in that they consistently achieve better-than-predicted graduation outcomes among economically disadvantaged, African-American/Black, Hispanic/Latino, and English language learners. Findings from this study revealed that these...
Conference Paper
Secondary education that effectively prepares all youth for success upon graduation, including in civic life, is a priority for democratic societies in an information-rich, technologically complex, globalizing world. This mixed method multiple case study, conducted by an interdisciplinary team in a research-practice partnership, examines the approa...
Article
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Several decades of research has generated a near-consensus on the link between positive student outcomes and effective engagement between educators and families. Despite the widespread acknowledgement of this connection, many educators continue to struggle to engage families in ways that are both culturally responsive and sensitive to power dynamic...
Article
A growing body of literature has highlighted the importance of disciplinary and interdisciplinary language teaching for ESOL learners. With the emergence of new standards, which emphasize the integration of various language skills and competencies across content areas, the need for teachers to understand and be able to effectively teach ESOL learne...
Conference Paper
High schools that effectively serve culturally and ethnically diverse students are a national priority. This mixed methods case study examines the design and practices of high schools called “odds-beaters” because they have above-average graduate rates for ethnically, linguistically, and socioeconomically diverse students. Sample high schools are c...
Article
Full-text available
This study addresses two questions: (1) In what ways and to what extent does a research-practice partnership (RPP) using improvement-science (IS) based processes and tools impact educators’ will and capacity to engage in improvement efforts? and (2) What effect does this RPP have on targeted student outcomes? The RPP highlighted in this research wa...
Article
The importance of writing ability for academic and career advancement is increasingly a focus of education research and policy globally. In response to concerns regarding students’ writing competence, policymakers and curriculum designers have begun placing more emphasis on writing in nationwide academic standards. However, given the complexity of...
Article
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This multiple case study investigated 143 teachers’ responses to focus group questions about their experiences with the simultaneous implementation of three disruptive innovations as part of the U.S. Race-to-the-Top (RTTT) agenda: the Common Core Learning Standards, data-driven instruction, and annual professional performance reviews. We asked: How...
Article
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Rural schools have repeatedly been subjected to standardizing state and federal education policies that seek to minimize variance in instructional systems and increase the number of college- and career-ready graduates. The Race to the Top policy agenda combined standards-based and accountability-based reforms to meet these objectives and once again...
Article
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Scaling up innovation in the instructional core remains a vexing proposition. Such disruptive innovations require teachers to engage in performance adaptation. Schools vary in their capacity to support changes in teachers’ day-to-day work. By comparing distributed instructional leadership practices of “odds-beating” schools with those at “typically...
Article
COMPASS-AIM is both a set of processes and tools used by participants in a research-practice partnership (RPP) to improve organizational capacities and individual and team competencies for organizational learning and improvement. The “COMPASS” team includes teams of teachers and school leaders who work with a university researcher and expert profes...
Article
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This article reports on findings from a multiple case study investigating the nature of educators’ approaches toward monitoring English language learners’ (ELLs) performance and using data to improve instruction and apply appropriate interventions. Six New York elementary schools where ELLs’ performance was better than predicted (i.e. odds-beating)...
Book
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Three policy innovations at the heart of this book – the Common Core State Standards (CCSS), new Annual Professional Performance Review (APPR), and data driven instruction (DDI) provide a timely opportunity to join school and district improvement and policy implementation research with improvement science. This book is not just a collection of find...
Article
Full-text available
This mixed-method multiple case study investigated nine elemen­ tary schools. Six " odds-beating schools," which serve relatively high numbers of economically disadvantaged children, achieved higher than predicted performance on state assessments when compared with three typically per­ forming schools. The overarching research question guiding this...
Article
To investigate a diverse sample of adolescent writers’ experiences with disciplinary writing, this study compared 66 adolescents’ perceptions of writing through an analysis of interviews as part of a national study. Grounded in a social constructivist framework that stresses the role of agency in the development of writing competence, the study aim...
Presentation
Full-text available
This workshop will be based on findings from our 2016 study on Promising Practices to Support English Language Learner Achievement and their implications for school district leaders. Our study identified six schools in which English learners “beat the odds.” In comparison to schools with similar poverty rates and English language learners at each g...
Research
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This brief provides a summary of findings and implications from a study of middle schools with above predicted Common Core assessment outcomes.
Research
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This brief provides a summary of findings from a study of Common Core implementation in schools with above predicted Common Core assessment outcomes.
Article
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Purpose: This multiple case study investigated district leaders’ orientations and strategies as their elementary schools proceeded with state-mandated implementation of the Common Core State Standards (CCSS). We identified differences between schools achieving above-predicted outcomes on state CCSS assessments (“odds-beaters”) and schools achieving...
Conference Paper
Full-text available
This qualitative multiple case study contributes to the growing body of translational research that seeks to better understand what is needed to develop capacities for evidence-guided continuous improvement in P-12 settings. The study investigated school leadership team participants’ perceptions of an intervention called COMPASS. COMPASS engages te...
Article
This multiple case study investigated how the Common Core State Standards (CCSS) for writing and teacher evaluation system based in part on CCSS assessments might be influencing writing instruction in elementary schools. The sample included nine schools: Six achieved above-predicted performance on English Language Arts (ELA) as well as prior ELA as...
Article
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Background/Context Prior research has investigated the literacy achievement gap with particular focus on ethnically and linguistically diverse students’ performance. This study extends that research by examining the relationships among classroom instructional practices, school priorities, and district policies in higher performing schools. Purpose...
Article
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Increasing attention has been paid in recent years to the ways writing may engage adolescents in higher levels of epistemic complexity (i.e., postulating causes, reasons and other relations or theories related to scientific phenomena), yet in secondary science classrooms, writing has primarily been used for assessing students' content knowledge. Em...
Article
What kinds of challenges do educators face in increasing Native American high school graduation rates, and what kinds of adaptations to a traditional high school are understood as necessary to achieve this outcome? This case study explored these questions as part of a larger multiple case study that investigated practices and processes related to h...
Conference Paper
Full-text available
The Next Generation Science Standards (NGSS) and the Common Core State Standards (CCSS) for literacy emphasize that writing skills are critical to building knowledge in science. However, it is challenging for some adolescent ELLs to gain expertise in science writing due to a variety of factors including their prior writing experiences in their nati...
Article
Since adolescent English language learners (ELLs) are facing increasing demands to engage in advanced disciplinary writing and this type of writing is oftentimes one of the most challenging academic tasks they encounter, this study investigated their experiences with writing in English language arts, social studies, science, and mathematics classro...
Article
Full-text available
While many adolescents in U.S. school settings do not meet basic levels of writing proficiency, new standards and assessments hold all students regardless of academic performance history and language background to higher standards for disciplinary writing. In response to calls for research that can characterize a range of adolescents’ writing exper...
Article
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This yearlong ethnographic case study investigated higher and lower track adolescents’ experiences with core content-area (social studies, science, and math) writing in one urban working-class district. Teacher, student, and administrator interviews; field notes; and students’ written work comprised the data set. The findings from this study, frame...
Article
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http://jrre.psu.edu/wp-content/uploads/2014/10/29-9.pdf
Article
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Dramatic changes involving rural parents and family systems are impacting schools, communities, and entire provinces and states. The out-migration of individual parents and entire family systems worldwide is especially noteworthy becaUSeit contributes to incipient urbanization at the same time that it UShers in consequential demographic changes—wit...
Technical Report
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This study was designed to identify practices and policies within elementary and middle schools whose students exceeded performance expectations on the 2012-13 New York State assessments, the first to be aligned with and structured by the Common Core Learning Standards (CCLS). Additionally, the study was designed to investigate the effects of the n...
Article
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In recent years, there has been a renewed focus on literacy and adolescents. This hasbeen spurred in part by concerns that the majority of students in the United States donot read or write well enough to meet grade-level demands (see reports from Leeet al., 2007; National Center for Education Statistics, 2012; Salahu-Din, Persky, M National Commiss...
Article
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This study examined the nature and frequency of error in high school native English speaker (L1) and English learner (L2) writing. Four main research questions were addressed: Are there significant differences in students’ error rates in English language arts (ELA) and social studies? Do the most common errors made by students differ in ELA and soc...
Article
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This research embedded in the National Study of Writing Instruction examines higher- and lower-achieving adolescents’ stances toward content-area writing through a qualitative discourse analysis of interviews with 40 students in California, Kentucky, New York, and Texas secondary schools. The study asked: (1) How do students’ stances toward writing...
Article
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This multiple case study relied upon a socioecological framework and the lens of resilience to investigate practices and processes that are correlated with higher academic achievement among African American, Hispanic, and English language learners. Utilizing quantitative measures for sample selection of 10 higher-performing and 5 average-performing...
Article
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Using socio-ecological theory, this study explores best practice (educational practices correlated with higher student performance) in middle-school science. Seven schools with consistently higher student performance were compared with three demographically similar, average-performing schools. Best practice included instructional approaches (releva...
Article
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Higher-performing schools create conditions that enable schools to address some of the challenges of teaching high concentrations of students living in poverty.
Article
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This study employs ethnographic case study method to explore secondary English language learners' experiences with content-area writing in a U.S. public school setting. Documentary evidence, interviews, and students' written work comprise the data set. Data are interpreted through a sociocognitive theoretical lens to take into account contextual an...
Article
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Identifying what commonalities exist in high schools where students consistently outperform other demographically similar students is of particular interest to administrators and practitioners looking to increase graduation rates among all students. Schools that particularly improve the performance of students with special needs and those from dive...
Article
In this case study, a district-wide focus on the development of civic responsibility is seen as an important component in the success of higher performing middle schools. Salient features of best practice were gathered from teacher and administrator interviews and documentary evidence in 10 higher performing, yet “beating the odds” schools, and six...
Article
In this study a district-wide focus on the development of civic responsibility is seen as an important component in the success of higher performing middle schools. Salient features of best practice were gathered from teacher and administrator interviews and documentary evidence in 10 higher performing, yet “beating the odds” schools, and six avera...
Chapter
Readings in Language Studies, Volume 1: Language Across Disciplinary Boundaries presents international perspectives in several thematic section. The book's first section focuses on critical pedagogy. The authors of these chapters have embraced a non-traditional approach to language educaiton and research. It begins by taking a close look at empower...
Article
Full-text available
This article reports on a study investigating ways students from Japan studying English as a second language at an American community college encounter cultural dissonance in their classroom interactions. I take a sociocognitive view rooted in the work of Bakhtin and Vygostky to explore the ways language, culture, and cognitive processes interplay...
Article
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Assessment-driven accountability has altered the way schools deliver their services to children, and their relations with parents. Listening to how parents talk about their experiences with testing fosters an understanding of the discursive power found in the state's accountability rhetoric about learning, achievement, and assessment and how this d...

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