2012 TC Academics
Teachers College, Columbia University
Teachers College Columbia University

Academics

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Michael G. Wilson

Professional Background

Educational Background

Ph.D., University of Maryland at College Park

Scholarly Interests

The organization of schooling through exclusion and the intersections among youth, race, disability and criminalization. 

Selected Publications

Wilson, M.G. (2013). Disrupting the pipeline: The role of school leadership in mitigating exclusion and criminalization of students. Journal of Special Education Leadership, 26(2), 61-70.

 
Krezmien, M.P., Mulcahy, C.A., Pierce, M., Travers, J., Wilson, M., & Wells, C. (2013). Reading performance of incarcerated youth: Understanding and responding to a unique population of readers. Journal of Special Education Leadership, 26(2), 71-81.

Leone, P., Wilson, M., & Mulcahy, C. (2010). Making it count: Strategies for improving mathematics instruction for students in short-term facilities. Washington, DC: National Evaluation and Technical Assistance Center for Children and Youth Who Are Neglected, Delinquent, or at Risk (NDTAC).

Wilson, M.G., Hoffman, A.V., & McLaughlin, M.J. (2009). Preparing youth with disabilities for college: How research can inform transition policy. Focus on Exceptional Children, 41(7), 1-11.


custom course list

C&T 4000- Disability, Schooling, and Exclusion

This course explores the ways dis/ability status and other facets of

identity (such as one's race, ethnicity, language background, gender, sexuality, religious

[non]affiliation, etc.) may come into play in the cultural processes of exclusion in schools.

While a premise of this course is the centrality of the intersections of multiple facets of identity

in the experience of exclusion, there is nevertheless a central focus in this course on the ways

in which ableism works in schools (albeit in concert with racism, classism, heterosexism, etc.).

This course examines the cultural and historical bases of ableism in the U.S., explores current

legal and bureaucratic structures, discourses, and practices of special education, and focuses on

pedagogical supports necessary to provide all students access to an academic education in U.S.

schools. There is a focus on inclusive schooling and an active focus on mitigating exclusion in

schools.


C&T 5030 - Quantitative Research Design in Curriculum and Teaching

This course focuses on understanding the concepts of design and

analysis of quantitative research in schools and education. The course reviews

methodological considerations for experimental, quasi-experimental, and co-relational

research with a focus on understanding issues of causal inference, sampling, validity,

measurement, hypothesis testing, analytic strategies and reporting. We use readings

of experimental and non-experimental research studies on a range of issues in the field of

education in order to critically evaluate the strengths and weaknesses of various research

design and analytic choices. Through these readings students will learn to engage in

scholarly critiques of quantitative research, conduct a methodological review of

quantitative research in an area of interest, and form a foundation for developing a

methodologically sound quantitative study.


C&T 5199 - School To Prison Pipeline

This course examines the multiple processes that result in the

school to prison pipeline, as well as the policies and practices that educators, administrators, and

advocates can enact to dismantle the pipeline. The course will evaluate the impact of federal and

local policies, incidents of school violence, and the culture of criminalizing youth behavior on

school discipline. Students will also examine student and school level risk factors for

involvement in the pipeline and the experiences of youth subjected to school failure, push-out,

and incarcerated education.