Biography

Dr. Allison Gilmour's research and teaching interests include special education policy, policies and interventions to improve teaching quality for students with disabilities, classroom management, and quantitative methods. She is interested in how systems-level interventions, such as policies and service delivery models, improve teacher quality for students with disabilities. Specifically, her work has examined if teaching students with disabilities is associated with general education teacher turnover, characteristics of teachers who instruct students with disabilities, teacher evaluation, and supports to improve teachers’ classroom management skills.

Research Interests

  • Classroom Management
  • School/Teacher Effectiveness
  • Special Education

Courses Taught

Number

Name

Level

EDUC 5010

Special Topics in Education

Graduate

SPED 2231

Introduction to Inclusive Education

Undergraduate

SPED 4103

Classroom Management and Positive Behavior Support

Undergraduate

SPED 5107

Understanding and Using Special Education Research

Graduate

Selected Publications

  • Spencer, M., Gilmour, A.F., Miller, A.C., Emerson, A.M., Saha, N.M., & Cutting, L.E. (2019). Understanding the influence of text complexity and question type on reading outcomes. Reading and Writing, 32(3), pp. 603-637. doi: 10.1007/s11145-018-9883-0

  • Gilmour, A.F. (2018). Has inclusion gone too far?: Weighing its effects on students with disabilities, their peers, and teachers. Education Next, 18(4), pp. 8-16.

  • Gilmour, A.F., Majeika, C.E., Sheaffer, A.W., & Wehby, J.H. (2018). The Coverage of Classroom Management in Teacher Evaluation Rubrics. Teacher Education and Special Education. doi: 10.1177/0888406418781918

  • Gilmour, A.F., Fuchs, D., & Wehby, J.H. (2018). Are Students With Disabilities Accessing the Curriculum? A Meta-Analysis of the Reading Achievement Gap Between Students With and Without Disabilities. Exceptional Children. doi: 10.1177/0014402918795830

  • Gilmour, A.F. & Henry, G.T. (2018). Who Are the Classmates of Students With Disabilities in Elementary Mathematics Classrooms? Remedial and Special Education. doi: 10.1177/0741932518789493

  • Gilmour, A.F. & Henry, G.T. (2018). A comparison of teacher quality in math for late elementary and middle school students with and without disabilities. Elementary School Journal, 118(3), pp. 426-451. doi: 10.1086/696140

  • Kraft, M.A. & Gilmour, A.F. (2017). Revisiting The Widget Effect: Teacher Evaluation Reforms and the Distribution of Teacher Effectiveness. Educational Researcher, 46(5), pp. 234-249. doi: 10.3102/0013189X17718797

  • Gilmour, A.F., Wehby, J.H., & McGuire, T.M. (2017). A preliminary investigation of using school-based coaches to support intervention fidelity of a classwide behavior management program. Preventing School Failure, 61(2), pp. 126-135. doi: 10.1080/1045988X.2016.1214907

  • Kraft, M.A. & Gilmour, A.F. (2016). Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals’ Views and Experiences. Educational Administration Quarterly, 52(5), pp. 711-753. doi: 10.1177/0013161X16653445

  • Maggin, D.M., Wehby, J.H., & Gilmour, A.F. (2016). Intensive Academic Interventions for Students With Emotional and Behavioral Disorders: An Experimental Framework. Journal of Emotional and Behavioral Disorders, 24(3), pp. 138-147. doi: 10.1177/1063426616649162

  • Chow, J.C. & Gilmour, A.F. (2016). Designing and Implementing Group Contingencies in the Classroom. TEACHING Exceptional Children, 48(3), pp. 137-143. SAGE Publications. doi: 10.1177/0040059915618197