Pamela Williamson, PhD, Assistant Professor, Curriculum and Instruction

Pam Williamson is an Assistant Professor of Special Education. Williamson worked in inclusive elementary and middle schools as a general education teacher prior to returning to the University of Florida to pursue her doctorate in Special Education. Williamson’s research interests include inclusive teaching and learning in high-poverty settings and high-incidence disabilities. Her dissertation study used discourse analysis to better understand how dialogue shaped teacher problem and response constructions during grade-level team inclusion meetings. Her work has been published in Exceptional Children and Childhood Education.

Education

• Doctorate of Philosophy, University of Florida,, Gainesville, Florida, 2006 (Special Education)
• Master of Education , University of Florida, Gainesville, Florida, 1999 (Elementary Education, Specialization in Reading)
• Bachelor of Arts in Education, University of Florida, Gainesville, Florida, 1998 (Graduate with High Honors)

Peer-reviewed Publications

Williamson, P., Bussing, R., & Koro-Ljungberg, M. (2009). Analysis of critical incidents and shifting perspectives: Transitions in patient roles among adolescents with ADHD. Qualitative Health Research 3, 352-365

Carnahan, C., Williamson, P., Clarke, L., Sorenson-Burnworth, R. (2009). Systematic approach to supervising classroom staff: A guide for teachers. Teaching Exceptional Children 5, 34-43

Koro-Ljungberg, M., Bussing, R., Williamson, P., Mills, T., & Wilder, J. (2008). African American teenagers’ stories of attention deficit-hyperactivity disorder. Journal of Child and Family Studies, 467-485

Koro-Ljungberg, M., Bussing, R., Williamson, P., & M’Cormack, F. (2008). Reflecting on the experience sampling method in the qualitative research context: Focus on knowledge production and power during the data collection process. Field Methods, 338-355

Bondy, E., Langley, L., Mayne, D., Williamson, P., & Foorman, R. (2007). Making it meaningful and memorable: Responsive teaching in a high-stakes environment. Florida Educational Leadership 2, 52-58

Williamson, P., McLeskey, J., Hoppey, D., & Renz, T. (2006). The inclusion of students with mental retardation: An analysis of state trends. Exceptional Children, 347-361

Bussing, R., Koro-Ljungberg, M., Williamson, P., Gary, F., Garvan, C. (2006). What “Dr. Mom” ordered: A community-based exploratory study of parental self-care responses to children’s ADHD symptoms. Social Science & Medicine, 871-882

Williamson, P., Bondy, E., Langley, L., & Mayne, D. (2005). Meeting the challenge of high-stakes testing while remaining child-center: The representations of two urban teachers. Childhood Education, 190-195

Bondy, E., Mayne, D., Langley, L., & Williamson, P. (2005). From F to an A in 180 days. Educational Leadership

McLeskey, J., Hoppey, D., Williamson, P., & Rentz, T. (2004). Is inclusion an illusion? An examination of national and state trends toward the education of students with learning disabilities in general education classrooms. Learning Disabilities Research and Practice 2, 109-116

Book Chapters

Bondy, E., & Williamson, P. (2009). Dialogue as support in teacher collaborative inquiry. Perspectives on Supported Teacher Inquiry New York Taylor & Francis.

Research Support

Williamson, P., & Carnahan, C., How students with ASD make meaning from text: A grounded theory., Research Fellowship from the Office of Research’s University Research Council at the University of Cincinnati. 2009