Brian WilliamsClinical Professor - Director of the Alonzo A. Crim Center for Urban Educational Excellence Early Childhood and Elementary Education
Ph.D. in Educational Studies, Emory University, 2003
M.S. in Mechanical Engineering, Georgia Institute of Technology, 1996
B.S. in Physics, Norfolk State University, 1994
Brian Williams has over 20 years of experience working in schools and other educational communities. His work is situated at the intersection of science education, urban education and education for social justice. More specifically, he is interested in the ways in which equity issues related to race, ethnicity, culture and class influence science teaching and learning and access to science literacy. His scholarly work has been published in Democracy and Education, School and Community Journal, Negro Ed Review and International Journal of Social Research Methodology. His research has been supported by grants from the National Science Foundation and the United States Department of Education.
In addition to his research, Williams has over 20 years of experience supporting the professional development of pre-service and in-service teachers. He has taught courses on topics ranging from science methods and culturally responsive pedagogy to teachers in the United States and other countries around the world. In addition to his work with teachers, he has also developed science and mathematics curricula, served as an educational adviser to various schools and professional organizations and taught science to both middle and elementary school students.
As the director of the Alonzo A. Crim Center for Urban Educational Excellence, he is responsible for implementing service programs, conducting research and providing technical assistance aimed at cultivating excellent educational experiences for children living in urban communities. Under his leadership, the Center has hosted sponsored projects aimed at addressing early literacy, access to STEM education, college access and readiness, housing security and workforce development for opportunity youth. As director of the Center, he has been awarded grants from JP Morgan Chase, the Georgia Commission for Service and Volunteerism, the Atlanta Police Foundation, the Arthur M. Blank Family Foundation, State Farm and the Atlanta Housing Association.
Before joining the faculty at Georgia State University, Williams coordinated the Math/Science Equity Program (MSEP) at the University of North Carolina at Charlotte. The program examined the link between parental involvement and the tracking of African American students in science. Because of his extensive work in the fields of science education, multicultural education and urban education, Williams has also served as a consultant to organizations such the National Science Foundation (NSF), the Educational Development Center (EDC), and Quality Education for Minorities (QEM), and the Children’s Museum of Atlanta.
Williams holds degrees from Emory University (Ph.D., 2003), Georgia Institute of Technology (M.S., 1996), and Norfolk State University (B.S., 1994). He is also a former Ford Foundation Fellow and Spencer Fellow.
Britner, S., Williams, B., Pecore, J, Gagne, P, Demetrikopoulos, M., Poh, R., Carruth, L., Goode, C., DeHaan, R., & Frantz, K. (2012). Portraits of science self-efficacy: Four undergraduate women in a summer research experience. Journal of Women and Minorities in Science and Engineering. 18(3): 273-293.
Williams, B., May, L.A., & Williams, R. F. (2012). Flowers, fruits, and fingers: Preservice teachers write about difficult topics for a child audience. Multicultural Education, 19(3), 27-33.
Williams, B. (2012). Early Mathematical Experiences of Successful African American Scientists, Engineers, and Mathematicians. Journal of Urban Mathematics Education. 5(1):55-65.
Johnston, A, Butler, M., Mensah, F. & Williams, B (2011). Playing with Science: Models for Engaging Communities. Children, Youth and Environments, 21(2): 312-324.
Williams, B. (2011). In search of a better way: Cultivating critical consciousness in urban elementary teachers. Science Education at the Crossroads. San Antonio, TX, National Science Foundation.
Dangel, J., C. Dooley, Swars, S., Truscott, D., Smith, S., & Williams, B. (2009). Professional development schools: A study of change from the university prospective. Action in Teacher Education. 30(4): 3-17.
Truscott, D., S. Smith, Swars, S., Smith, S., Thorton-Reid, F., Zhao, Y, Dooley, C., Williams, B., Hart, L. & Matthews, M. (2010). A cross-disciplinary examination of the prevalence of mixed methods in educational research: 1995-2005. International Journal of Social Research Methodology. 12(5): 317-328.
Williams, B. (2009). Restructuring elementary science education within alternative preparation programs. Science Education at the Crossroads. Portland, OR, National Science Foundation.
Williams, B. and S. Lemmons-Smith (2009). Perspectives on equity and access in mathematics and science for a 21st century democracy: Re-visioning our gaze. Democracy and Education. 18(3): 23-28.
Cousins, L., Mickelson, R., L., Williams, B. & Velasco, A. (2008). Race and class challenges in community collaboration for educational change. School and Community Journal. 18(2): 29-52.
Williams, B. (2008). Collective agency as a means of ensuring equal access and opportunity in science education. Science Education at the Crossroads. Alta, Utah, National Science Foundation.
Matthews, L. & Williams, B. (2007). Beyond commentaries of despair: Reengineering pathways to design in the schooling of Black men. Negro Education Review. 58(3).
Williams, B. (2009) Teach Freedom: Education for Liberation in the African American Tradition by C. Payne & C. S. Strickland. International Journal of Multicultural Education, 11(2). Retrieved from International Journal of Multicultural Education website: http://ijme-journal.org/index.php/ijme
Book Chapters in Edited Volumes
Stinson, D., Jett, C., & Williams, B. (2012). Counterstories from mathematically successfully African American male students: Implications for mathematics teachers and teacher educators. In J. Leonard & D. Martin (Eds) Beyond the Numbers and Toward New Discourse: The Brilliance of Black Children in Mathematics. Charlotte, NC: Information Age Publishers.
Britner, S., Williams, B., Pecore, J., Gagne, P., Demetrikopoulos, M., Poh, R., Carruth, L., Goode, C., DeHaan, R., & Frantz, K. (2012). Scientific research self-efficacy among undergraduates: Current contexts and approaches for measurement. In S. Britner (Ed), Self Efficacy in School and Community Settings (Perspectives on Cognitive Psychology). Nova Publishers.
Feinberg, J., Williams, B., Taylor, D., Matthews, L., Curry, K., Matthews, L & Black, L. (2012). Making a difference in PDS teacher development and retention. In C. Bohan & J. Many (Eds.), Clinical Teacher Education: Reflections from an Urban Professional Development Network. Charlotte, NC: Information Age Publishers.
Mickelson, R., L. Cousins, Velasco, A. & Williams, B. (2011). Taking math and science to Black parents: Promises and challenges of a community-based intervention for educational change. In C. C. Yeakey and W. Tate (Eds). Research on Schools, Neighborhoods, and Communities: Toward Civic Responsibility. Rowman & Littlefield Publishers.
Obidah, J., Jackson-Minot, M., Monroe, C. & Williams, B. (2004). Crime and punishment: Moral dilemmas in the inner city classroom. In V. Siddle-Walker & J. Snarey (Eds). Racing Moral Formation: African American Voices on Care, Justice, and Moral Education. New York: Teachers College Press.