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




SPED 2231

Introduction to Special Education


SPED 8101

Trends and Issues in Special Education


EPSY 8627

Introduction to Research Design and Methods


Selected Publications

  • Goldman, S.E. & Gilmour, A.F. (2021). Educating Students with Autism Spectrum Disorders: Is Teacher Certification Area Associated with Academic Outcomes? J Autism Dev Disord, 51(2), pp. 550-563. United States. doi: 10.1007/s10803-020-04561-w

  • Sheaffer, A.W., Majeika, C.E., Gilmour, A.F., & Wehby, J.H. (2021). Classroom Behavior of Students With or At Risk of EBD: Student Gender Affects Teacher Ratings But Not Direct Observations. Behavioral Disorders, 46(2), pp. 96-107. doi: 10.1177/0198742920911651

  • Gesel, S.A., Foreman-Murray, L., & Gilmour, A.F. (2021). Sufficiency of Teachers’ Access to Resources and Supports for Students With Disabilities. Teacher Education and Special Education. doi: 10.1177/08884064211046237

  • Gilmour, A.F., Sandilos, L.E., Pilny, W.V., Schwartz, S., & Wehby, J.H. (2021). Teaching Students With Emotional/Behavioral Disorders: Teachers’ Burnout Profiles and Classroom Management. Journal of Emotional and Behavioral Disorders. doi: 10.1177/10634266211020258

  • Gilmour, A.F. & Jones, N.D. (2020). Policies That Define Instruction: A Systematic Review of States’ and Districts’ Recommendations for Evaluating Special Educators. Educational Researcher, 49(9), pp. 645-655. doi: 10.3102/0013189X20935039

  • Gilmour, A.F. & Wehby, J.H. (2020). The association between teaching students with disabilities and teacher turnover. Journal of Educational Psychology, 112(5), pp. 1042-1060. doi: 10.1037/edu0000394

  • Gilmour, A.F. (2020). Teacher Certification Area and the Academic Outcomes of Students With Learning Disabilities or Emotional/Behavioral Disorders. Journal of Special Education, 54(1), pp. 40-50. doi: 10.1177/0022466919849905

  • Bettini, E., Gilmour, A.F., Williams, T.O., & Billingsley, B. (2020). Predicting Special and General Educators’ Intent to Continue Teaching Using Conservation of Resources Theory. Exceptional Children, 86(3), pp. 310-329. doi: 10.1177/0014402919870464

  • Gilmour, A.F. & Henry, G.T. (2020). Who Are the Classmates of Students With Disabilities in Elementary Mathematics Classrooms? Remedial and Special Education, 41(1), pp. 18-27. doi: 10.1177/0741932518789493

  • Bruhn, A., Gilmour, A., Rila, A., Camp, A.V., Sheaffer, A., Hancock, E., Fernando, J., & Wehby, J. (2020). Treatment Components and Participant Characteristics Associated With Outcomes in Self-Monitoring Interventions. Journal of Positive Behavior Interventions. doi: 10.1177/1098300720946651

  • Gilmour, A.F., Majeika, C.E., Sheaffer, A.W., & Wehby, J.H. (2019). The Coverage of Classroom Management in Teacher Evaluation Rubrics. Teacher Education and Special Education, 42(2), pp. 161-174. doi: 10.1177/0888406418781918

  • Gilmour, A.F., Fuchs, D., & Wehby, J.H. (2019). Are Students With Disabilities Accessing the Curriculum? A Meta-Analysis of the Reading Achievement Gap Between Students With and Without Disabilities. Exceptional Children, 85(3), pp. 329-346. doi: 10.1177/0014402918795830

  • 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. Read Writ, 32(3), pp. 603-637. Netherlands. doi: 10.1007/s11145-018-9883-0

  • Neugebauer, S.R. & Gilmour, A.F. (2019). The Ups and Downs of Reading Across Content Areas: The Association Between Instruction and Fluctuations in Reading Motivation. Journal of Educational Psychology. doi: 10.1037/edu0000373

  • 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.

  • Chow, J.C. & Gilmour, A.F. (2018). Designing and Implementing Group Contingencies in the Classroom: A Teacher’s Guide. Teaching Exceptional Children, 50(4), pp. 213-219. doi: 10.1177/0040059918757945

  • 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. (2016). Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals' Views and Experiences. Educ Adm Q, 52(5), pp. 711-753. United States. 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. doi: 10.1177/0040059915618197

  • Gilmour, A.F., Shanks, C., & Winters, M.A. Choice, Mobility, and Classification: Disaggregating the Charter School Special Education Gap. Remedial and Special Education, pp. 074193252211154-074193252211154. SAGE Publications. doi: 10.1177/07419325221115421

  • Harper, J., Gilmour, A.F., & Galea, N. Trends in the Potential Supply of New Special Educators. Exceptionality, pp. 1-17. Informa UK Limited. doi: 10.1080/09362835.2022.2134867