Robert L. Williams, Ph.D.

Professor

Curriculum Vita

Education

B.A.  David Lipscomb College
M.A.  George Peabody College
Ph.D. George Peabody College

Research Interests

Instructor questions, instructor feedback, cooperative learning, written daily assignments, vocabulary development, balanced classroom participation, quality of class discussion, multiple-choice testing, self-recording, critical thinking, and sociopolitical values

Scholarly Honors

The research study, "The Utility of Behavior Management Techniques in Changing Interracial Behaviors," honored by the Journal Press as a Carl Murchison Memorial Paper (only the second study to receive this distinction) and accepted for immediate publication in The Journal of Psychology.

The dissertation, “The Relationship between Selected Psychological, Environmental and Behavioral Variables and Health Status of Americans in Middle Adulthood,” (written by Sandra Thomas and chaired by Robert Williams) honored as the top dissertation in the College of Education in 1983.

The dissertation, “Effects of Self-recording and Contingent Credit on Balancing Participation across Students,” (written by Katy Krohn and chaired by Robert Williams) honored as the top dissertation in the College of Education, Health, and Human Sciences in 2009.

Nominated in 1982 and 1991 by the Department of Educational and Counseling Psychology for the Chancellor’s Research Scholar Award.

Received the John Tunstall Award for Outstanding Achievement in Teaching, Research, and Service in the College of Education in 1996.

Nominated by the College of Education for University Distinguished Professor Award in 1998.

Received the Award for Outstanding Researcher in the College of Education in 2001.

The research article “Article Publications, Journal Outlets, and Article Themes for Current Faculty in APA-Accredited School Psychology Programs: 1995-1999” selected as one of two finalists for top article of the year in the School Psychology Quarterly in 2004.

Recent Publications (2002-2010)

Book

Long, J. D., & Williams, Robert. L. (2005). Making It Till Friday (5th ed.) Princeton Book Company.  (authored book)

Articles (2002-2010)

Krohn, K. R., Foster, L. N., McCleary, D. F., Aspiranti, K. B., Nalls, M. L., Quillivan, C. C., Taylor, C. M. & Williams, R. L. (in press). Reliability of students’ self-recorded participation in class discussion. Teaching of Psychology.

McCleary, D. F., Quillivan, C. C., Foster, L. N., & Williams, R. L. (in press). Meta-analysis of correlational relationships between perspectives of truth in religion and major psychological constructs. Psychology of Religion and Spirituality.

Williams, R. L., Aspiranti, K. B., & Krohn, K. R. (in press). Critical thinking and sociopolitical values reflective of political ideology. Inquiry: Critical thinking across the disciplines. 

Krohn, K. R., Asiranti, K. B., Foster, L. N., McCleary, D. F., Taylor, C. M., Nalls, M. L., Quillivan, C. C., & Williams, R. L. (2010). Effects of self-recording and contingent credit on balancing participation across students. Journal of Behavioral Education, 19, 134-155.

Foster, L. N., Krohn, K. R., McCleary, D. F., Aspiranti, K. B., Nalls, M. L., Quillivan, C. C., Taylor, C. M., & Williams, R. L. (2009). Increasing low-responding students’ participation in class discussion. Journal of Behavioral Education, 18, 173-188.

McCleary, D. F., Nalls, M. N.. & Williams, R. L. (2009). Types of patriotism as primary predictors of continuing support for the Iraq War. Journal of Political and Military Sociology. 37, 77-94.

McCleary, D. F., & Williams, R. L. (2009). Sociopolitical and personality correlates of militarism in democratic societies. Peace and Conflict: Journal of Peace Psychology, 15, 161-187.

Oh, E-J., Williams, R. L., Bliss, S. L., & Krohn, K. R. (2009). Constructive and blind patriotism: Relationship to emphasis on civil liberties, national security, and militarism in a Korean and American university. Korean Social Science Journal, XXXVI, 93-122.

Von Mizener, B. H., & Williams, R. L. (2009). The effects of student choices on academic performance. Journal of Positive Behavior Interventions, 11, 110-128.

Williams, R. L., Foster, L. N., & Krohn, K. R. (2008). Relationship of patriotism measures to critical thinking and emphasis on civil liberties versus national security. Analyes of Social Issues and Public Policy, 8, 130-156.

Williams, R. L., & Quillivan, C. C. (2008). The relationship of political evangelicalism to critical thinking and selected sociopolitical values in 2007. Journal of Religion & Society, 20, 1-18.

Jaspers, K. E., Skinner, C. H., Williams, R. L., & Saecker, L. B. (2007). Effects of problem order on accuracy, preference, and choice of multiplication assignments. The Behavior Analyst Today, 8, 347-359.

Williams, R. L., Skinner, C. H., & Jaspers, K. E. (2007). Extending research on the validity of brief reading comprehension rate and level measures to college course success. The Behavior Analyst Today, 8, 163-174.

Bliss, S., Oh, E. J., & Williams, R. (2007). Militarism and sociopolitical perspectives among college students in the U.S. and South Korea. Peace and Conflict: Journal of Peace Psychology, 13, 175-199.

Oh, E. J., Bliss, S., & Williams, R. (2007). Christian fundamentalism and prominent sociopolitical values among college students in a South-Korean university. Journal of Religion & Society, 9, 1-13.

Turner, H., & Williams, R. L. (2007). Generic vocabulary development and performance on multiple-choice exams. Journal of College Reading and Learning, 37, 64-81.

Williams, R. L., Oh, E. J., & Bliss, S. L. (2007). Christian conservatism and prominent sociopolitical values among teacher-education students in a Southeastern university. Journal of Religion & Society, 9, 1-13.

Turner, H. C., Bliss, S., Hautau, B., Carroll, E., Jaspers, K. E., & Williams, R. L. (2006). Brief daily writing activities and performance on major multiple-choice exams. The Journal of General Education,55, 221-246..

Hautau, B., Turner, H. C., Carroll, E., Jaspers, K., Parker, M. Krohn, K., & Williams, R. L. (2006). Differential daily writing contingencies and performance on major multiple-choice exams. Journal of Behavioral Education, 15, 256-273.

Carroll, E., Williams, R. L., & Hautau, B. (2006). Cooperative learning contingencies: Unrelated versus related individual and group contingencies. Journal of Behavioral Education, 15, 191-202.

Hautau, B., Turner, H. C., Carroll, E., Jaspers, K., Krohn, K., Parker, M., and Williams, R.L. (2006). Differential daily writing conditions and performance on major multiple-choice exams. Journal of Behavioral Education, 15, 181-188.

Williams, R. L., Bliss, S. L., & McCallum, R. S. (2006). Christian conservatism and militarism among teacher-education students. Review of Religious Research, 48, 17-32.

Williams, R. L. (2006). Academic freedom in higher education within a conservative sociopolitical culture. Innovative Higher Education, 31, 5-25.

Oliver, R., & Williams, R. L. (2006). Performance pattern of high, medium, and low performers during and following a reward versus non-reward contingency phase. School Psychology Quarterly, 21, 119-147.

Bain, S., Williams, R. L., Isaacs, R., Williams, A., & Stockdale, S. (2006). Undergraduates’ evaluations of developmental claims and their identification of information sources. Innovative Higher Education, 30, 345-360.

Williams, R. L. (2005). Targeting critical thinking within teacher education: The potential impact on society. The Teacher Educator, 40, 163-187.

Williams, R. L., Carroll, E., & Hautau, B. (2005). Individual accountability in cooperative learning groups at the College level: Differential Effects on High, Average, and Low Exam Scores.  Journal of Behavioral Education, 14, 167-188.

Oliver, R., & Williams, R. L. (2005). Direct and indirect effects of completion versus accuracy contingencies on practice-exam and actual-exam performance. Journal of Behavioral Education, 14, 141-152.

Williams, R. L., Oliver, R., & Stockdale, S.  (2004). Psychological versus generic critical thinking as predictors and outcome measures in a large undergraduate human development course. Journal of General Education, 53, 37-58.

Skinner, C. H., Williams, R. L., & Neddenriep, C. (2004). Using interdependent group-oriented reinforcement to enhance academic performance in general education classrooms. School Psychology Review, 33,383-397.

Williams, R. L., & Clark, L. (2004). College students’ ratings of student effort, student ability, and teacher input as correlates of student performance on multiple-choice exams. Educational Research, 46, 229-239.

Carper, R., & Williams, R. L. (2004). Article publications, journal outlets, and article themes for current faculty in APA-accredited school psychology programs: 1995-1999.  School Psychology Quarterly, 19, 141-165.

Williams, R. L., & Stockdale, S. (2004). Classroom motivation strategies for prospective teachers. The Teacher Educator, 39, 212-230.

Stockdale, S., & Williams, R. L. (2004). Cooperative learning groups at the college level: Differential effects of high, average, and low exam performance. Journal of Behavioral Education,13, 37-50.

Williams, R. L., Oliver, R., Allin, J., Winn, B., & Booher, C. (2003). Knowledge and critical thinking as course predictors and outcomes. Inquiry: Critical Thinking across the Disciplines, 22, 57-63.

Williams, R. L., Bain, S. K., Stockdale, S., Issacs, R., & Williams, A. (2003). Role of critical thinking in judging the accuracy and sources of claims in human development. Inquiry: Critical Thinking across the Disciplines, 22, 65-72.

Williams, R. L., & Stockdale, S. (2003). High-performing students with low critical thinking skills. Journal of General Education, 52, 200-226.

Williams, R. L., Oliver, R., Allin, J., Winn, B., & Booher, C. (2003). Psychological critical thinking as a course predictor and outcome variable. Teaching of Psychology, 30, 220-223.

Wallace, M., & Williams, R. L. (2003). Multiple-choice exams: Explanations for student choices. Teaching of Psychology, 30,136-139.

Williams, R. L., & Worth, S. (2002). Thinking skills and work habits: Contributors to course performance. Journal of General Education, 51, 200-227.

Williams, R. L., & Eggert, A. (2002). Notetaking in college classes: Student patterns and instructional strategies. Journal of General Education, 51, 173-179.

Williams, R. L. (2002). Creative performance in the classroom. Inquiry: Critical Thinking across the Disciplines, 22, 7-20.

Williams, R. L., & Eggert, A. (2002). Notetaking predictors of test performance. Teaching of Psychology, 29, 234-237.

Academic Program

School Psychology

Courses Taught and Supervised

Ed Psych 210    Psychoeducational Issues in Human Development
Ed Psych 515    Educational Applications of Behavioral Theories of Learning 

Major Academic Responsibilities

Preparing GTAs for the Ed Psych 210 course to become college-level instructors

Personal Interests and Hobbies

Tennis, fitness activity, hiking, and travel

 

Updated 08/19/2011

Contact Information

1122 Volunteer Boulevard
516 Jane and David Bailey Education Complex
Knoxville, TN 37996-3452

Phone: 865-974-6625
Fax: 865-974-0135
Email: bobwilliams@utk.edu