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Faculty/Staff Directory

Department of Educator Preparation and Leadership

Gayle A. Wilkinson received her Ed.D. in Secondary Education/ Teacher Development and M.S. in Biology from the University of Illinois at Urbana-Champaign. Her undergraduate degree (BA) was in Biology with teacher certification from Olivet Nazarene University. Before becoming a teacher she was a research biologist. Dr. Wilkinson taught middle school science, high school biology, and supervised student teachers before coming to UM-St. Louis.

Dr. Wilkinson is a member of the honorary society of Phi Kappa Phi, the American Educational Research Association, Association for Supervision and Curriculum Development, and a college representative for the American Association of Colleges for Teacher Education. At UM-St. Louis she has been active in developing program curricula for teacher education, graduate degrees, and post-degree certification for the College of Education. Dr. Wilkinson serves as the Chairperson for the Secondary Education Department, and on several College and Campus committees. She also serves on several doctoral student committees in the area of curriculum and instruction and on a local school board.

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e-mail

wilkinsong@umsl.edu

phone

(314) 516-4804

office

369 Marillac Hall

Education

Professor Wilkinson earned bachelor and master degrees in biology then received her Doctor of Education degree from the University of Illinois at Urbana-Champaign in 1989. Her Ed.D emphasized secondary education with a special focus on teacher education. Professor Wilkinson taught middle school science and language arts, high school biology, and supervised student teachers before coming to UM-St. Louis in 1990. She is a member of the honorary Society of Phi Kappa Phi. At UM-St. Louis she has led many faculty committees for developing the teacher education program, the new M.Ed. degree, and the Knowledge Base and Conceptual Framework for the College of Education. She chaired the Teacher Education Committee for 10 years and serves on various committees for the Division and College. Professor Wilkinson serves as a Co-Director for the alternative certification program: Career Transition Certification Program.  

Research and Teaching

My research emphasis is on many aspects of teacher development, including teaching conditions of first year teachers, the effects of mentoring on quality of the induction of first year teachers, urban teaching and alternative routes to teacher certification.

I enjoy teaching courses in instructional design, methods of teaching and curriculum planning and design at both the undergraduate and graduate levels. I also enjoy working with doctoral students in areas of curriculum and instruction. Through the Career Transition Certification Program I developed materials to train mentors in the St. Louis Public Schools.

Competitive Presentations
Wilkinson, G.A. Graduate Certification Program to Increase Urban Math and Science Teachers.

  • Paper presented at the annual meeting of the Holmes Partnership, Orlando, FL, January, 2008
  • Wilkinson, G.A. & Lichliter, R. Assistance Received by Alternatively Certified Urban Teachers.
  • Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA, April, 2006.
  • Wilkinson, G.A. & Trevarrow, L. Impact of Urban Mentors - 4 Cases.
  • Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA,  April, 2006.
  • Wilkinson, G.A. & Trevarrow, L. Impact of Induction on Urban Beginning Teachers,
  • Paper presented at the annual meeting of the American Educational Research Association, Montreal, Ont.  April, 2005.

Representative Publications

  • Wilkinson, G.A. (2009). Supportive induction slows the revolving door. Research in Comparative and International Education, 4 (1) http://www.wwwords.co.uk/rcie/content/pdfs/4/issue4_1.asp
  • Wilkinson, G.A. (1997). Beginning teachers identify gaps in their induction programs, Journal of Staff Development, 18, 2, 48-51.
  • Wilkinson, G.A. (1996). Enhancing microteaching through additional feedback from preservice administrators. Teaching and Teacher Education, 12(2), 211-221.