Morris Council, III Ph.D.

Associate Professor, Assistant Department Chair
Department of Special Education College of Education

678-839-6121
mcouncil@wSo5XAmEfkDKNNLeAestga.edu

Education Annex - Room 244

Download curriculum vitae for Morris Council, III Ph.D. in PDF
Morris Council, III Ph.D.
Biography

Morris Council III holds a Ph.D. from The Ohio State University in Special Education and Applied Behavior Analysis. His research, teaching, and service are conducted through a paradigm of equity and access. His research agenda focuses on instructional interventions for improving academic outcomes for culturally and linguistically diverse (CLD) individuals diagnosed with high incidence disabilities.

Education / Degrees
  • PhD, Special Education, The Ohio State University, 2016
Courses Taught
Course Sections and Syllabi

Summer 2025 Sections

Spring 2025 Sections

Fall 2024 Sections

Summer 2024 Sections

Spring 2024 Sections

Fall 2023 Sections

Summer 2023 Sections

Spring 2023 Sections

Fall 2022 Sections

Summer 2022 Sections

Spring 2022 Sections

Fall 2021 Sections

Summer 2021 Sections

Spring 2021 Sections

Fall 2020 Sections

Publication List

Yurick, A., Council III, M., Telesman, A., Musti-Rao, S., Gardner III, R., G., & Cartledge. (2024). On the science of reading: How social justice, behavior analysis, and literacy instruction converge. Behavior and Social Issues, DOI: 10.1007/s42822-023-001

Griffin, R. A., Council III, M., Ogletree, T. W., Allen, J. K., & Scullin, B. L. (2020). Building writing identities: Integrating explicit strategies with authentic writing experiences to engage at-promise writers. Teaching/Writing: The Journal of Writing

Council III, M., Gardner III, R., Cartledge, G., & Telesman, A. (2019). Improving reading within an urban elementary school: Computerized intervention and paraprofessional factors. Preventing School Failure: Alternative Education for Children and Youth, 63

Barber, M., Cartledge, G., Council III, M., Konrad, M., Gardner III, R., Telesman, A. (2018). The effects of a computer-assisted culturally relevant repeated readings on English learners’ fluency and comprehension. Learning Disabilities: A Contemporary J

Council III, M., Gibson, L., Cartledge, G. (2017) Incorporating culturally relevant pedagogy with computer based technology. In L., Gibson & F., Obiakor (Eds.). Computer based technology for special and multicultural education: Enhancing 21st century learn

Gardner III, R., & Council III, M., Watson, M. (2017) The role of literacy on the postsecondary opportunities of students with high incidence disabilities. In A. Ellis, (Eds.). Transitioning children with disabilities: From early childhood through adulthoo

Bennett, J., Gardner III, R., Cartledge, G., Ramnath, R, & Council III, M., (2017). Second-grade urban learners: Preliminary findings for a computer-assisted, culturally relevant, repeated reading intervention. Education and Treatment of Children, 40(2), 1

Council III, M., Cartledge, G., Barber, M., Green, D., Gardner III, R., (2016). Reducing risk through a supplementary reading intervention: Descriptive studies of first and second grade urban students. Behavioral Disorders, 41, 241–257.

Cartledge, G., Keesey, S., Bennett, J., Ramnath, R., Council III, M. (2016). Culturally relevant literature: What matters most to primary-aged urban Learners. Reading & Writing Quarterly: Overcoming Learning Difficulties, 32, 399–426.

Musti-Rao, S., Cartledge, G., Bennett, J. G., & Council III, M. (2015). Literacy instruction using technology with primary-age culturally and linguistically diverse learners. Intervention in School and Clinic, 50, 195–202.

Council III, M., Robinson, L., Bennett III, R., & Moody, P. (2015). Black male academic support staff: Navigating the issues with Black student-athletes. In Black Males and Intercollegiate Athletics: An Exploration of Problems and Solutions. London: Emeral

Gardner III, R., Lopes-Rizzi, G., & Council III, M. (2014). Improving educational outcomes for minority males in our schools. Interdisciplinary Journal of Teaching and Learning, 4(2), 81–94.