EDITED BOOKS

Wilmot, A-M., & Thompson, C. S. (Eds.). (2022). Handbook of Research on Activating Middle Executives’ Agency to Lead and Manage During Times of Crisis. IGI Global. https://doi.org/10.4018/978-1-6684-4331-6

BOOK CHAPTERS

Wilmot, A-M. (2024). Midcareer Middle Leaders: Challenges, Coping Mechanisms, Support Systems and Prospects for Professional Growth and Development. In Marshall, I. (Ed.), Becoming an Engaged Educational Leader: Navigating Mid-Career Growth and Development, (pp.101-129).  Information Age Publishing. https://www.infoagepub.com/products/Becoming-an-Engaged-Educational-Leader

Wilmot, A-M. (2024). Six Middle Leaders Speak to Wellbeing Initiatives in Two Jamaican Teacher Training Colleges. In Walker, K.D. and Kutsyuruba, B. (Eds.) The Emerald Handbook of Wellbeing in Higher Education: Global Perspectives on Students, Faculty, Leaders, and Institutions, (pp 183-197). Emerald Publishing Limited. https://doi.org/10.1108/978-1-83797-504-420241013

Wilmot, A-M. (2024). Rural School Leadership and Digital Technologies: Understandings, Applications, Challenges, and Solutions. In: Kafa, A., Eteokleous, N. (Eds.) The Power of Technology in School Leadership during COVID-19. Studies in Educational Leadership, Vol 26, 77-104. Springer, Cham. https://doi.org/10.1007/978-3-031-51575-0_5

Thompson, C. S., & Wilmot, A-M. (2022). Power sharing in times of crisis: Jamaican teachers' reflections on principals' leadership approaches in the COVID-19 pandemic. In A-M. Wilmot, & C. Thompson (Ed.), Handbook of Research on Activating Middle Executives’ Agency to Lead and Manage During Times of Crisis (82-110). IGI Global. https://doi.org/10.4018/978-1-6684-4331-6.ch004 

Wilmot, A-M., & Thompson, C.S. (2021). “Proposition MRM - A paradigm for post crisis organizational healing: The case of Fishlake primary school.” In L. Byrd-Poller., J. Farmer, & V. Ford (Eds.), The Role of Leadership in Facilitating Healing and Renewal in Times of Organizational Trauma and Change. (pp. 206-229). I.G.I. Global. DOI: https://doi.org/10.4018/978-1-7998-7016-6.ch011

Wilmot, A-M., & Smith, M. W. (2021). Raising pre-Service professionals' voices: Preservice teachers' stances toward diverse youth literature and the power of post-colonialism. In D. Hartsfield (Ed.), Handbook of Research on Teaching Diverse Youth Literature to Pre-Service Professionals (pp. 378-397). IGI Global. DOI:10.4018/978-1-7998-7375-4.ch019. 

Wilmot, A-M. (2021). University-School Partnerships: Realities and possibilities in the Jamaican experience, In: Chandler, P.T & Barron, L. (Eds). Rethinking School-University Partnerships: A New Way Forward. (pp.383-413) Information Age Publishing.

Wilmot, A-M. (2019). Mobilizing departments of English for the Post-Method paradigm: Empowering heads of department to make the transition. In P. Feraria (Ed.), English Language Teaching in a Post-Method Paradigm (pp. 255-282). IGI Global. https://doi.org/10.4018/978-1-5225-9228-0.ch011

JOURNAL ARTICLES

Wilmot, A.-M., Burris-Melville, T., Moore, S., & Hylton-Fraser, K. (2025). Educational leadership for social transformation - IEAL-J: Readiness, resilience, Re-imagination. Power and Education, 17(2), 136-141. https://doi.org/10.1177/17577438251355713 (Original work published 2025) L&M

Wilmot, A.-M. (2025). Senior lecturers’ feelings about their college leaders’ treatment of their wellbeing: Implications for leadership readiness. Power and Education, 0(0). SAGE. https://doi.org/10.1177/17577438241312609. https://journals.sagepub.com/doi/10.1177/17577438241312609#bibr64-175774.... L&M

Wilmot, A-M., (2024a). Building Social Relationships Online: Lessons From Four Jamaican School Principals. Educational Planning. 34 (1), 45-62. https://isep.info/wp-content/uploads/2024/02/Vol-31-1-Web-Version.pdf#pa...

Thompson, C. S., & Wilmot, A-M. (2022). Jamaican teachers’ perspectives on their power and empowerment at their schools. Power and Education, 14(2), 113–127. https://doi.org/10.1177/17577438211070554

Thompson, C. S., Hutton, D. M., & Wilmot, A-M. (2022). Governance in Jamaican Schools: A qualitative exploration of the perspectives and experiences of selected stakeholders. International Studies in Educational Administration, 50(2), 20-45.