Room: 2311 Benjamin Building
Phone: (301) 405-8157
Linda Valli (Ph.D., University of Wisconsin, Madison)
Professor; Education Policy and Leadership
Teaching and Learning, Policy and Leadership (TLPL)
_______________________________________________Research Interests | Bio | Honors & Awards | Publications | Curriculum Vitae |
Research focuses on teaching and teacher education, cultural diversity, and school-community partnerships.
1978-83 Ph.D. University of Wisconsin, Madison, Educational Policy Studies
1973-76 M.L.A. Johns Hopkins University, Master of Liberal Arts
1965-70 B.A. Mercy College of Detroit, English major, Secondary Teaching Certificate
Professional Work Experience
2011- Professor, Department of Teaching and Learning, Policy and Leadership, University of Maryland, College Park
2008-2011 Professor & Interim Chair (2008-10), Department of Curriculum and Instruction, University of Maryland, College Park
1993-2008 Associate Professor, Department of Curriculum and Instruction, University of Maryland, College Park
Graduate courses taught:
1994-97 Associate Dean for Professional Studies, College of Education, University of Maryland at College Park
Conducting Research on Teaching; Teaching, Professional Development and School Change; Introduction to Educational Research; Theory and Research on Teaching; Mixed Methods Research
1983-1993 Director of Teacher Education, Assistant & Associate Professor, Department of Education, Catholic University of America. (Tenure & promotion to rank of Associate Professor in 1989).
1978-83 Instructor & Research Assistant, University of Wisconsin, Madison
1971-77 Humanities, Literature and Social Studies Teacher, Mercy High School, Farmington Hills, Michigan.
Recipient of a University of Wisconsin-Madison School of Education Alumni Achievement Award (2009)
Page, R., & Valli, L. (Eds.). (1990). Curriculum differentiation: Interpretive studies of U.S. Secondary Schools. Albany, NY: State University of New York Press.
Valli, L. (Ed.). (1992). Reflective teacher education: Cases and critiques. Albany, NY: SUNY Press.
Valli, L., Croninger, R., Chambliss, M., Graeber, A., & Buese, D. (2008). Test driven: High-stakes 2 accountability in elementary schools. NY: Teachers College Press.
Chambliss, M., & Valli, L. (2011). Upper Elementary Reading Lessons: Case Studies of Real Teaching. Lanham, MD: Rowman & Littlefield.
Graeber, A., Valli, L., & Newton, K. J. (2011). Upper Elementary Mathematics Lessons: Case Studies of Real Teaching. Lanham, MD: Rowman & Littlefield.
Croninger, R. & Valli, L. (Eds.) (2012). The Challenges of Studying Quality in Teaching [Special Issue]. Teachers College Record, 114 (4).
Selected Chapters in Books
Tom, A. & Valli, L. (1990). "Professional knowledge for teachers." In W. R. Houston (Ed.). Handbook of research on teacher education (pp. 373-392). New York: MacMillan.
Valli, L. (1990). "Moral imperatives in reflective teacher education programs." In R.T. Clift, W.R. Houston, & M. Pugach (Eds.) Encouraging reflective practice: An examination of issues and exemplars (pp. 39-56). New York: Teachers College Press.
Valli, L. (1996). "Learning to teach in cross-cultural settings: The significance of personal relations." In Francisco Rios (Ed.) Teacher thinking in multicultural contexts (pp. 282-307). New York: SUNY Press.
Valli, L. (1996). "Trusting relations, preservice teachers, and multicultural schools." In D. J. McIntyre & D. Byrd (Eds.) Preparing tomorrow"s teachers: The field experience (pp: 26-40). Thousand Oaks, CA: Corwin Press.
Hawley, W. & Valli, L. (1999). "The essentials of effective professional development: A new consensus." in L. Darling-Hammond & Gary Sykes, (Eds.) Teaching as the learning profession:
Valli, L. (2000). "Facilitating reading instruction through school-wide coordination." In L. Baker, J. Dreher, & J. Guthrie (Eds.) Engaging young readers: Promoting achievement and motivation (pp. 237-263). New York: Guilford Press.
Valli, L., & Stout, M. (2004). "Continuing professional development for social studies teachers," in S. Adler (Ed.), Critical Issues in Social Studies Education (pp. 165-188). Greenwich, CN: Information Age Publishing.
Rennert-Ariev, P., Frederick, R., & Valli, L. (2005). "Mapping the reform agenda in Teacher Preparation: Challenges for teacher educators," in E. Bondy & D. Ross (Eds.), Preparing for inclusive teaching: Meeting the challenges of teacher education reform (pp. 11-31). NY: SUNY Press.
Hawley, W., & Valli, L. (2007). "Design principles for learner-centered professional development." In W. Hawley (Eds.), The keys to effective schools, 2nd Ed. (pp. 117-37). Thousand Oakes, CA: Corwin Press.
Valli, L., Rinke, C., & Ringo, S. (2007). "Preparing teachers to leave no child behind." In A. Scott & J. Freeman-Moir (Eds.), Shaping the future: Critical essays on teacher education (pp. 125-142). Rotterdam, Netherlands: Sense Publishers.
Valli, L., & Finkelstein, C. (2012). “School reform.” In J. Hattie & Eric Anderman (Eds.). The International Handbook of Student Achievement (pp. 263-65). New York: Routledge.
Valli, L. (May 1997). "Listening to other voices: A description of teacher reflection in the United States," Peabody Journal of Education, Vol. 72 (1), pp. 68-89. 3
Zeichner, K., Grant, C., Gay, G., Gillette, M., Valli, L., Villegas, A.M. (1998). "A research informed vision of good practice in multicultural teacher education," Theory into Practice, 37 (2), 163-171.
Valli, L., & Rennert-Ariev, P. (2000). Identifying consensus in teacher education reform documents: A proposed framework and action implications. Journal of Teacher Education, 51 (1), 5-17.
Valli, L. (2000). Connecting teacher development and school improvement: Ironic consequences of a preservice action research course. Teaching and Teacher Education, 16 (7), 715-730.
Valli, L., & Price, J., (2000). Deepening our understanding of praxis: Teacher educators' reflections on action research. Teaching Education, 11 (3), 267-278.
Valli, L. & Rennert-Ariev, P. (2002). New standards & assessments in teacher education" An analysis of curriculum transformation efforts, Journal of Curriculum Studies, 34 (2), 201-226.
Price, J., & Valli, L., (2005). Preservice teachers becoming agents of change: Pedagogical implications for action research. Journal of Teacher Education 56 (1), 57-72.
Valli, L., van Zee, E., Rennert-Ariev, P. Mikeska, J., Catlett-Muhammad, S., & Roy, P. (2006). Initiating and sustaining a culture of inquiry in a teacher education program. Teacher Education Quarterly, 33 (3), 97-114.
Valli, L., & Chambliss, M. (2007). Creating classroom cultures: One teacher, two lessons, and a highstakes test. Anthropology and Education Quarterly, 38 (1), 42-60.
Valli, L., Croninger, R., Walters, K. (2007). Who [else] is the teacher" A cautionary note on accountability systems. American Journal of Education, 113 (4), 635-662.
Valli, L., & Buese, D. (2007). The changing roles of teachers in an era of high-stakes accountability. American Educational Research Journal, 44 (3), 519-558.
Rinke, C., & Valli, L. (2010). Making adequate yearly progress: Teacher learning in school-based, accountability contexts. Teachers College Record, 112 (3), 645-684.
Eick, C., & Valli, L. (2010). Teachers as cultural mediators. Critical Inquiry in Language Studies, 7 (1), 54-77.
Valli, L., Croninger, R., & Buese, D. (2012). Studying high-quality teaching in a high-stakes policy environment. Teachers College Record (Special Issue), 114 (4).
Valli, L., Stefanski, A., & Jacobson, R. (forthcoming). Typologizing school-community partnerships: A framework for analysis and action. Urban Education.