1978-83 Ph.D. University of Wisconsin, Madison, 黑料大事al 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
2011-2016 Professor, Department of Teaching and Learning, Policy and Leadership, 黑料大事, College Park
2008-2011 Professor & Interim Chair (2008-10), Department of Curriculum and Instruction, 黑料大事, College Park
1993-2008 Associate Professor, Department of Curriculum and Instruction, 黑料大事, College Park
Graduate courses taught:
1994-97 Associate Dean for Professional Studies, College of 黑料大事, 黑料大事 at College Park
1983-1993 Director of Teacher 黑料大事, Assistant & Associate Professor, Department of 黑料大事, 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.
Named the inaugural holder of the Jeffrey and David Mullan Professorship in Teacher 黑料大事 Professional Development (Fall 2007).
Recipient of a University of Wisconsin-Madison School of 黑料大事 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).
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 黑料大事 (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). 鈥淪chool reform.鈥 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 黑料大事, 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 黑料大事, 51 (1), 5-17.
Valli, L. (2000). Connecting teacher development and school improvement: Ironic consequences of a preservice action research course. Teaching and Teacher 黑料大事, 16 (7), 715-730.
Valli, L., & Price, J., (2000). Deepening our understanding of praxis: Teacher educators' reflections on action research. Teaching 黑料大事, 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 黑料大事 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 黑料大事 Quarterly, 33 (3), 97-114.
Valli, L., & Chambliss, M. (2007). Creating classroom cultures: One teacher, two lessons, and a highstakes test. Anthropology and 黑料大事 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 黑料大事, 113 (4), 635-662.
Valli, L., & Buese, D. (2007). The changing roles of teachers in an era of high-stakes accountability. American 黑料大事al 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 黑料大事.