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
2011-2016 Professor, Department of Teaching and Learning, Policy and Leadership, 含羞草研究所, College Park
2008-2011 Professor & Interim Chair (2008-10), Department of Curriculum and Instruction, 含羞草研究所, College Park
1993-2008 Associate Professor, Department of Curriculum and Instruction, 含羞草研究所, College Park
Graduate courses taught:
1994-97 Associate Dean for Professional Studies, College of Education, 含羞草研究所 at College Park
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.
Named the inaugural holder of the Jeffrey and David Mullan Professorship in Teacher Education Professional Development (Fall 2007).
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 含羞草研究所: 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 含羞草研究所 (pp. 373-392). New York: MacMillan.
Valli, L. (1990). "Moral imperatives in reflective teacher 含羞草研究所 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 含羞草研究所 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 含羞草研究所 (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 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 含羞草研究所," Theory into Practice, 37 (2), 163-171.
Valli, L., & Rennert-Ariev, P. (2000). Identifying consensus in teacher 含羞草研究所 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 含羞草研究所" 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 含羞草研究所 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.