Linda Valli
Biographic Data
| ID | 169272 |
|---|---|
| NAME | Linda Valli |
| GIVEN NAMES | Linda |
| FAMILY NAME | Valli |
| SIGNATURE | VALLI L |
| AFFILIATIONS | University of Maryland, College Park |
| VERIFIED | No |
| TOTAL WORKS | 20 |
| TOTAL CITATIONS | 149 |
| AUTHOR COUNT | 20 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1988 |
| LATEST PUBLICATION YEAR | 2016 |
| H-INDEX | 6 |
Typologizing School–Community Partnerships: A Framework for Analysis and Action
School–community partnerships are currently in the forefront of place-based urban reform efforts. But the literature on these partnerships indicates a variety of models that require different commitments and resources. Through a close review of the literature, we developed a typology of four partnership categories organized from the least to the most comprehensive in purpose and design. This typology reveals different theories of action as well a…
Teachers as Cultural Mediators: A Comparison of the Accountability Era to the Assimilation Era
This article examines teachers' relationships with foreign students during eras marked by large waves of immigration to the United States and by policies that shifted from cultural assimilation (1900–1920) to present-day accountability. We compare teachers' understandings of and instructional practices regarding foreign-born English language learners (ELL). Unlike their turn of the twentieth century counterparts whose straightforward task was ass…
Mixing It Up About Methods
The authors respond to the commentaries (this issue of Educational Researcher) on a series of articles (in the March 2009 issue of Educational Researcher) that discuss the challenges associated with measuring reading instruction. The authors argue that the teaching of reading is a complex, multifaceted phenomenon best studied through a variety of overlapping and complementary methods, quantitative and qualitative. They describe how they put this …
Where Is the Action?” Challenges to Studying the Teaching of Reading in Elementary Classrooms
The authors argue that part of the difficulty in studying the teaching of reading in elementary classrooms is determining where “the action” occurs in reading instruction. Based on their 5-year longitudinal study of fourth- and fifth-grade teachers in moderate- and high-poverty elementary schools, they describe three challenges: (a) determining key factors in the complex instructional environment that should be the focus of study, (b) determining…
Incoming Editors’ Statement and Description of Our Inaugural Issue
Who (Else) Is the Teacher? Cautionary Notes on Teacher Accountability Systems
This article examines a premise underlying teacher accountability policies, namely, that annual student learning gains can be attributed to individual teachers. After analyzing data collected in fourth‐ and fifth‐grade reading and mathematics classes in 18 schools, the authors identify forms of instructional design that rely on multiple teachers. These designs—simultaneous, supplemental, and sequential—were pervasive, particularly in higher‐pover…
The Changing Roles of Teachers in an Era of High-Stakes Accountability
This article examines the impact of federal, state, and local policies on the roles that elementary school teachers are asked to assume inside and outside the classroom. Through a detailed analysis of changes in teacher tasks over a 4-year period, the authors determined that role expectations increased, intensified, and expanded in four areas: instructional, institutional, collaborative, and learning. These changes had unanticipated, and often ne…
Creating Classroom Cultures: One Teacher, Two Lessons, and a High-Stakes Test
Using activities as its analytic focus, this article compares the classroom cultures of two reading lessons taught by the same teacher. One was from a regular reading class and the other from a reading intervention class that was designed to help students pass the high-stakes state assessment. By developing fine-grained descriptions of classroom activities and participant roles, the article offers educators and policymakers a close look at the wa…
Preservice Teachers Becoming Agents of Change: Pedagogical Implications for Action Research
This article examines the construction and experience of change agency within action research courses in preservice teacher education. Four preservice teachers' experiences of action research are analyzed, and tensions and challenges teacher educators and preservice teachers face as they attend to change processes in learning to teach are explored. This analysis suggests five central tensions in the process and pedagogy of action research: indivi…
Connecting teacher development and school improvement: Ironic consequences of a preservice action research course
Identifying Consensus in Teacher Education Reform Documents: A Proposed Framework and Action Implications
Since the publication of A Nation at Risk (National Commission on Excellence in Education, 1983), dialogue on school improvement has increasingly focused on the improvement of teacher preparation. In the mid-1980s, three reform documents, A Call for Change in Teacher Education (National Commission on Excellence in Teacher Education [NCETE], 1985), Tomorrow's Teachers (Holmes Group, 1986), and A Nation Prepared: Teachers for the 21st Century (Carn…
Institutional support for diversity in preservice teacher education
1998). Institutional support for diversity in preservice teacher education. Theory Into Practice: Vol. 37, Preparing Teachers for Cultural Diversity, pp. 114-120
A research informed vision of good practice in multicultural teacher education: Design principles
Listening to other voices: A description of teacher reflection in the United States
(1997). Listening to other voices: A description of teacher reflection in the United States. Peabody Journal of Education: Vol. 72, No. 1, pp. 67-88
Reflection: Meanings and Interpretations
The Dilemma of Race: Learning to be Color Blind and Color Conscious
Teaching before and after Professional Preparation: The Story of a High School Mathematics Teacher
Making Ethnographic Research Count
Becoming Clerical Workers
How Adequate are the Knowledge Base Frameworks in Teacher Education
Valli and Tom propose specific criteria for use in assessing knowledge base frameworks. The criteria are explained and then applied to AACTE, NCATE, and NASDTEC documents; to teacher educa tion programs; and to articles prevalent in the professional literature
The Changing Roles of Teachers in an Era of High-Stakes Accountability
This article examines the impact of federal, state, and local policies on the roles that elementary school teachers are asked to assume inside and outside the classroom. Through a detailed analysis of changes in teacher tasks over a 4-year period, the authors determined that role expectations increased, intensified, and expanded in four areas: instructional, institutional, collaborative, and learning. These changes had unanticipated, and often ne…
A research informed vision of good practice in multicultural teacher education: Design principles
Typologizing School–Community Partnerships: A Framework for Analysis and Action
School–community partnerships are currently in the forefront of place-based urban reform efforts. But the literature on these partnerships indicates a variety of models that require different commitments and resources. Through a close review of the literature, we developed a typology of four partnership categories organized from the least to the most comprehensive in purpose and design. This typology reveals different theories of action as well a…
The Dilemma of Race: Learning to be Color Blind and Color Conscious
Creating Classroom Cultures: One Teacher, Two Lessons, and a High-Stakes Test
Using activities as its analytic focus, this article compares the classroom cultures of two reading lessons taught by the same teacher. One was from a regular reading class and the other from a reading intervention class that was designed to help students pass the high-stakes state assessment. By developing fine-grained descriptions of classroom activities and participant roles, the article offers educators and policymakers a close look at the wa…
Listening to other voices: A description of teacher reflection in the United States
(1997). Listening to other voices: A description of teacher reflection in the United States. Peabody Journal of Education: Vol. 72, No. 1, pp. 67-88
Where Is the Action?” Challenges to Studying the Teaching of Reading in Elementary Classrooms
The authors argue that part of the difficulty in studying the teaching of reading in elementary classrooms is determining where “the action” occurs in reading instruction. Based on their 5-year longitudinal study of fourth- and fifth-grade teachers in moderate- and high-poverty elementary schools, they describe three challenges: (a) determining key factors in the complex instructional environment that should be the focus of study, (b) determining…
How Adequate are the Knowledge Base Frameworks in Teacher Education
Valli and Tom propose specific criteria for use in assessing knowledge base frameworks. The criteria are explained and then applied to AACTE, NCATE, and NASDTEC documents; to teacher educa tion programs; and to articles prevalent in the professional literature
Institutional support for diversity in preservice teacher education
1998). Institutional support for diversity in preservice teacher education. Theory Into Practice: Vol. 37, Preparing Teachers for Cultural Diversity, pp. 114-120
Who (Else) Is the Teacher? Cautionary Notes on Teacher Accountability Systems
This article examines a premise underlying teacher accountability policies, namely, that annual student learning gains can be attributed to individual teachers. After analyzing data collected in fourth‐ and fifth‐grade reading and mathematics classes in 18 schools, the authors identify forms of instructional design that rely on multiple teachers. These designs—simultaneous, supplemental, and sequential—were pervasive, particularly in higher‐pover…
Preservice Teachers Becoming Agents of Change: Pedagogical Implications for Action Research
This article examines the construction and experience of change agency within action research courses in preservice teacher education. Four preservice teachers' experiences of action research are analyzed, and tensions and challenges teacher educators and preservice teachers face as they attend to change processes in learning to teach are explored. This analysis suggests five central tensions in the process and pedagogy of action research: indivi…
Connecting teacher development and school improvement: Ironic consequences of a preservice action research course
Identifying Consensus in Teacher Education Reform Documents: A Proposed Framework and Action Implications
Since the publication of A Nation at Risk (National Commission on Excellence in Education, 1983), dialogue on school improvement has increasingly focused on the improvement of teacher preparation. In the mid-1980s, three reform documents, A Call for Change in Teacher Education (National Commission on Excellence in Teacher Education [NCETE], 1985), Tomorrow's Teachers (Holmes Group, 1986), and A Nation Prepared: Teachers for the 21st Century (Carn…
Teaching before and after Professional Preparation: The Story of a High School Mathematics Teacher
Mixing It Up About Methods
The authors respond to the commentaries (this issue of Educational Researcher) on a series of articles (in the March 2009 issue of Educational Researcher) that discuss the challenges associated with measuring reading instruction. The authors argue that the teaching of reading is a complex, multifaceted phenomenon best studied through a variety of overlapping and complementary methods, quantitative and qualitative. They describe how they put this …
Reflection: Meanings and Interpretations
Making Ethnographic Research Count
Making Ethnographic Research Count
Becoming Clerical Workers
How Adequate are the Knowledge Base Frameworks in Teacher Education
Valli and Tom propose specific criteria for use in assessing knowledge base frameworks. The criteria are explained and then applied to AACTE, NCATE, and NASDTEC documents; to teacher educa tion programs; and to articles prevalent in the professional literature
Teaching before and after Professional Preparation: The Story of a High School Mathematics Teacher
Reflection: Meanings and Interpretations
The Dilemma of Race: Learning to be Color Blind and Color Conscious
Listening to other voices: A description of teacher reflection in the United States
(1997). Listening to other voices: A description of teacher reflection in the United States. Peabody Journal of Education: Vol. 72, No. 1, pp. 67-88
Institutional support for diversity in preservice teacher education
1998). Institutional support for diversity in preservice teacher education. Theory Into Practice: Vol. 37, Preparing Teachers for Cultural Diversity, pp. 114-120
A research informed vision of good practice in multicultural teacher education: Design principles
Connecting teacher development and school improvement: Ironic consequences of a preservice action research course
Identifying Consensus in Teacher Education Reform Documents: A Proposed Framework and Action Implications
Since the publication of A Nation at Risk (National Commission on Excellence in Education, 1983), dialogue on school improvement has increasingly focused on the improvement of teacher preparation. In the mid-1980s, three reform documents, A Call for Change in Teacher Education (National Commission on Excellence in Teacher Education [NCETE], 1985), Tomorrow's Teachers (Holmes Group, 1986), and A Nation Prepared: Teachers for the 21st Century (Carn…
Preservice Teachers Becoming Agents of Change: Pedagogical Implications for Action Research
This article examines the construction and experience of change agency within action research courses in preservice teacher education. Four preservice teachers' experiences of action research are analyzed, and tensions and challenges teacher educators and preservice teachers face as they attend to change processes in learning to teach are explored. This analysis suggests five central tensions in the process and pedagogy of action research: indivi…
Who (Else) Is the Teacher? Cautionary Notes on Teacher Accountability Systems
This article examines a premise underlying teacher accountability policies, namely, that annual student learning gains can be attributed to individual teachers. After analyzing data collected in fourth‐ and fifth‐grade reading and mathematics classes in 18 schools, the authors identify forms of instructional design that rely on multiple teachers. These designs—simultaneous, supplemental, and sequential—were pervasive, particularly in higher‐pover…
The Changing Roles of Teachers in an Era of High-Stakes Accountability
This article examines the impact of federal, state, and local policies on the roles that elementary school teachers are asked to assume inside and outside the classroom. Through a detailed analysis of changes in teacher tasks over a 4-year period, the authors determined that role expectations increased, intensified, and expanded in four areas: instructional, institutional, collaborative, and learning. These changes had unanticipated, and often ne…
Creating Classroom Cultures: One Teacher, Two Lessons, and a High-Stakes Test
Using activities as its analytic focus, this article compares the classroom cultures of two reading lessons taught by the same teacher. One was from a regular reading class and the other from a reading intervention class that was designed to help students pass the high-stakes state assessment. By developing fine-grained descriptions of classroom activities and participant roles, the article offers educators and policymakers a close look at the wa…
Incoming Editors’ Statement and Description of Our Inaugural Issue
Mixing It Up About Methods
The authors respond to the commentaries (this issue of Educational Researcher) on a series of articles (in the March 2009 issue of Educational Researcher) that discuss the challenges associated with measuring reading instruction. The authors argue that the teaching of reading is a complex, multifaceted phenomenon best studied through a variety of overlapping and complementary methods, quantitative and qualitative. They describe how they put this …
Where Is the Action?” Challenges to Studying the Teaching of Reading in Elementary Classrooms
The authors argue that part of the difficulty in studying the teaching of reading in elementary classrooms is determining where “the action” occurs in reading instruction. Based on their 5-year longitudinal study of fourth- and fifth-grade teachers in moderate- and high-poverty elementary schools, they describe three challenges: (a) determining key factors in the complex instructional environment that should be the focus of study, (b) determining…
Teachers as Cultural Mediators: A Comparison of the Accountability Era to the Assimilation Era
This article examines teachers' relationships with foreign students during eras marked by large waves of immigration to the United States and by policies that shifted from cultural assimilation (1900–1920) to present-day accountability. We compare teachers' understandings of and instructional practices regarding foreign-born English language learners (ELL). Unlike their turn of the twentieth century counterparts whose straightforward task was ass…
Typologizing School–Community Partnerships: A Framework for Analysis and Action
School–community partnerships are currently in the forefront of place-based urban reform efforts. But the literature on these partnerships indicates a variety of models that require different commitments and resources. Through a close review of the literature, we developed a typology of four partnership categories organized from the least to the most comprehensive in purpose and design. This typology reveals different theories of action as well a…
Pedagogy (16 works) · Psychology (15 works) · Mathematics education (13 works) · Sociology (13 works) · Teacher Education and Leadership Studies (13 works) · Political science (12 works) · Computer Science (8 works) · Teacher education (8 works) · Educator Training and Historical Pedagogy (6 works) · Accountability (4 works)