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GSE Profiles
Staff Contact: Ann Foley
Judith Warren Little
Professor
Policy, Organization, Measurement, and Evaluation
Office: 3613 Tolman Hall
Phone: 510-207-0868
Email: jwlittle@berkeley.edu
Website:
Office: 3659 Tolman Hall
Phone: 510-642-0709
Email: afoley@berkeley.edu
Judith Warren Little's research interests center on the organizational and occupational contexts of teaching, with special attention to teachers' collegial relationships and to the contexts, policies, and practices of teachers' professional development. In pursuing these interests, she attempts to balance attention to the daily life of schools “ the search for locally situated meanings, identities, and relationships “ with a broader view of the larger social, institutional, and policy environments in which the work of teaching resides.
Ph.D., University of Colorado, Sociology
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BooksSiskin, L.S. & Little, J.W. (Eds.) (1995). The subjects in question: Departmental organization and the high school. New York: Teachers College Press.Little, J.W. & McLaughlin, M.W. (eds.) (1993). Teachers' work: Individuals, colleagues, and contexts. New York: Teachers College Press.
Articles (Refereed Journals, Proceeding)Little, J. W. (2003). Inside teacher community: Representations of classroom practice. Teachers College Record 105(6): 913-945.Little, J. W., M. Gearhart, M. Curry & J. Kafka (2003). 'Looking at student work' for teacher learning, teacher community, and school reform. Phi Delta Kappan 83 (5), 184-192.
Little, J.W. (2003). Professional community and the problem of high school reform. International Journal of Educational Research, 37 (8), 693-714
Little, J.W. (2003). Constructions of teacher leadership in three periods of policy and reform activism. School Leadership & Management 23(4), 401-419.
Little, J. W. & Bartlett, L. (2002). Career and commitment in the context of comprehensive school reform. Teachers and teaching: Theory and practice 8 (3), 345-354.
Little, J.W. (2002) Locating learning in teachers' professional community: Opening up problems of analysis in records of everyday work. Teaching and Teacher Education 18 (8), 917-946.
Little, J.W. (1996). The emotional contours and career trajectories of (disappointed) reform enthusiasts. Cambridge Journal of Education 26 (3), 345-359.
Little, J.W. (1995). Contested ground: The basis of teacher leadership in high schools that restructure. Elementary School Journal 96 (1), 47-63.
Little, J.W. (1993) Teachers' professional development in a climate of educational reform. Educational Evaluation and Policy Analysis. 15 (2), 129-151.
Little, J.W. (1990). The mentor phenomenon and the social organization of teaching. Review of Research in Education, 16, 297-351.
Little, J.W. (1990). The persistence of privacy: Autonomy and initiative in teachers' professional relations. Teachers College Record 91 (4), 509-536.
Little, J.W. (1989). District policy choices and local professional development opportunities. Educational Evaluation and Policy Analysis, 11(2): 165-179.
Little, J.W. (1984). Seductive images and organizational realities in professional development. Teachers College Record, 86(1): 85-102.
Little, J.W. (1982). Norms of collegiality and experimentation: Workplace conditions of school success. American Educational Research Journal 19:3: 325-340.
Book ChaptersLittle, J.W. & Horn, I.S. (in press). 'Normalizing' problems of practice: Converting routine conversation into a resource for learning in professional communities. In L. Stoll and K. S. Louis (eds.) Professional learning communities: Divergence, detail and difficulties. Maidenhead, England: Open University Press.Little, J.W. (in press). Teachers' accounts of classroom experience as a resource for professional learning and instructional decision making. In P. Moss (ed.), Evidence and decision making: 2007 NSSE Yearbook. Blackwell.
Little, J.W. & Curry, M.W. (in press). Structuring talk about teaching and learning: The use of evidence in protocol-based conversation. In L. Earl & H. Timperley (eds). Professional learning conversations: Challenges in using evidence. Springer.
Little, J.W. (2004). 'Looking at student work' in the United States: Countervailing impulses in professional development. In C. Day & J. Sachs (eds.), International Handbook on the Continuing Professional Development of Teachers (pp. 94-118). Buckingham, UK: Open University Press.
Little, J. W. (2001). Professional development in pursuit of school reform. In A. Lieberman & L. Miller (Eds.), Teachers caught in the action: Professional development that matters (pp. 28-44). New York: Teachers College Press.
Little, J. W. (2001). Teachers' work at the turn of the century. In J. Oelkers (Ed.), Futures of education: Essays from an interdisciplinary symposium (pp. 281-303). Bern: Peter Lang.
Little, J.W. (1999). Organizing schools for teacher learning. In L. Darling-Hammond and G. Sykes (eds.), Teaching as the learning profession: Handbook of teaching and policy., pp. 233-262. San Francisco: Jossey Bass.
Little, J.W. (1995). Subject affiliation in high schools that restructure. In L.S. Siskin & J.W. Little (Eds.), The subjects in question: Departmental organization and the high school (pp. 172-200). New York: Teachers College Press.
Little, J.W. (1993). Professional community in comprehensive high schools: The two worlds of academic and vocational teachers. In J.W. Little and M.W. McLaughlin (eds.). Teachers' work: Individuals, colleagues, and contexts, pp. 137-163, New York: Teachers College Press.
Little, J.W. (1990) Conditions of professional development in secondary schools. In M.W. McLaughlin and J.E. Talbert (Eds.), The context of teaching in secondary schools: Teachers' realities. New York: Teachers College Press.
Little, J.W. (1987). Teachers as colleagues. In V. Richardson-Koehler (Ed.), Educators' Handbook: A Research Perspective, pp. 491-518. New York: Longman.
Monographs/Technical & Research ReportsLittle, J.W. (2006). Professional development and professional community in the learning-centered school. Arlington, VA: National Education Association.
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2005- 2009 Co-principal investigator, Effects of Content-Focused and Practice-Based Professional Development Models on Teacher Knowledge, Classroom Practice, and Student Learning in Science (National Science Foundation; with WestEd and Heller Research Associates)1999-2002 Co-principal investigator (with Maryl Gearhart), Review of Student Work as a Vehicle for Instructional Improvement. Wallace-Reader÷s Digest Funds.
1998-2002 Principal investigator, Teachers Professional Development in the Context of Secondary School Reform. Spencer Foundation ($150,000)
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Endowed chair: Carol Liu Professor of Education Policy (2002)
National Academy of Education Elected member (2000)
Spencer Foundation Faculty Mentor Award (1996-1998)
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National Academy of Education
American Educational Research Association
American Sociological Association
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Development of Professional Learning Communities
Professional Development for Educators
Teacher Development
Teachers' Work
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Last Modified: 3/12/07
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