W alter Doyle *

WALTER DOYLE

Teaching, Learning, and Sociocultural Studies

College of Education

University of Arizona

Tucson, Arizona 85721

520-***-****

abqsg8@r.postjobfree.com

EDUCATION

1967 Ph.D. Curriculum and Instruction, University of

Notre Dame, Notre Dame, Indiana

1963 M.A.T. Education and English, University of Notre

Dame, Notre Dame, Indiana

1962 B.A. English, University of Notre Dame, Notre

Dame, Indiana

PROFESSIONAL EXPERIENCE

1985 - present Professor, Department of Teaching and Teacher Education,

College of Education, University of Arizona

Fall, 2010 Visiting Professor, ICLON Graduate School of Teaching,

Leiden University, The Netherlands

Summer, 1988 Visiting Professor, Faculty of Education and Science and

Mathematics Education Centre, Curtin University of

Technology, Perth, Western Australia

1981 - 1985 Research Scientist and Director, Research in Classroom

Learning and Teaching Program, Research and Development

Center for Teacher Education, The University of Texas at

Austin

1975 - 1981 Associate Professor, Division of Secondary Education,

College of Education, North Texas State University, Denton.

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1973 - 1975 Assistant Professor, Division of Secondary Education,

College of Education, North Texas State University, Denton,

Texas

1967 - 1973 Assistant Professor, Department of Graduate Studies in

Education, University of Notre Dame, Notre Dame, Indiana

1965 - 1967 English Teacher, Kennedy Junior High School, Penn-Harris-

Madison School Corporation, Mishawaka, Indiana

1962 - 1963 English Teacher, Washington High School, South Bend

School Corporation, South Bend, Indiana

HONORS AND AWARDS

2007 Eramus Circle Fellow, College of Education, The University of Arizona

Extraordinary Faculty Award, The University of Arizona Alumni Association, 2006

Nominated to be a Fellow of the Center for Advanced Studies in the Behavioral

Sciences, 1999

Phi Delta Kappa Young Educational Leader Award, 1981

GRANTS

Key Personnel, Beyond Bridging: Co-Education of Preservice and Inservice Elementary Teachers

in Science and Mathematics. Funded by the National Science Foundation (DRL-

1019860). September 2010-August, 2014. $2,223,107.

Principal Investigator, UA Teacher Preparation Research and Evaluation Project (TPREP).

Funded by the Arizona Community Foundation, 2007-2010. $54,000.

Co-Principal Investigator with David Galbraith (Plant Sciences), Martha Narro (Biochemistry),

Robert MacArthur (Renewable Natural Resources), and Roger Smith (Arizona Research

Labs), Planning for Hypermedia-based Curriculum Reform. Planning proposal submitted

to the National Science Foundation, April 15, 1994. $100,000.

Co-Principal Investigator with Ian Westbury (University of Illinois) and Rudy Kunzli

(Didacticuum Aarau), R. (1992). The German didactic tradition: Implications

for pedagogical research. Funded by the Spencer Foundation, 1992 -1999.

$7500.

Co-Principal Investigator with Martha Narro (Biochemistry), Martinez J. Hewlett

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(Molecular and Cellular Biology), W. F. Larson (Tucson Unified School District),

(1992). University of Arizona Biology Teaching Project . Funded by the National

Science Foundation, Teacher Enhancement Division, 1992-1997. $584,083.

Research Project on Student Mediating Responses in Teaching Effectiveness,

funded by the Basic Skills Group of the National Institute of

Education, January 1, 1977 to May 31, 1978 (NIE -G-76-0099).

A Study of Writing in Junior High School Classes, funded by North Texas

State University Organized Research Funds, 1979-80.

Development of an Ecological Model of Classrooms, funded by North Texas

State University Organized Research Funds, 1977-78.

Research on Student Response Variables in Teaching, funded by North Texas

State University Organized Research Funds, 1976-77.

Director, Research on Classroom Learning and Teaching Program, Research

and Development Center for Teacher Education, University of Texas

at Austin, funded by the National Institute of Education, February,

1982 to August, 1985.

RELATED PROFESSIONAL ACTIVITIES

Member, Editorial Advisory Board, Journal of Curriculum Studies, 1997-2009.

USA Co-Editor, Journal of Curriculum Studies, 1994-1997.

Member, International Editorial Board, Teaching and Teacher Education, 1993-

1999.

Vice President for Division K, American Educational Research Association, 1986-

1988

Associate Editor, American Educational Research Journal, 1985 to 1987

Associate Editor, Elementary School Journal, 1980 to 1985

Editor, Elementary School Journal, 1978 to 1980

Editorial Consultant, South Pacific Journal of Teacher Education, 1988 2008.

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Member, Research and Information Committee, American Association of Colleges

for Teacher Education. 1991-1995

Member, Editorial Board, Handbook of Research on Teacher Education

Member, Editorial Board, Handbook of Research on Teaching, 3rd edition

Chair, AACTE Outstanding Dissertation Award Committee, 1988 -89

Member, Editorial Board, The Educational Forum, 1976 to 1979

Research Reviewer, Journal of Teacher Education, 1977 to 1979

Member, Research Review Panel, National Center for Research on Teacher Educa-

tion, Michigan State University, 1987 to 1990

Reviewer, American Educational Research Journal, American Journal of Education,

Curriculum Inquiry, Educational Psychologist, Elementary School Journal,

Journal of Curriculum Studies, Journal of Research in Mathematics

Education, Journal of School Psychology, Learning and Instruction, Reading

Research Quarterly, Review of Educational Research, Sociology of

Education, Teachers College Record.

Member, National Advisory Panel, Project Aim>Teacher Education, Matsushita

Foundation and the College of Education, University of Tennessee,

Knoxville

Chair, Technical Review Panel, Center on Effective Elementary and Middle

Schools, NIE Competition for Research and Development Centers, 1985

Co-chair, Special Interest Group on Classroom Management, American Educational

Research Association, 1983, 1984, and 1985

Chair, Nominating Committee for President -elect and Council Member-at-large,

American Educational Research Association, 1984

Member, Outstanding Book Award Committee, American Educational Research

Association, 1985-87

Program Chair, Division C, Section 2 (Teaching and Teacher Education), 1978

Annual Meeting, American Educational Research Association

Member, Yearbook Committee, Association for Supervision and Cur riculum

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Development, 1976

PUBLICATIONS

Osher, D., Bear, G., Sprague, J., & Doyle, W., (2010). How can we improve

school discipline? Educational Researcher. (Special issue on school

violence and school safety.)

Doyle, W. (2009). Situated practice: A reflection on person-centered classroom

management. Theory into Practice, 48(2), 68-73.

Carter, K., & Doyle, W. (2008). Rethinking the path toward teacher expertise: A

narrative event. Proceedings of the 6th Annual Hawaii International

Conference on Education, Honolulu, HI: The Conference.

Carter, K., Doyle, W., & Romano, M. (2007). Themes in pre -service teachers

narratives of classroom events. Proceedings of the 5th Annual Hawaii

International Conference on Education, Honolulu, HI: The Conference.

Doyle, W., with K. Carter (2003) Narrative and learning to teach: Implications for

teacher-education curriculum. Journal of Curriculum Studies, 35, 129-137.

Morgan-Fleming, B., & Doyle, W. (1997). Children's interpretations of curriculum

events. Teaching and Teacher Education, 13(5), 499-511.

Doyle, W. (1997). Heard any really good stories lately? A critique of the critics of

narrative in educational research. Teaching and Teacher Education, 13(1),

93-99.

Doyle, W. & Carter, K. (1996). Educational psychology and the education of

teachers: A reaction. Educational Psychologist, 31(1), 23-28.

Doyle, W. (1995). Unterschungen zum umgesetzten Curriculum. Zeitschrift fur

Padagogik, 33, 143-161.

Carter, K., & Doyle, W. (1995). Teacher -researcher relationships in the study of

teaching and teacher education. Peabody Journal of Education, 70, 162-

174.

W alter Doyle 6

Carter, K., & Doyle, W. (1995). Preconceptions in learning to te ach. The

Educational Forum, 59(2), 186-195.

Doyle, W. (1995). Los procesos del curricuum en la ensenanza efectiva y

responsable. Revista del Instituto de Investigaciones en Ciencias de las

Educacion, 4(6), 3-11. (Reprint of Constructing curriculum in t he

classroom. In F. K. Oser, A. Dick, & J. Patry (Eds.), Effective and

responsible teaching: The new synthesis. San Francisco, CA: Jossey-Bass.)

Doyle, W., & Westbury, I. (1992). Die Ruckbesinnung auf den Unterrichtsinhalt in

der Curriculum und Bildungsforschung in den USA. Bildung und

Erziehung, 45, 137-157.

Doyle, W. (1990). Classroom knowledge as a foundation for teaching. Teachers

College Record, 91, 347-360.

Doyle, W. (1990). Case methods in the education of teachers. Teacher Education

Quarterly, 17, 7-15.

Doyle, W. (1989). Review of The subject matters: Classroom activity in math and

social studies by Susan S. Stodolsky. American Journal of Education, 97,

430-433.

Doyle, W. (1988). Work in mathematics classes: The context of students' thinking

during instruction. Educational Psychologist, 23, 167-180.

Doyle, W. (1986). Content representation in teachers' definitions of academic

work. Journal of Curriculum Studies, 18, 365-379.

Doyle, W. (1986). Teacher education as part-time work. Teacher Education

Quarterly, 13, 37-40.

Carter, K., & Doyle, W. (1985). Review of Time and School Learning by L. W.

Anderson. Journal of Curriculum Studies, 17, 470-472.

Doyle, W. (1985). Recent research on classroom management: Implications for

teacher preparation. Journal of Teacher Education, 36(3), 31-35.

Doyle, W. (1985). Effective teaching and the concept of the master teacher.

Elementary School Journal 86, 27-33.

W alter Doyle 7

Doyle, W. (1985). Learning to teach: A new direction in research on teacher

education. Journal of Teacher Education, 36(1), 31-32.

Doyle, W. (1985). La investigacion sobre el contexto del aula: Hacia un

conocimiento basico para las practica y la politica de formacion del

profesorado. Revista di Educacion (Madrid), 277, 29-42.

Doyle, W. (1984). How order is achieved in classrooms: An interim report.

Journal of Curriculum Studies, 16, 259-277.

Doyle, W., & Carter, K. (1984). Academic tasks in classrooms. Curriculum

Inquiry, 14, 129-149.

Doyle, W., & Rutherford, W. (1984). Matching learning and teaching styles: A

critique. Theory into Practice, 23(1), 20-25.

Doyle, W. (1983). Academic work. Review of Educational Research, 53, 159-

199.

Doyle, W. (1982). Stalking the mythical student. Elementary School Journal, 82,

529-533.

Doyle, W. (1981). Research on classroom contexts. Journal of Teacher Educa-

tion, 32(6), 3-6.

Doyle, W. (1979). Classroom effects. Theory into Practice, 18, 138-144.

Doyle, W. (1979). Sensitivity training with an academic twist (review).

Contemporary Psychology, 24, 490-491.

Doyle, W. (1978). Interpreting teaching effectiveness research. Viewpoints, 54,

141-153.

Doyle, W. (1978). Are students behaving worse than they used to behave?

Journal of Research and Development in Education, 11(3), 3-16.

Doyle, W. (1977). Learning the classroom environment: An ecological analysis.

Journal of Teacher Education, 28(6), 51-55.

Doyle, W. (1977). The uses of nonverbal behaviors: Toward an ecological model

of classrooms. Merrill-Palmer Quarterly, 23, 179-192.

Doyle, W. & Ponder, G. (1977/78). The practicality ethic in teacher decision

W alter Doyle 8

making. Interchange, 8(3), 1-12.

Doyle, W., & Olszewski, R. (1976). Environmental influence on professional

behavior: A case of elementary teaching. Journal of Educational Research,

70, 55-59.

Doyle, W., & Ponder, G. (1976). Schooling as symbol: The ideal of equality.

Educational Forum, 40, 403-413.

Doyle, W. (1976). Educational opportunity: A national commitment. Educational

leadership, 33, 252-256.

Doyle, W., & Ponder, G. (1975). Classroom ecology: Some concerns about a

neglected dimension of research on teaching. Contemporary Education, 46,

183-188.

Doyle, W., & Olszewski, R. (1975). Colleague interaction and teacher perfor-

mance. Education, 95, 276-279.

Doyle, W. (1975). Helping beginning teachers manage classrooms. National

Association of Secondary-School principals Bulletin, 59, 38-41.

Doyle, W., & Boger, D. (1975). Guidelines for supervising teachers. Texas Study

of Secondary Education Research Journal, 16, 14-16.

Doyle, W. (1975). Review of The use and misuse of computers in education, by A.

B. Ellis. Educational Studies, 5, 301.

Doyle, W., & Redwine, J. (1974). Effect of intent-action discrepancy and student

performance feedback on teacher behavior change. Journal of Educational

Psychology, 66, 750-755.

Doyle, W. (1974). Improving teaching: Recent trends. High School Journal, 58,

53-57.

Doyle, W., with Copeland, W. (1973). Laboratory skill training and student

teacher classroom performance. Journal of Experimental Education, 42, 16-

21.

Doyle, W. (1972). Human functions in teaching. Notre Dame Journal of

Education, 3, 126-39.

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Doyle, W. (1970). The superviso r's role in negotiation: A critique. Educational

Leadership, 27, 475-479.

Doyle, W. (1970). Open sesame: Television and the preschool child. Notre Dame

Journal of Education, 1, 69-76.

Doyle, W. (1968). The supervisor as behavior specialist. National Catholic

Educational Association Bulletin, 65(2), 42-48.

Books

Doyle, W., (in preparation). A primer of curriculum theory. New York: Erlbaum.

Doyle, W., & Good, T. L. (Eds.). (1982). Focus on teaching. Chicago: Univer-

sity of Chicago Press.

Doyle, W. (1969). Supervision: Key to effective teaching. NCEA Paper No. 10.

Dayton, Ohio: Pflaum Press and the National Catholic Educational

Association.

Book Chapters

Doyle, W. (in press). The teacher and the curriculum: From document to

performance. In T. Wubbels, J. van Tartwijk, P. den Brok, & J. Levy

(Eds.), Interpersonal relationships in education. Rotterdam: Sense

Academic Publishers.

Doyle, W. (2009). Competency as a blurred category in curriculum theory. In F.

Oser, U. Renold, E. G. John, E. Winther, & S. Weber (Eds.), VET boost:

Towards a theory or professional competencies: Essays in honor of Frank

Achtenhagen (pp. 175-188). Rotterdam: Sense Publishers.

Doyle, W., & Carter, K. (in press). Preface. In T. Nault and F Lacourse,

L'enseignant et la qestion de classe. Montreal: Editions Logiques, 2009.

Doyle, W. (2006). Ecological approaches to classroom management. In C.

Evertson and C. Weinstein (Eds.), Handbook of classroom management:

Research, practice, and cont emporary issues (pp. 97-125). New York:

Erlbaum.

Carter, K., & Doyle, W. (2006). Classroom management in early childhood and

elementary classrooms. In C. Evertson and C. Weinstein (Eds.), Handbook

of classroom management: Research, practice, and cont emporary issues (pp.

W alter Doyle 10

373-406). New York: Erlbaum.

Carter, K., & Doyle, W. (1996). Personal narrative and life history in learning to

teach. In J. Sikula (Ed.), Handbook of research on teacher education (2nd

ed.; 120-142). New York: Macmillan.

Carter, K., Doyle, W., & Riney, M. (1995). Expert -novice differences in teaching.

In A. Ornstein (Ed.), Teaching: Theory into practice (257-272). Boston:

Allyn and Bacon.

Doyle, W. (1995). Studying the enacted curriculum. In S. Hopmann & K.

Riquarts (Eds.), Didaktik and/or curriculum. Kiel, Germany: Institut fur die

Padagogik der Naturwissenschaften.

Doyle, W. (1995). Curriculum theory in the preparation of teachers. In K.

Riquarts & S. Hopmann (Eds.), Proceedings of the Symposium "Didaktik

and/or Curriculum." Kiel, Germany: Institut fur die Padagogik der

Naturwissenschaften.

Doyle, W. (1995). Critical perspective on the case of Mary Anne Reed -Brown. In

J. M. Herbert and R. F. McNergney (Eds.), Guide to foundations in action

videocases: Teaching and learning in multicultural settings. Boston, Allyn

and Bacon.

Doyle, W. (1992). Constructing curriculum in the classroom. In F. K. Oser, A.

Dick, & J. Patry (Eds.), Effective and responsible teaching: The new

synthesis. San Francisco, CA: Jossey-Bass.

Doyle, W. (1992). Curriculum and pedagogy. In P. W. Jackson (Ed.), Handbook

of research on curriculum. (pp. 486-516). New York: Macmillan.

Doyle, W. (1991). Classroom tasks: The core of learning from teaching. In M. S.

Knapp & P. M. Shields (Eds.), Better schooling for the children of poverty:

Alternatives to conventional wisdom. Berkeley, CA: McCutchan.

Doyle, W. (1990). Classroom management techniques. In O. Moles (Ed.), Student

discipline strategies: Research and practice. New York: State University of

New York at Albany Press.

Doyle, W. (1990). Themes in teacher education research. In W. R. Houston (Ed.),

Handbook of research in teacher education. New York: Macmillan.

W alter Doyle 11

Doyle, W. (1990). Classroom knowledge as a foundation for teaching. In S.

Tozer, T. H. Anderson, & B. B. Armbruster (Eds.), Foundational studies in

teacher education. New York: Teachers College Press.

Doyle, W. (1989). Classroom management techniques. In O. C. Moles (Ed.),

Strategies to reduce student misbehavior. Washington, DC: Office of

Research, Office of Educational Research and Improvement, U. S.

Department of Education.

Carter, K., & Doyle, W. (1989). Classroom research as a resource for the graduate

preparation of teachers. In A. Woolfolk (Ed.), Beyond the debate:

Research perspectives on the graduate preparation of teachers. Englewood

Cliffs, NJ: Prentice-Hall.

Doyle, W. (1988). Curriculum effects in research on teaching. In J. Williamson &

B. J. Fraser (Eds.), Research on teaching: Issues, findings and new

directions. Perth, WA: Research Seminar and Workshop Series, Faculty of

Education, Curtin University of Technology.

Carter, K., & Doyle, W. (1987). Teachers' knowledge structures and

comprehension processes. In J. Calderhead (Ed.), Exploring teachers'

thinking. London: Holt, Rinehart and Winston.

Doyle, W., & Carter, K. (1987). How order is achieved in classrooms. In N.

Hastings & J. Schwieso (Eds.), New directions in educational psychology:

2. Behavior and motivation in the classroom. (77-92). London: Falmer

Press.

Doyle, W. (1987). Effective teaching and the concept of master teacher. In

Effective classroom instruction. Bloomington, Indiana: Phi Delta Kappa

Center on Evaluation, Development, and Research.

Doyle, W. (1987). The classroom as a workplace: Implications for staff

development. In M. Wideen & I. Andrews (Eds.), Staff development for

school improvement: A focus on the teacher . (38-54) London: Falmer

Press.

Doyle, W. (1987). Research on teaching effects as a resource for improving

instruction. In M. Wideen & I. Andrews (Eds.), Staff development for

school improvement: A focus on the teacher . (91-102) London: Falmer

Press.

W alter Doyle 12

Doyle, W., & Carter, K. (1987). Cho osing the means of instruction. In V. Koehler

(Ed.), Educator's handbook: Research into practice. New York: Longman.

Doyle, W. (1987). Vision and reality: A reaction to issues in curriculum and

instruction for compensatory education. In B. I. Williams, (Ed.), Designs

for compensatory education: Conference proceedings and papers.

Washington, D.C.: REA, Inc.

Doyle. W. (1986). Classroom organization and management. In M. C. Wittrock

(Ed.), Handbook of research on teaching (3rd ed.). New York: Macmillan.

Doyle, W. (1986). Paradigmes de recherche sur l'efficacite des enseignants.

Translated by G. Henry & S. Osterrieth. In M. Crahay & D. Lafontaine

(Eds.), L'art et la science de l'enseignement: Hommage a Gilbert de

Landsheere. Belgique: Editions Labor.

Doyle, W. (1986). Academic work. In T. M. Tomlinson & H. J. Walberg (Eds.),

Academic work and educational excellence: Raising student productivity.

Berkeley: McCutchan.

Doyle, W., with Hall, G. E., & Hoffman, J. V. (1986). The s chools and preservice

education: Expectations and reasonable solutions. In T. J. Lasley (Ed.),

National Commission for Excellence in Teacher Education: Background

papers. Washington, D.C.: AACTE

Doyle, W. (1985). The knowledge base for adaptive instruction: A perspective

from classroom research. In M. Wang & H. J. Walberg (Eds.), Adapting

instruction to student differences: A synthesis of theory, research, and

practice. Berkeley: McCutchan.

Doyle, W. (1985). Effective secondary classroom practices. In R. Kyle (Ed.),

Reaching for excellence: An effective schools sourcebook. Washington,

D.C.: National Institute for Education.

Doyle, W. (1985). Paradigms for research on teaching. In T. Husen & N.

Postlethwaite (Eds.), International encyclopedia of education: Research and

studies. Oxford: Pergamon.

Doyle, W. (1984). Classroom research: An overview. In L. Lomas (Ed.),

Classroom research. Geelong, Victoria, Australia: Deakin University Press.

W alter Doyle 13

Doyle, W. (1984). Basic questions in research on teaching. In L. Lomas (Ed.),

Classroom research. Geelong, Victoria, Australia: Deakin University Press.

Carter, K., & Doyle, W. (1984). Variations in academic tasks in high and average

ability classes. In L. Lomas (Ed.), Classroom research. Geelong, Victoria,

Australia: Deakin University Press.

Doyle, W. (Ed.). (1983). Writing instruction (A special issue). Elementary School

Journal, 84, 1-110.

Doyle, W., & Carter, K. (1982). Teaching effectiveness research. In C. A. Reamis

& K. S. Snyder (Eds.), Perspectives on teacher performance: Conceptual,

methodological, and legal. Lubbock, TX: Texas Association for

Supervision and Curriculum Development.

Doyle, W. (1980). Classroom management . West Lafayette, IN: Kappa Delta Pi.

Doyle, W. (1980). Learning the classroom environment: An ecological analysis.

In J. Smyth & R. Bates (Eds.), Educational leadership in schools. Geelong,

Victoria, Australia: Deakin University Press.

Doyle, W. (1979). Classroom tasks and student abilities. In P. Peterson & H.

Walberg (Eds.), Research on teaching. Berkeley: McCutchan.

Doyle, W. (1979). Making managerial decisions in classrooms. In D. L. Duke

(Ed.), Classroom management . 78th yearbook of the National Society for

the Study of Education (Part 2). Chicago: University of Chicago Press.

Doyle, W. (1978). Paradigms for research on teaching effectiveness. In L. S.

Shulman (Ed.), Review of research in education 5. Itasca, IL: F. E.

Peacock.

Doyle, W. (1976). Educatio n for all: The triumph of professionalism. In O. L.

Davis, Jr. (Ed.), Perspectives on curriculum development 1776-1976.

ASCD Yearbook. Washington, D.C.: Association for Supervision and

Curriculum Development.

Doyle, W., & Ponder, G. (1976). Sources for curriculum history. In O. L. Davis,

Jr. (Ed.), Perspectives on curriculum development 1776-1976. ASCD

Yearbook. Washington, D.C.: Association for Supervision and Curriculum

W alter Doyle 14

Development.

Doyle, W., & Ponder, G. (1976). Schooling as symbol: The ideal of equality. In J.

Frymier (Ed.), Equality and liberty in education. West Lafayette, IN:

Kappa Delta Pi.

Doyle, W. (1966). The effect of counselor values: Theory and resear ch. In N. J.

Pallone (Ed.), Readings for catholic counselors (3rd ed.). Kenosha, WI:

National Catholic Guidance Conference.

Research Reports

Ian Westbury, Walter Doyle, Stefan Hopman, Rudold Kunzli, & Kurt Riquarts.

(1994). The German didaktik tradition: Implications for pedagogical

research. Final Report to the Spencer Foundation. Urbana-Champaign, IL:

University of Illinois.

Doyle, W. (1991). Image processing for teaching project: Evaluation report . A

Report to the National Science Foundation. Tucson, AZ: University of

Arizona.

Doyle, W., & Sanford, J. (1985). Managing students' work in secondary classro-

oms: Practical lessons from a study of classroom tasks (R&D Rep. No.

6193) Austin: Research and Development Center for Teacher Education,

The University of Texas at Austin.

Doyle, W., Sanford, J. P., Nespor, J. K., & Schmidt -French, B. (1985). Managing

academic tasks in high school science and English classes: Background and

methods (R&D Rep. No. 6192). Austin: Research and Development

Center for Teacher Education, The University of Texas at Austin.

Doyle, W. (1985). Task systems, content, and meaning in secondary classrooms

(R&D Rep. No. 6198). Austin: Research and Development Center for

Teacher Education, The University of Texas at Austin.

Doyle, W., Sanford, J. P., Nespor, J. K., & Schmidt-French, B. (1984). Managing

academic tasks in high school science and English classes: Background and

methods (R&D Rep. No. 6192). Austin: Research and Development

Center for Teacher Education, The University of Texas at Austin.

W alter Doyle 15

Doyle, W., Sanford, J. P., Schmidt -French, B., Emmer, E. T., & Clements, B. S.

(1984). Patterns of academic work in junior high school science, English,

and mathematics classes: A final report (R&D Rep. No. 6190). Austin:

Research and Development Center fo r Teacher Education, The University of

Texas at Austin.

Doyle, W., Sanford, J., Clements, B., French, B., & Emmer, E. (1983). Managing

academic tasks: Interim report of the junior high school study (R&D Rep.

No. 6186). Austin: Research and Development Center for Teacher

Education, The University of Texas at Austin.

Doyle, W., Sanford, J., & Emmer, E. (1982). Managing academic tasks in junior

high school: Background, design, and methodo logy (R&D Rep. No. 6185).

Austin: Research and Development Center for Teacher Education, The

University of Texas at Austin.

Doyle, W. (1982). Design for analyzing classroom activities (R&D Rep. 6130).

Austin: Research and Development Center for Teacher Education, The

University of Texas at Austin.

Doyle, W. (1980). Student mediating responses in teaching effectiveness (Final

Report NIE-G-76-0099). Denton, Texas: North Texas State University.

ERIC Document Reproduction Number ED 187 698.

Doyle, W. (1979). The tasks of teaching and learning in classrooms (R&D Rep.

No. 4103). Austin: Research and Development Center for Teacher

Education, The University of Texas at Austin. Paper presented as an invited

address at the annual of the American Educational Research Association,

San Francisco, CA, April, 1979.

Doyle, W. (1978). How do teaching effects occur? (R&D Rep. No. 4104).

Austin: Research and Development Center for Teacher Education, The

University of Texas at Austin.

Doyle, W. (1977). Classroom research. Paper prepared for the Task Force on

Learning and Teaching, National Institute of Education.

PRESENTATIONS

Doyle, W. (2010). Teaching as a curriculum process: Westbury s legacy for

curriculum studies. Paper to be presented at the annual meeting of the

W alter Doyle 16

American Educational Research Association, Denver, April.

Doyle, W. (2010). The ecology of curriculum enactment: Frame and task

narratives. Invited presentation at the International Conference on

Interpersonal Relationships in Education, April 28, Boulder, Colorado.

Doyle, W. (2009). An ecological approach to classroom engagement and

management. Invited presentation in a symposium on Combining

Ecological Approaches to Classroom Engagement and Management,

School-wide Positive Behavior Supports and Social Emotional Learning:

Research to Practice Challenges at the 8th Biennial International Conference

on Children and Youth with Behavioral Disorders, Denver, Colorado,

September 25

Doyle, W. (2009). The curriculum and the teacher: From document to

performance. Invited paper presented at the Quality Assurance for

Netherlands Universities (QANU) Seminar, Utrecht, The Netherlands,

November 20.

Doyle, W. (2007). Competency as a blurred category in curriculum theory. Invited

keynote address at the international conference, Research on Vocational

Education and Training for International Comparison and as International

Comparison, Seminar f r Wirtschaftsp dagogik at Georg-August-

Universit t, G ttingen, Germany, September 25-28.

Doyle, W. (2007). Toward a comprehensive perspective on classroom

management. Paper presented at a symposium, A Person-Centered

Approach to Classroom Management: How and Why It Makes a

Difference, at the annual meeting of the American Educational Research

Association, Chicago.

Paradigm, genre, and activity in the study of classroom management and the

curriculum. (April, 2006). Paper presented at the annual meeting of the

American Educational Research Association, San Francisco.

(With K Carter, April 2005). The genius and legacy of Paul Gump. Paper

presented at the annual meeting of the American Educational Research

Association, Montreal.

(With K. Carter, April 2002) Narrative and learning to teach: Implications for

teacher education curriculum. Paper presented at the annual meeting of t he

American Educational Research Association as part of a Division K

W alter Doyle 17

symposium on Issues in Curriculum, Instruction, and Teacher Education,

New Orleans.

Authenticity. (April 2000). Paper presented at a symposium on Concepts in

Modern Teaching at the annual meeting of the American Educational

Research Association, New Orleans.

Curriculum processes in teaching. (1998). Proceedings of the Dean s forum: The

advancement of knowledge and practice in education. Tucson: College of

Education, University of Arizona.

Heard any really good stories lately? A critique of the critics of narrative in

educational research. (April, 1996). Paper presented at the Annual Meeting

of the American Educational Research Association, New York, April.

(with Ian Westbury). Why Didaktik might be of interest to Americans. (April,

1994). Paper presented at the annual meeting of the American Educational

Research Association, New Orleans, April 4-8, 1994.

Curriculum theory in the preparation of teachers. (October 1993). Paper prepared

for the Symposium "Didaktik and/or Curriculum," held at the IPN,

University of Kiel, Germany.

Content theories associated with the introduction of image processing in secondary

school classrooms. (April 1992). Paper presented at the annual meeting of

the American Educational Research Association, San Francisco.

The place of didactics in curriculum in the United States. (April 1992). Paper

presented at the annual meeting of the American Educational Research

Association, San Francisco.

The search for curriculum processes in research on teaching. (May 1991). Invited

paper presented at the Institute of Educational Research, University of Oslo,

Norway.

New directions in the study of teaching. (May 1991). Invited paper presented at

the Department of Education, Uppsala University, Sweden.

(with Barbara Morgan). Children's interpretations of curriculum events: An

exploratory study. (April 1991). Paper presented at the annual meeting of

the American Educational Research Association, Chicago.

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How teachers and students manage the experienced curriculum. (September, 1990).

Invited paper presented at the International Symposium on Research on

Effective and Responsible Teaching, University of Fribourg, Fribourg,

Switzerland.

Teachers' curriculum knowledge. (April, 1990). Symposium paper presented at the

annual meeting of the American Educational Research Association, Boston.

Whatever happened to all the research in classroom management ? (April, 1990).

Keynote address at the invited symposium of the SIG/Classroom

Management, presented at the annual meeting of the American Educational

Research Association, Boston.

Themes in teacher education research. (February, 1990). Paper presented at the

annual meeting of the Association for Teacher Educators, Las Vegas.

Issues in defining the core professional knowledge in teaching. (February, 1990).

Paper presented to the National Board for Professional Teaching Standards,

Miami.

Curriculum enactment: A framework for understanding teaching. (January, 1990).

Address in the Distinguished Educators Forum, Baylor University.

Classroom knowledge as a foundation for teaching. (May, 1989). Paper presented

at the conference on "Foundational Studies in Teacher Education: A R e-

examination," sponsored by the College of Education, University of Illinois

at Urbana-Champaign and the Midwest Holmes Group.

Where is research on teaching headed? (February, 1989). Colloquium, School of

Education, University of Michigan, Ann Arbor.

Curriculum effects in research on teaching. (August, 1988). Presentation in the

Research Seminar and Workshop Series, Curtin University of Technology,

Perth, Australia.

Work in mathematics classes. (August, 1988). Presentation at the Science and

Mathematics Education Centre Seminar Series, Curtin University of

Technology, Perth, Australia.

Aspects of curriculum in teacher education. (July, 1988). Presentation at the

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Seminar Program, School of Education, Tasmanian State Institute of

Technology, Launceston, Tasmania, Australia.

Progress and promise in teacher education: A curriculum perspective. (July, 1988).

Invited Keynote Address at the Joint Conference of the South Pacific

Association for Teacher Education and the International Council on

Education for Teaching, Sydney, Australia.

Curriculum in teacher education. (April, 1988). Vice presidential address at the

annual meeting of the American Educational Research Association, New

Orleans.

What research tells us about teaching and teacher education. (March, 1988).

Public lecture during Education Week at the University of Missouri, Colum-

bia.

Teaching simulations: New wine in new wineskins. (February, 1988). Invited

Symposium presentation at the annual meeting of the American Asso ciation

of Colleges for Teacher Education, New Orleans.

Learning to teach: Directions from the current research base. (February, 1988).

Invited research address at the annual meeting of the Association of Teacher

Educators, San Diego.

Knowledge base for teacher education: What we know and what we need to know .

(October, 1987). Keynote Address at the Knowledge-Based Teacher

Education Conference sponsored by the Texas Holmes Group Institutions,

Texas A&M University, College Station, Texas.

Research in teacher education: What are the questions? (April, 1987). Fireside

Chat sponsored by the Graduate Study Committee at the annual meeting of

the American Educational Research Association, Washington, D.C.

Motivation for work in classrooms. (1987, January). Paper presented at the Con-

ference on Motivation and Schooling, University of Michigan, Ann Arbor.

Managing curriculum tasks in classrooms: A retrospective. (1986, December).

Invited presentation for the Living Footnote Series, annual meeting of the

National Reading Conference, Austin, Texas.

The contours of change in teacher education. (1986, November). Keynote address

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for the Ninth Annual Conference of the Teacher Education Division (TED)

of the Council for Exceptional Children, Atlanta, Georgia.

Developments in simulations for teacher education: A summary. (1986, Novem-

ber). Presentation at the National Invitational Symposium on Simulation in

Teacher Education, University of Tennessee.

Classroom management strat egies and school discipline. (1986, November).

Invited presentation at the invitational national conference on school

discipline strategies, Office of Educational Research and Improvement, U. S.

Department of Education, Washington, D.C.

Recent research on classroom management and instruction. (1986, November).

Presentation at the Third Annual Conference of the Tucson Association for

Bilingual Education, Tucson, Arizona.

Interpreting research on classroom management . (1986, October). Invited

presentations to the Teacher Education Advisory Group and to the School

of Education, University of Wisconsin-Milwaukee.

Effective teaching practices in secondary schools. (1986, May). Invited

presentation at the Wingspread conference on "The Education of Blac k

Americans," Racine, Wisconsin.

Vision and reality: A reaction to issues in curriculum and instruction for compen-

satory education. (1986, June). Presentation at the Chapter I evaluation

conference: "Designs for compensatory education," U. S. Department of

Education, Washington, D.C.

The world is everything that is the case: Developing case methods for teacher

education. (1986, April). Paper presented at the meeting of the American

Educational Research Association, San Francisco.

Pitfalls and procedures in conducting classroom process research. (1986, April).

Invited participant, Fireside Chat, annual meeting of the American

Educational Research Association, San Francisco.

Academic tasks in secondary English classes. (1985, November). Paper presented

at "The Schoolwork Conference: Research on Academic Tasks" sponsored

by the Far West Laboratory for Educational Research and Development and

the Research and Development Center for Teacher Education, San rancisco.

Synthesis of presentat ions. (1985, October). Presentation at the Third Annual

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Meeting of the Nebraska Consortium for the Improvement of Teacher

Education, Lincoln, Nebraska.

Teaching as work: Implications of recent research. (1985, July). Presentation at

the Summer Institute in Teacher Education, Simon Fraser University, Van-

couver, British Columbia.

Content representation in teachers' definitions of academic work . (1985, April).

Division C Invited Paper presented at the annual meeting of the American

Educational Research Association, Chicago.

Classroom management and the curriculum: A strategic research site. (1985,

April). Paper presented at the annual meeting of the American Educational

Research Association, Chicago.

Teaching as a profession: What we know and what we need to know about

teaching. (1985, April). Paper presented at the annual meeting of the

American Educational Research Association, Chicago.

Studying the learning to teach process. (1985, April). Invited paper presented at

the annual meeting of the American Educational Research Association,

Chicago.

Task systems, content, and meaning in secondary classrooms. (1984, March).

Paper presented at the annual meeting of the National Association for

Research in Science Teaching, French Lick, Indiana.

Learning to teach: An emerging area in research on teacher education. (1984, Oc-

tober). paper presented at the conference on "policies, Practices, and

Research in Teacher Education," sponsored by the Research and Develop-

ment Center for Teacher Education. Austin, Texas.

Academic work and classroom processes. (1984, August). Division 15 invited

address at the annual convention of the American Psychological Association,

Toronto.

Work systems in classrooms. (1984, August/September). Invited address at the

tenth anniversary conference of the British Educational Research Associa-

tion, Lancaster, England.

Effective teaching and the concept of master teacher . (1984, April). Paper presen-

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ted at the annual meeting of the American Educational Research Associa-

tion, New Orleans, LA.

Patterns of academic work in junior high school science, English, and mathematics

classes. (1984, April). Paper presented at the annual meeting of the

American Educational Research Association, New Orleans, LA.

Effective schools/Effective teaching. (1983, June). The 14th annual Travis Hawk

Memorial Lecture, The University of Tennessee.

Research on the processes of classroom management . (1983, March). Doctoral

seminar presentation at the annual meeting of the Association for

Supervision and Curriculum Development, Houston, TX.

How order is achieved in classrooms. (1983, April). Paper presented at the annual

meeting of the American Educational Research Association, Montreal.

Academic work. (1982, July). Paper presented at the symposium on The Student's

Role in Learning, sponsored by the National Commission on Excellence in

Education, San Diego.

Research on classroom structures. (1982, March). Presentation in the Study of

Teaching Colloquium Series, University of Delaware.

(with K. Carter). Variations in academic tasks in high and average ability classes.

(1982, March). Paper presented at the annual meeting of the American

Educational Research Association, New York.

Research on classroom structure: Rationale and recent developments. (1981,

November). Lecture presented to the School of Education, Stanford

University, Stanford, CA.

Accomplishing writing tasks in the classroom. (1981, April). Paper presented at

the annual meeting of the American Educational Research Association, Los

Angeles.

Research on classroom contexts: Toward a knowledge base for policy and practice

in teacher education. Paper presented at the annual meeting of the American

Educational Research Association, Los Angeles.

How students learn in classrooms. (1980, October). Address at the Instituut voor

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Onderwijskunde, Katholieke Universiteit, Nijmegen, The Netherlands.

Process dimensions in classrooms. (1980, October). Address at the Instituut voor

Pedagogische en Andragogische Wentenschappen, Rijksuniversiteit Utrecht,

The Netherlands.

Managing classroom activities. (1980, March). Paper presented at the School of

Education, Deakin University, Geelong, Victoria, Australia.

Student information processing in classrooms. (1980, August). Paper presented at

a Faculty Colloquium, Monash University, Melbourne, Victoria, Australia.

The tasks of teaching and learning in classrooms. (1979, April). Paper presented as

an invited address at the annual meeting of the American Educational

Research Association, San Francisco.

Classroom management and teacher decision making. (1979, April). Paper

presented at the annual meeting of the American Educational Research

Association, San Francisco.

Educational research and the wonderful world of the classroom teacher . (1979,

February). Paper presented as an invited address at the annual meeting of

the Southwest Educational Research Association, Houston, TX.

Research on teaching in classroom environments. (1979, January). Paper presented

at the NIE Conference, "Exploring Issues in Teacher Education." Austin:

The University of Texas at Austin.

Management decisions in classrooms. (1979, January). Paper presented at the

annual meeting of the National Association of Secondary School Principals,

Houston, TX.

Classroom effects. (1978, November). Colloquium at the Institute for Research on

Teaching, Michigan State University, East Lansing, MI.

How do teaching effects occur? (1978, November). Seminar series presentation at

the Learning Research and Development Center, University of Pittsburgh,

Pittsburgh, PA.

Student management of task structures in classrooms. (1978, September). Paper

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presented at the Conference on Teacher and Pupil Strategies, Oxford

University, England.

Task structures and student roles in classrooms. (1978, March). Paper presented at

the annual meeting of the American Educational Research Association,

Toronto, Canada.

Research on classroom realities: Who needs it? (1978, March). Paper presented at

the annual meeting of the American Educational Research Association,

Toronto, Canada.

Mastering classroom demands: An ecological analysis of student teaching . (1978,

February). Paper presented at the annual meeting of the American

Association of Colleges for Teacher Education, Chicago, IL.

The classroom as an ecological system: Some implications for research on teaching.

(1977, May). Collo quium for the Graduate School of Education, Univer-

sity of California, Santa Barbara.

Efficacy by assertion: The role of the curriculum field in the professionalization of

schooling. (1977, April). Paper presented at the annual meeting of the

American Educational Research Association, New York.

Teacher practicality and curriculum change: An ecological analysis. (1977, April).

Paper presented at the annual meeting of the American Educational

Research Association, New York.

The ethic of practicality: Teacher reaction as context for curriculum implementation

and evaluation. (1976, November). Paper presented at the Curriculum

Theory Conference, Milwaukee, WI.

Paradigms in teacher effectiveness research. (1975, March). Paper presented at the

annual meeting of the American Educational Research Association,

Washington, D.C.

COLLEGE AND UNIVERSITY SERVICE

Member, Corporate Board, Wildcat School 2006-present.

Academic Programs Committee (2007-present; Chair 2009- present)

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UA Collaborative for Community Engagement and Outreach (2008-present)

Working Team 2, North Central Association Self-Study, University of Arizona,

2009.

Member, Advisory Board, Community Outreach and Education Program,

Southwest Environmental Health Sciences Center, College of Pharmacy, University

of Arizona, 2009-present.

Member and Team 1 Co-Chair, Professional Preparation Board, 2004-2006.

Member, Senior Leadership Team, College of Education, 2001-2003.

Member, College Council, 1994-1996

Chair, Teacher Education Planning Cluster, College of Education, 1985-86

Member, University Advisory Committee on Promotion and Tenure, 1989 -91

Member, All-University Council for Teacher Preparation, 1985-1988

Member, Task Force, University of Arizona Cooperating Teacher Project, 1985 -88

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