Judith Warren Little

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 and locally situated meanings, identities, and relationships with a broader view of the social, institutional, and policy environments in which the work of teaching resides.

Note: Although I remain active in research and mentoring, I have retired from full-time teaching and advising and am no longer accepting new Ph.D. students.

Publications

The publications below are those most frequently requested.  Please see the full c.v. for a more  comprehensive list.

Little, J.W. (2015). Insights for teacher education from  cross-field studies of professional preparation. In Smeby, J-C. & Sutphen, M. (Eds.) From Vocational to Professional Education: Educating for Social Welfare. (pp. 50-69). London: Routledge.

Little, J.W. (2012). Understanding data use practices among teachers: The contribution of micro-process studies.  American Journal of Education 118 (2), 143-166.

Horn, I.S. & Little, J.W. (2010), Attending to problems of practice: Routines and resources for professional learning in teachers’ workplace interactions. American Educational Research Journal 47 (1),  pp. 181-217.
 
Little, J.W. & Bartlett, L. (2010). The teacher workforce and problems of educational equity.  Review of Research in Education 34, 285-328 
 
Little, J.W. & Curry, M. (2008). Structuring talk about teaching and learning: The use of evidence in protocol-based conversation.  In L. M. Earl and H.S. Timperley, Professional learning conversations: Challenges in using evidence for improvement (pp. 29-52). New York: Springer.
 
Little, J.W. & Horn, I.S. (2007). ‘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. (pp. 79-92).  Maidenhead, England: Open University Press.
 
Little, J.W. (2007) Teachers’ accounts of classroom experience as a resource for professional learning and instructional decision making.  In P. Moss (ed.), Evidence and decision making.  (pp. 217-240). Chicago: University of Chicago Press. 
 
Little, J.W.  (2006). Professional community and professional development in the learning-centered school.Arlington, VA: National Education Association.
 
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. (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. (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. (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. (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. (1982). Norms of collegiality and experimentation:  Workplace conditions of school success.  American Educational Research Journal 19:3: 325-340.
 
 

 

 

 

 

Interests and Professional Affiliations

  • National Academy of Education
  • American Educational Research Association
  • American Sociological Association

Degree(s)

Ph.D., University of Colorado, Sociology

Curriculum Vitae

Contact Information

Office

Phone

510-207-0868

Staff Contact

Ann Foley