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Walter Doyle 1
Resume
WALTER DOYLE
Teaching, Learning, and Sociocultural Studies
College of Education
University of Arizona
Tucson, Arizona 85721
(520) 621-7892
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
2015 - present Emeritus Professor, Department of Teaching, Learning, and
Sociocultural Studies, College of Education, University of
Arizona
1985 - 2015 Professor, Department of Teaching, Learning, and
Sociocultural Studies, College of Education, University of
Arizona
Fall, 2010, 2011 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
Walter Doyle 2
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.
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.
Walter Doyle 3 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
(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.
Walter Doyle 4
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.
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
Walter Doyle 5
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 Curriculum
Development, 1976
PUBLICATIONS
Articles
Doyle, W. (2015). The many faces of agency. Cultural Studies of Science
Education, 10(2), 275-279.
Janssen, F., Westbroek, H., & Doyle, W. (2015). Practicality studies: How to
move from what works in principle to what works in practice. Journal of
the Learning Sciences, 24(1) 176-186.
Janssen, F., Westbroek, H., & Doyle, W. (2014). The practical turn in teacher
education: Designing a core practice preparation sequence, Journal of
Teacher Education, 65(3), 195-206.
Janssen, F., Westbroek, H., Doyle, W., & van Driel, J. (2013). How to make
innovations practical. Teachers College Record, 115(7), 1-42.
Osher, D., Bear, G., Sprague, J., & Doyle, W. (2010). How can we improve school
discipline? Educational Researcher, 39(1), 48-58.
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
Walter Doyle 6
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.
Carter, K., & Doyle, W. (1995). Preconceptions in learning to teach. 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 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., & Westbury, I. (1992). Die Ruckbesinnung auf den Unterrichtsinhalt in
der Curriculum und Bildungsforschung in den USA. Bildung und
Erziehung, 45, 137-157.
Walter Doyle 7
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.
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.
Walter Doyle 8
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
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.
Walter Doyle 9
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.
Doyle, W. (1970). The supervisor'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
Walter Doyle 10
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 Didaktik/Curriculum Dialogue–what did we learn? In
M. Uljens and R. Ylimaki (Eds.), Theory of educational leadership as
curriculum work: Towards a comparative, international dialogue on
curriculum theory and leadership research. New York: Springer.
Doyle, W. (2015). Ecological approaches. In W. G. Scarlett (Ed.), CThe Sage
Encyclopedia of lassroom management. New York: Sage.
Doyle, W. (2014). Forword. In I. Thompson (ed.), Designing tasks in secondary
education: Enhancing subject understanding and student engagement.
London: Routledge.
Doyle, W., & Rosemartin, D. (2012). The ecology of curriculum enactment:
Frame and task narratives. In T.Wubbels, P. den Brok, J. van Tartwijk, & J.
Levy (Eds.), Interpersonal relationships in education: An overview of
contemporary research (pp. 137-147). 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 contemporary 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
Walter Doyle 11
of classroom management: Research, practice, and contemporary issues (pp.
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.),
Walter Doyle 12
Handbook of research in teacher education. New York: Macmillan.
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
Walter Doyle 13
school improvement: A focus on the teacher. (91-102) London: Falmer
Press.
Doyle, W., & Carter, K. (1987). Choosing 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 schools 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.
Walter Doyle 14
Doyle, W. (1984). Classroom research: An overview. In L. Lomas (Ed.),
Classroom research. Geelong, Victoria, Australia: Deakin University
Press.
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). Education for all: The triumph of professionalism. In O. L.
Walter Doyle 15
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
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 research. 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
Walter Doyle 16
(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.
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 for 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 methodology (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
Walter Doyle 17
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
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 für Wirtschaftspädagogik at Georg-August-
Universität, Göttingen, 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
Walter Doyle 18
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 the
American Educational Research Association as part of a Division K
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.
Walter Doyle 19
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.
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 Re-
examination," sponsored by the College of Education, University of Illinois
at Urbana-Champaign and the Midwest Holmes Group.
Walter Doyle 20
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
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,
Columbia.
Teaching simulations: New wine in new wineskins. (February, 1988). Invited
Symposium presentation at the annual meeting of the American Association
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.
Walter Doyle 21
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
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 strategies 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 Black
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
Walter Doyle 22
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 presentations. (1985, October). Presentation at the Third Annual
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.
Walter Doyle 23
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-
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.
Walter Doyle 24
(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
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.
Walter Doyle 25
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
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 teach-
ing. (1977, May). Colloquium for the Graduate School of Education,
University 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.
Walter Doyle 26
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 implemen-
tation and evaluation. (1976, November). Paper presented at the Cur-
riculum 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)
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