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Lynch School of Education

Curt Dudley-Marling

professor, teacher education, special education, and curriculum and instruction department

Curt Dudley-Marling

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Curriculum Vitae

Campion Hall
Room 125

617.552.4912

EDUCATION

Ph.D., University of Wisconsin-Madison

EXPERTISE/INTERESTS

The social construction of school failure (and school success); "high expectation" curriculum in low achieving schools; struggling readers and writers; critiques of deficit thinking; classroom discourse/interpretive discussion; sociocultural models of language and literacy; Disability Studies; the impact of school failure on parents.

ARTICLES IN REFEREED JOURNALS

Dudley-Marling, C. (2013) Sometimes talk is just talk. Talking Points, 24(2), 2-3.

Cochran-Smith, M. & Dudley-Marling, C. (2013) "Crossing the Divide?: Diversity Issues in Teacher Education and Special Education A Response to Lea Wasburn-Moses.” Journal of Teacher Education, 64, 279-282.

Dudley-Marling, C. & Burns, M.B. (In Press) Two perspectives on inclusion in the United States. Global Education Review.

Cochran-Smith, M. & Dudley-Marling, C. (2012) Diversity in teacher education and special education: The issues that divide. Journal of Teacher Education, 63, 237-244.

Dudley-Marling, C. & Baker, D. (2012) The effect of market-based school reform on students with disabilties. Disability Studies Quarterly, 32(2). URL: http://dsq-sds.org/article/ view/ 3187/3072

Dudley-Marling, C. & Gurn, A. (2012) Toward a More Inclusive Approach to Intervention Research: The Case Research in Learning Disabilities. International Journal of Inclusive Education, 16(10), 1019-1032.

Dudley-Marling, C. (2011) What’s in a name: The trouble with “struggling readers,” Talking Points, 23(1), 2-7.

Dudley-Marling, C. (2011) Researching in classrooms: Getting beyond “what works.” Learning Disability Quarterly, 34, 141-149.

Paugh, P. and Dudley-Marling, C. (2011) “Speaking” deficit into or out
of existence: How language constrains classroom teachers’ knowledge about instructing diverse learners. International Journal of Inclusive Education, 15(8), 819-833.

Dudley-Marling, C. & Paugh, P. (2010) Confronting the discourse of deficiencies. Disability Studies Quarterly (online). Available at: http://www.dsq-sds.org/

BOOKS
Dudley-Marling, C. & Michaels, S. (Eds.). (2012) High expectation curricula: Helping all students succeed with powerful learning. New York: Teachers College Press.

Dudley-Marling, C. & Gurn, A. (Eds.). (2010) The myth of the normal curve. New York: Peter Lang.

CHAPTERS/ARTICLES IN BOOKS

Dudley-Marling, C. (In Press) Insisting on class(room) equality. In P. Gorski & J. Landsman (Eds.), The poor are not the problem. Herndon, VA: Stylus.

Dudley-Marling, C. (In Press) Teachers as the bearers of standards. In P. Shannon (Ed.), E/LA Common Core Standards: Compliments, Complexities, and Concerns. Portsmouth, NH: Heinemann.

Dudley-Marling, C. (2012) Does “Doing Good” equal Social Justice? The Case of Special Education. In L. Denti & P. Whang (Eds.), Rattling Chains: Exploring social justice in education. Boston, MA: Sense Publishing.

Dudley-Marling, C. (2012) Overcoming deficit thinking through interpretive discussion. In P.C. Gorski, N. Osei-Kofi, J. Sapp, & K. Zenkov (Eds.), Cultivating social justice teachers (pp 68-83). Herndon, VA: Stylus.

Dudley-Marling, C. & Michaels, S. (2012) Introduction. In C. Dudley-Marling & S. Michaels (Eds.), Demonstrating of the power of high expectation literacy curricula for urban youth and other struggling learners. New York: Teachers College Press.

Dudley-Marling, C. & Michaels, S. (2012) Shared inquiry: Making students smart. In C. Dudley-Marling & S. Michaels (Eds.), Demonstrating of the power of high expectation literacy curricula for urban youth and other struggling learners. New York: Teachers College Press.

Dudley-Marling, C. & Michaels, S. Conclusion. In C. Dudley-Marling & S. Michaels (Eds.), (2012) Demonstrating of the power of high expectation literacy curricula for urban youth and other struggling learners. New York: Teachers College Press.

Dudley-Marling, C. (2011) Practitioner inquiry and the messy reality of classroom practice. In A. Friedman & L. Reynolds (Eds.), Burned in: Reflections on maintaining the fire to teach (pp. 31-41). New York: Teachers College Press.

Dudley-Marling, C. (2011) The social construction of learning. Springer Encyclopedia of the Sciences of Learning. http://oesys.springer.com/welcome.asp

Dudley-Marling, C. & Gurn, A. (2010) Introduction: Living on the boundaries of normal. In C. Dudley-Marling & A. Gurn (Eds.), Living on the boundaries of the normal curve. New York: Peter Lang.

Dudley-Marling, C. & Gurn, A. (2010) Troubling the foundations of special education: Examining the myth of the normal curve. In C. Dudley-Marling & A. Gurn (Eds.), The myth of the normal curve (pp. 9-23). New York: Peter Lang.

 

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