Skip to main content

Secondary navigation:

Lynch School of Education

Curt Dudley-Marling

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

This page links to PDF files. Use this link to download Adobe Reader if needed.


headshot of professor curt dudley-marling

Email

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.