• Overview
• Curriculum & Instruction
• Educational Leadership & Policy Studies
• Educational Psychology
• Special Education
• Teacher Education
• Cross-Disciplinary Studies
• Undergraduate Studies

Sheila W. Valencia Professor in Curriculum & Instruction 122 Miller, Box 353600 College of Education, University of Washington Seattle, WA 98195-3600 (206)221-4798 valencia@u.washington.edu

Education Publications Curriculum Vitae

Dr. Valencia's areas of teaching and research specializations include reading and writing instruction, literacy assessment, and professional development of teachers. She is the author of Literacy Portfolios in Action (1998) and contributing editor of Authentic Reading Assessment: Practices and Possibilities (1994). She also serves on several national and state advisory panels focused on large-scale and classroom-based reading assessment.

Education

Ph.D., University of Colorado, 1978
M.Ed., Reading - State University of New York, 1976
B.S., Elementary and Remedial Reading - State University of New York, 1971

Selected Publications

Valencia, S.W. (in press). Complex interaction in student teaching: Lost opportunities for learning. Journal of Teacher Education.

Valencia, S.W. (in press). Reader profiles and reader disabilities. In R. Allington & A. McGill-Franzen (Eds). Handbook of reading disabilities research. Mawah, NJ: Lawrence Earlbaum.

Valencia, S.W. & Pearson, P.D. (in press). Education measurement: Achievement testing - Literacy. In E. Baker, B. McGaw, P. Peterson & R. Linn (Eds.). International Encyclopedia of Education, 3rd Edition. London, Elsevier.

Valencia, S.W. (2007). Inquiry-oriented assessment. In J.Paratore & R. McCormack (Eds.) Classroom literacy assessment: making sense of what students know and do. New York: Guilford.

Nolen, S.B. & Valencia, S.W. (2006). Classroom portfolio assessment: Implications for writing motivation. Età Evolutiva, 84-93.

Valencia, S.W., Place, N.A., Martin, S.D., & Grossman, P.L. (2006). Curriculum materials for elementary reading: Shackles and scaffolds for beginning teachers. Elementary School Journal, 107, 93-120.

Dutro, E. & Valencia, S.W. (2004). State and District Content Standards: Issues of Alignment, Influence, and Utility. Education Policy Analysis Archives. 12 (45 ).

Valencia, S.W., & Riddle Buly, M.R. (2004). What struggling readers REALLY need. The Reading Teacher, 57, 520-533.

Riddle Buly, M., & Valencia, S.W. (2002). Below the bar: Profiles of students who fail state reading tests. Educational Evaluation and Policy Analysis, 24, 219-239. 

Grossman, P.L., Thompson, C., & Valencia , S.W. (2002). Focusing the concerns of new teachers: The district as teacher educator. In M. Knapp, M. McLaughlin, J. Marsh, & A. Hightower (Eds.), School districts and instructional renewal: Opening the conversation (pp 129-142). New York : Teachers College Press.

Valencia, S.W. & Wixson, K.K. (2001). Literacy policy and policy research that makes a difference. In J. Hoffman, D. Schallert, C. Fairbanks, J. Worthy, B. Malock (Eds.). Fiftieth Yearbook of the National Reading Conference (pp.21-43). Chicago: National Reading Conference.

Valencia, S.W. & Wixson, K.K. (2001). Inside English/Language Arts standards: What’s in a grade? Reading Research Quarterly, 36(2), 202-211.

Grossman, P.L., Valencia, S.W., Evans, K., Thompson, C., Martin, S., Place, N. (2000). Transitions into teaching: Learning to teach writing in teacher education and beyond. Journal of Literacy Research, 32(4), 631-662.