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Key Professional Appointments

Associate ProfessorCurriculum and Instruction, University of Illinois, 1992 - present

Assistant ProfessorCurriculum and Instruction, University of Illinois, 1990 - 1992

Assistant ProfessorCurriculum and Instruction, University of Virginia, 1985 - 1989

Research AssociatePublic Policy, University of Wisconsin, 1984 - 1985

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Education

Ph.D., Education, University of Wisconsin-Madison, 1985

M.A., Early Childhood Education, California State University at San Francisco, 1972

B.A., Philosophy, Josephinum College, Columbus, Ohio, 1966

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Awards, Honors, Associations

Outstanding Undergraduate Teaching AwardCollege of Education, 2005 - 2005

Educator Appreciation AwardSAGE (Student Advance Group for Education)College of EducationUniversity of Illinois2004.Student Advancement Group for Education, 2004 - 2004

FellowshipCenter for School Education ResearchHyogo University of Teacher Education, 1998 - 1999

FellowshipJapan Society for the Promotion of ScienceHyogo University of Teacher Education, 1997 - 1997

Faculty FellowBureau of Educational Research, 1991 - 1993

Research & Service

My past research projects have included: ethnographic studies of early schooling; studies of the schooling of marginalized young children; studies of culture and pedagogy; and the use of qualitative methodology, particularly with young kids. My current projects include ta book looking at cultural influences on practice in Japanese preschools; investigations of quality in early childhood programs; cross-cultural view of good pedagogy. Future research projects will include: - additional inquiry into issues of research methodology, particularly involving the use of digital video; applications of cultural psychology to schooling of young children; and implementation of Lesson Study, a traditional Japanese form of professional development, in early childhood classrooms.

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Publications

Sims, L., Walsh, D. (2009). Lesson Study with preservice teachers: Lessons from lessons. Teaching and Teacher Education, 25, 724-733.

Chung, Y., Walsh, D. (2006). Constructing a joint story-writing space: The dynamics of young children's collaboration at computers. Early Education and Development, 17, 373-420.

Walsh, D., Bakir, N., Lee, T., Chung, Y., Chung, K. (2006). Using digital video in field-based research with children: A primer. Early childhood qualitative research. Routledge: New York, .

Walsh, D. (2006). Humility, Continuity, and Culture: Considering Some Contemporary Realities of Early Schooling. International Journal of Early Childhood Education, 12, 55-72.

Lee, J., Walsh, D. (2005). Quality in early childhood programs: Underlying values. Early Education and Development, 16, 449-468.

Walsh, D. (2003). Dimensions of Japanese early schooling: A review of contested childhood. [Review of the book Diversity and change in Japanese preschools]. . Contemporary Psychology: , .

Walsh, D., Liebovich, B. (2003). Educating early childhood teachers. Encyclopedia of education: Vol. McMillan: New York, .

Walsh, D. (2002). Constructing an artistic self: A cultural perspective. The arts in children's lives: Context, culture, and curriculum. Kluwer Academic: Dordrecht, Netherlands.

Walsh, D. (2002). The development of self in Japanese preschools: Negotiating space. Research in international education: Experience, theory, and practice. Peter Lang: New York, .

Walsh, D., Chung, S., Tufekci, A. (2001). Friedrich Froebel. Fifty key thinkers on education: From Confucius to Dewey. Routledge: London, .

Vasconcelos, T., Walsh, D. (2001). Conversations around the large table: Building community in the daily life of a Portuguese kindergarten. Early Education and Development, 12, 499-522.

Graue, M., Walsh, D. (1998). Studying children in context: Theories, methods, and ethics. . Sage: Newbury Park, CA, .

Pianta, R., Walsh, D. (1996). High risk children in schools: Constructing sustaining relationships. . Routledge Press: New York, .

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Grants

ConsultantYojikyouiku ni okeru Kyoshi no Hoikukan no Nichibei Hikaku Bunka Kenkyu: Video Shigekiho niyoru Kento [Cross cultural comparisons of Japanese and US Teachers' Perceptions of Early Childhood Education: Analysis through Video Stimulation Methods], Japan Society for the Promotion of Science, 2007

Co-Principal InvestigatorComputers and Young Children's Writing, U.S. Department of Education, 2003

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Service

Editorial Board MemberEditorial Board, International Journal of Early Childhood Education, 1996 - 9999

Editorial Board MemberEditorial Board, Early Education and Development, 1989 - 9999

MemberEarly Childhood Program Advisory Committee, Parkland Community College District 50, 2000 - 2003

MemberIllinois Association of Early Childhood Teacher Educators, 2000 - 2000

EditorQualitative Research Special Interest Group Newsletter, American Educational Research Association, 1999 - 2000

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Courses

School & Community Experiences Early field experiences in teacher education, including observation and laboratory experiences in public schools: designed to provide opportunities for career exploration, professional orientation, the development of insight into the interrelationship of theory and practice, and the place of the student in the educational process. Course Information: Approved for S/U grading only. May be repeated. Prerequisite: Consent of instructor.

Ed Prac Students with Sp Needs Course in practice teaching which provides teaching experience with exceptional children. Course Information: 2 to 12 undergraduate hours. 2 to 12 graduate hours. Approved for S/U grading only. May be repeated for 18 hours, 12 of which may be taken in the same term. Prerequisite: Satisfactory completion of all requirements of the Council on Teacher Education Undergraduate or Graduate Common Assessment Plan for Initial Certification (http://www.cote.uiuc.edu).

Ed Prac in EC & EIEd Course in practice teaching to meet certification requirements for teaching in the elementary school. Course Information: 2 to 12 undergraduate hours. 2 to 12 graduate hours. Approved for S/U grading only. Prerequisite: CI 420 or CI 406 as required by the student's curriculum; Satisfactory completion of all requirements of the Council on Teacher Education Undergraduate or Graduate Common Assessment Plan for Initial Certification (http://cote.illinois.edu/). Class Schedule Information: Enrollment in this course is restricted to students registered in the approved teacher education program.

Ed Prac in Special Fields Course in student teaching to meet requirements for certification in special fields. Course Information: 2 to 8 undergraduate hours. 2 to 8 graduate hours. Approved for S/U grading only. Prerequisite: For students in the early childhood education curriculum, CI 420 required and concurrent enrollment in CI 421; Satisfactory completion of all requirements of the Council on Teacher Education Undergraduate or Graduate Common Assessment Plan for Initial Certification (http://www.cote.uiuc.edu). Class Schedule Information: Enrollment in this course is restricted to students registered in the approved Teacher Education Program.

Found of Early Childhood Educ Study of the role of the early childhood teacher in designing, organizing, and implementing educational programs for children in preschools, kindergartens, and the first three grades of the elementary school; includes the history, philosophy, and theory of early childhood education; includes morning school practicum providing at least 90 hours of early field experience. Course Information: 3 or 5 undergraduate hours. 3 or 5 graduate hours. Prerequisite: Admission to the Early Childhood Teacher Education Program; EPSY 236; EPS 201; CI 468. Class Schedule Information: Students in the Early Childhood Certification program will need to register for 5 hours and will do the junior practicum. Students in International and Cultural Perspectives in Early Schooling concentration, who are not in the certification program, will need to register for 3 hours.

Prin & Prac in Early Childhood Studies the principles and practices of using play as an educational tool in early childhood education; reviews historical, philosophical, and psychological foundations of nursery-kindergarten methods; assesses techniques relating play to various aspects of instruction; surveys materials and equipment; and presents methods of classroom evaluation. Course Information: 3 undergraduate hours. No graduate credit. Prerequisite: CI 420; admission to the Early Childhood Teacher Education Program. Concurrent enrollment in EDPR 420 and EDPR 438; credit or concurrent registration in EDPR 250, section EC.

Families, Communities, Schools Principles and practices of building partnerships and collaboration among families, community agencies, and schools in a diverse society for early childhood professionals; covers strategies for building understanding, trust, and effective communication with all children and their families including those who have special needs, have cultural and linguistic differences, come from non-traditional family configurations, and who face poverty, health problems, and/or family dysfunction. Course Information: 3 undergraduate hours. 3 graduate hours. Prerequisite: Admission to the Early Childhood Teacher Education Program.

Social Stud Early Childhood Ed Course emphasizes the place of social studies in early childhood education program (preschool - grade 3). Focuses on several areas of knowledge related to the social life of the community as it is concerned with young children; (1) knowledge from the social sciences, (2) social cognition and social skills learning, and (3) ways of dealing with cultural and social diversity. Course Information: 2 undergraduate hours. 2 graduate hours. Prerequisite: CI 420; admission to the Early Childhood Teacher Education Program.

Prob Trends in Spec Fields Intensive examination of problems and trends in the subject fields. Course Information: May be repeated to a maximum of 8 hours.

Methods of Educational Inquiry Critical consideration of research concepts and methods used in contemporary educational inquiry. Course Information: Same as EPSY 573 and SPED 550.

Sem for Adv Stu of Education Course Information: Approved for both letter and S/U grading. Prerequisite: Admission to doctoral study.

Daniel Walsh

Associate Professor, Curriculum & Instruction

Contact

Office

390 Education Building
1310 S. Sixth St.
Champaign, IL 61820