Daniel Walsh

Activities & Honors

• Outstanding Undergraduate Teaching Award, College of Education, 2005-
• Educator Appreciation Award, SAGE (Student Advance Group for Education), College of Education, University of Illinois, 2004., Student Advancement Group for Education, 2004-
• Member, Early Childhood Program Advisory Committee, Parkland Community College District 50, 2000-2003
• Member, Illinois Association of Early Childhood Teacher Educators, 2000-
• Editor, Qualitative Research Special Interest Group Newsletter, American Educational Research Association, 1999-2000
• Fellowship, Center for School Education Research, Hyogo University of Teacher Education, 1998-1999
• Fellowship, Japan Society for the Promotion of Science, Hyogo University of Teacher Education, 1997-
• Editorial Board Member, Editorial Board, International Journal of Early Childhood Education, 1996- present
• Faculty Fellow, Bureau of Educational Research, 1991-1993
• Editorial Board Member, Editorial Board, Early Education and Development, 1989- present

Research Statement

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.

Grants

• Consultant, Yojikyouiku 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, 2004-2007
• Co-Principal Investigator, Computers and Young Children's Writing, U.S. Department of Education, 2002-2003

Publications

• Sims, L. M., & Walsh, D. J. (2009). Lesson Study with preservice teachers: Lessons from lessons. Teaching and Teacher Education, 25, 724-733.
• Walsh, D. J., Bakir, N., Lee, T. B., Chung, Y., & Chung, K. (2006). Using digital video in field-based research with children: A primer. In A. Hatch (Ed.), Early childhood qualitative research (pp. 43-62). New York: Routledge.
• Chung, Y., & Walsh, D. J. (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. J. (2006). Humility, Continuity, and Culture: Considering Some Contemporary Realities of Early Schooling. International Journal of Early Childhood Education, 12, 55-72.
• Lee, J. -H., & Walsh, D. J. (2005). Quality in early childhood programs: Underlying values. Early Education and Development, 16, 449-468.
• Walsh, D. J., & Liebovich, B. (2003). Educating early childhood teachers. In J. W. Guthrie (Ed.), Encyclopedia of education: Vol. 2 (2nd ed.; pp. 621-626). New York: McMillan.
• Walsh, D. J. (2003). Dimensions of Japanese early schooling: A review of contested childhood. [Review of the book Diversity and change in Japanese preschools]. Contemporary Psychology, 48, 690-692.
• Walsh, D. J. (2002). Constructing an artistic self: A cultural perspective. In L. Bresler & C. Thompson (Eds.), The arts in children's lives: Context, culture, and curriculum (pp.101-112). Dordrecht, Netherlands: Kluwer Academic.
• Walsh, D. J. (2002). The development of self in Japanese preschools: Negotiating space. In L. Bresler & A. Ardichvili (Eds.), Research in international education: Experience, theory, and practice (pp. 213-246). New York: Peter Lang.
• Vasconcelos, T., & Walsh, D. J. (2001). Conversations around the large table: Building community in the daily life of a Portuguese kindergarten. Early Education and Development, 12, 499-522.
• Walsh, D. J., Chung, S., & Tufekci, A. (2001). Friedrich Froebel. In J. A. Palmer, D. E. Cooper & L. Bresler (Eds.), Fifty key thinkers on education: From Confucius to Dewey (pp. 94-99). London: Routledge.
• Graue, M. E., & Walsh, D. J. (1998). Studying children in context: Theories, methods, and ethics. Newbury Park, CA: Sage.
• Pianta, R. & Walsh, D. J. (1996). High risk children in schools: Constructing sustaining relationships. New York: Routledge Press.