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Lilian Katz

Educational Background

  • Ph.D., Honorary, Goteborg University, Goteborg, Sweden, 2000
  • Doctor of Letters, Honorary, Whittier College, Whittier, California, 1993
  • Ph.D., School Education (Psychological Studies), Stanford University, 1968
  • Research Fellow, Human Development, Stanford University, 1968
  • B.A., Social Science, San Francisco State College, 1964

Key Professional Appointments

  • Co-Director, ERIC, Clearinghouse on Elementary and Early Childhood Education, University of Illinois, 2000-present
  • Professor Emerita, Elementary and Early Childhood Education, University of Illinois, 1999-present
  • Professor, Early Childhood Education, University of Illinois, 1973-present
  • Director, ERIC, Clearinghouse on Elementary and Early Childhood Education, University of Illinois, 1970-2000
  • Chairman, Elementary and Early Childhood Education, University of Illinois, 1979-1981
  • Associate Professor, Early Childhood Education, University of Illinois, 1970-1973
  • Assistant Professor, Early Childhood Education, University of Illinois, 1968-1970

Activities & Honors

  • Editor, Early Childhood Research & Practice, 1999-present
  • Editorial Board Member, Editorial Board,, The Children's Society UK, 1998-present
  • Appointed Member, New Standards Panel, National Center on Education and the Economy, 1997-present
  • Chair, Editorial Board, International Journal of Early Years Education, 1997-present
  • Member, National Research Council Committee on Early Childhood Pedagogy, National Research Council, 1999-2001
  • Member, Panel for "Eager to Learn" early childhood research review, National Research Council, 1998-2000
  • Editor in Chief, Early Childhood Research Quarterly, 1986-1992

Research Statement

My past research has focused on developmental stages of teachers; mixed-age grouping; teacher-parent relations; teacher education; self-esteem vs. narcissism; gender differences and pedagogy; and dispositions, their development and assessment.

My current research projects include project approach implementation and issues in mixed-age grouping.

Grants

  • Principal Investigator, Early Childhood Research & Practice: A Proposal to Fund a Transition & Expansion Year of the First Bilingual Peer-Reviewed, Internet-Only, Early Childhood Education Journal, Bernard van Leer Foundation, 2004-2004
  • Principal Investigator, The Rearview Mirror Video Project: Engaging Young Children’s Minds: A Proposal to Prepare a Video Tape for Distribution to Early Childhood Educators, U.S. Department of Education (Foundation for Child Development), 2003-2003
  • Co-Principal Investigator, Culturally and Linguistically Appropriate Services, Early Childhood Research Institute, U.S. Department of Education, 2002-present
  • Principal Investigator, ERIC/EECE Subcontract with Collins Management Consulting, Inc, U.S. Department of Education (Collins Management Consulting, Inc.), 2001-2001

Select Publications

  • Helm, J., Katz, L. (2001). Young investigators: The project approach in the early years. Teachers College Press: New York.
  • Katz, L. (2001). Last class notes. Kindergarten education: Theory, research and practice, 6(1), 35-40.
  • Katz, L., Chard, S. (2000). Engaging children's minds: The project approach. Ablex Publishing Corporation: Norwood, NJ.
  • Katz, L. (1998). What can we learn from Reggio Emilia? The hundred languages of children: The Reggio Emilia approach: Advanced reflections. Ablex: Norwood, NJ.
  • Katz, L. (1995). Talks with teachers of young children: A collection. Ablex Publishing: Norwood, NJ.
  • Katz, L., Evangelou, D., Hartman, J. (1990). The case for mixed-age grouping in the early years. National Association for the Education of Young Children: Washington, DC.
  • Katz, L., Chard, S. (1989). Engaging children's minds: The project approach. Ablex Publishing: Norwood, NJ.

In The News

Dec. 31, 1969

Dec. 31, 1969

Dec. 31, 1969

Dec. 31, 1969

Dec. 31, 1969

Dec. 31, 1969