Vicki LaBoskey Mills College

Education | Courses Taught | Professional Experience | Paper Presentations and Publications | Talks and Presentations | Professional Membership | Awards

Education
  • PhD, Stanford University
  • BA, Occidental College
Courses Taught
  • EDUC 293: Graduate Seminar: Research in Education
  • EDUC 300A and 300B: Curriculum and Instruction in the Elementary School
  • EDUC 373: Student Teaching in the Elementary School
  • College 010AA/EDUC 099: Teaching and Learning: An Introduction to Education

Professional Experience

Teaching Experience

July 1989-Present
Professor, Mills College, Oakland, CA
Director, Elementary Branch of the Teachers for Tomorrow's Schools Credential Program
Teaching courses including the Elementary Curriculum and Instruction course, the undergraduate general education course that provides an introduction to education, the student teaching seminar, the introduction to educational research course for the masters students, the Elementary Math Methods course, the elementary and secondary computer courses. Supervising elementary student teachers.

July 1988-June 1989
Lecturer at Mills College
Teaching the Elementary Math Methods course and supervising elementary student teachers.

June 1985-June 1988
Associate Director of the Stanford Teacher Education Program.
Planned and led the practicum bi-weekly seminars for the whole group; developed and taught a seminar for a group of STEP students on an overview of elementary education.

Fall 1984-June 1985
Coordinator of Research and Development for the Stanford Teacher Education Program.
Acted as Teaching Assistant for the core STEP courses: ED289X, Perspectives on Teaching with Dr. Nate Gage, ED269, Foundations of Learning for Teaching with Dr. Lee Shulman and Dr. Denis Phillips, and ED202, Social Science: Teachers and Schools with Dr. Beatriz Arias, Dr. Elizabeth Cohen and Dr. Michael Kirst.

Winter 1982
General Teaching Assistant to Dr. Nel Noddings at Stanford University.

Fall 1981
Teaching Assistant in Introduction to Curriculum at Stanford University under Dr. Nel Noddings.

1975-1980
Teacher, grades K-4, Berryessa Union School District, San Jose, California. Taught all subjects; served on math and reading curriculum and textbook selection committees at the school and district levels; served on S. I. P. (School Improvement Program) writing and budget committees.

1974-1975
Substitute Teacher for elementary and special education classes in Santa Clara County, grades K-8.

1972-1974
Teacher, grade 3, Los Angeles Unified School District, Title I school, East Los Angeles, California.

Administration Experience

August 1989-Present
Co-director of the Teachers for Tomorrow's Schools program.
In charge of the Multiple Subjects component of the program. Sample duties: recruitment and admissions; orientation; student advising; placement in student teaching assignments; liaison with the public schools; program evaluation, development, and coordination, facilitating the student teaching seminar.

June 1985-June 1988
Associate Director of the Stanford Teacher Education Program.
Sample duties: training and supervising STEP supervisors and running their regular meetings; supervising administrative assistants and other office personnel; monitoring budget and accounts; formative and summative evaluation; recruitment; liaison with faculty, associated programs, school district personnel and credential offices in the School of Education and within state government; School of Education representative to the meetings of the California Council on the Education of Teachers, The Holmes Group, and AACTE; long- and short-range program planning and development; scheduling classes and meetings; monitoring STEP student progress.

June 1985-June 1987
Associate Director of the Stanford Upward Bound Program.
Sample duties: monitoring budget; supervising Field Coordinator and other personnel; partial writing of continuation proposal and related proposals; writing of progress reports; planning of summer academic program; and supervising summer faculty.

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Research Positions

Fall 2001, Grant from The Spencer Foundation, Principal Investigator on a grant to study supervision in my portion of the credential program.

Spring 1999, Mills College Multicultural Curricular Enhancement Program Scholar

Summer 1990-1995, Mills Faculty Research Grants to engage in longitudinal case studies of credential candidates studying reflective development during the program year and beyond.

Fall 1984-June 1985, Coordinator of Research and Development for the Stanford Teacher Education Program. Sample duties: formative and summative evaluation of the program; writing grant proposals; investigating and formulating alternative program proposals.

Fall 1983-Spring 1984, Research Assistant with Dr. David Grossman as the Editor for the Bay Area Global Education Project Guides.

Fall 1983, Research Assistant with Dr. Elliot Eisner in The Stanford and Schools Study.

Winter/Spring 1983, Research Assistant with Dr. Elizabeth Cohen's Teacher Investigator Project at Stanford University.

Consulting and Partnering

May 2005-August 2006, Consultant to the American Council for International Studies, including a White Paper entitled Educational Travel: Unmatched Learning Opportunities, 2006.

Fall 2000-2003, Consultant and Program Author for the new K-5 national Social Studies curriculum called Social Studies Alive!, published in 2003 by the Teachers’ Curriculum Institute.

May 2000, Delegate for the South Africa/ Bay Area Education Exchange funded by the U.S. Agency for International Development in South Africa

1999-2002, Teacher Quality Collaboratory—member, Advisory Board for the Science Case Methods Project, WestEd

Spring 1997-2002, Advisory Board for the Communication Arts and Sciences Program at Berkeley High School

1994-2002, Responsible for the training of mentors and the assessment of all aspects of the state-funded Beginning Teacher Support and Assessment Grant for San Lorenzo Unified School District and Pleasanton Unified School District

1998-2002, SPECTRUM School/University Partnership between Mills College, two Oakland schools and the Oakland Zoo

1993-1998, Leadership in Teaching Elementary Science Partnership between Oakland Unified School District and Mills College-course instructor

1997, Teacher supervision workshop for Deans at the Heald Business College

1994, Wadsworth Publishing Company on "Challenges and Opportunities in Teacher Education"

Leadership Positions

2004-2006, President of the California Council on Teacher Education

2004-2006, Past-Chair of the Self-study of Teacher Education Practices Special Interest Group of the American Educational Research Association

2002-2004, Chair of the Self-study of Teacher Education Practices Special Interest Group of the American Educational Research Association

1999-Present, International Advisory Editorial Board Member, Reflective Practice

2000-2004, Vice-President/President-Elect of the California Council on Teacher Education

2000-2002, Chair-Elect of the Self-study of Teacher Education Practices Special Interest Group of the American Educational Research Association

Fall 2000, Co-chair, Section 5, Division K, Teaching and Teacher Education, of the American Educational Research Association

1996-1999, Member of the Board of Directors for the California Council on the Education of Teachers, Member of the Editorial Board for the Teacher Education Quarterly, Program Chair for the AERA Self-Study of Teacher Education Practices Special Interest Group

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Paper Presentations and Publications

Books and Book Chapters

LaBoskey, V. K. (2010). Teacher education and models of teacher reflection. In P. Peterson, E. Baker, B. McGaw, (Eds.). International Encyclopedia of Education, Vol.7. Oxford, United Kingdom: Elsevier Limited, pp. 629-634.

LaBoskey, V. K. and Hamilton, M. L. (2010). “Doing as I do”: The role of teacher educator self-study in educating for reflective inquiry. In N. Lyons (Ed.) Handbook of reflection and reflective inquiry. New York: Springer.

LaBoskey, V. K. (2010). Teacher education and models of teacher reflection. In P. Peterson, E. Baker, B. McGaw, (Eds.). International Encyclopedia of Education, Vol.7. Oxford, United Kingdom: Elsevier Limited, pp. 629-634.

Richert, A. E., Donahue, D. M., and LaBoskey, V. K. (2009). Preparing white teachers to teach in a racist nation: What do they need to know and be able to do? In W. Ayers, T. Quinn, and D. Stovall (Eds.) Handbook of social justice in education. New York: Routledge.

LaBoskey, V. K. (2009). “Name it and claim it”: The methodology of self-study as social justice teacher education. In D. Tidwell, M. Heston, and L. Fitzgerald (Eds.) Research methods for the self-study of practice. The Netherlands: Springer.

LaBoskey, V. K. and Kroll, L. R. (2007). Principles-based teacher education: A Liberal Arts contribution. In C. Bjork, D. K. Johnston, and H. Ross (Eds.) Taking teaching seriously: How Liberal Arts Colleges prepare teachers to meet today’s educational challenges in schools. Boulder, CO: Paradigm Publishers.

LaBoskey, V. K. (2006). Course assignments for self and program renewal: Learning to lesson plan. In C. Kosnik, A. Freese, A. Samaras, and. C. Beck (Eds.) Making a difference in teacher education through self-study: Studies of personal, professional, and program renewal. The Netherlands: Springer.

LaBoskey, V. K. (2006). The fragile strengths of self-study. In P. Aubusson and S. Schuck (Eds.) Teacher Learning and Development: The Mirror Maze. The Netherlands: Springer.

LaBoskey, V. K. (2005). Principled practice in teacher education. In. G. F. Hoban (Ed.) The Missing Links in Teacher Education Design: Developing a Multi-linked Conceptual Framework. The Netherlands: Springer.

Kroll, L., Cossey, R., Donahue, D., Galguera, T., LaBoskey, V. K., Richert, A., and Tucher, P. (2004). Teaching as Principled Practice: Managing Complexity for Social Justice. Thousand Oaks, CA: Corwin Press, Inc.

LaBoskey, V. K. (2005). Speak for yourselves: Capturing the complexity of critical reflection. In K. O’Reilly-Scanlon, C. Mitchell, and S. Weber (Eds.), Just Who Do We Think We Are: Methodologies for Self-Study in Teacher Education. London: Routledge Falmer Press.

LaBoskey, V. K. (2004). Afterword Moving the methodology of self-study research and practice forward: Challenges and opportunities. In J. Loughran, M. L. Hamilton, V. K. LaBoskey, V. K., and T. Russell (Eds.), International Handbook of Self-Study of Teaching Practices. London: Kluwer Press.

LaBoskey, V. K. (2004). The methodology of self-study and its theoretical underpinnings. In J. Loughran, M. L. Hamilton, V. K. LaBoskey, V. K., and T. Russell (Eds.), International Handbook of Self-Study of Teaching Practices. London: Kluwer Press.

Loughran, J., Hamilton, M. L., LaBoskey, V. K., and Russell, T. (Eds.) (2004). International Handbook of Self-Study of Teaching Practices. London: Kluwer Press.

Lyons, N. and LaBoskey, V. K.(Eds.) (2002) Narrative Knowing in Teaching: Exemplars of Reflective Teaching, Research, and Teacher Education. New York: Teachers College Press.

LaBoskey, V. K. (2001). Supporting beginning teacher development through action research. In J. Rainer and E. M. Guyton (Eds.) Teacher Education Yearbook IX: Research on the Effects of Teacher Education on Teacher Performance. Kendall-Hunt, Inc.

LaBoskey, V. K., Davies-Samway, K. and Garcia, S. (1998). Cross-institutional action research: A collaborative self-study. In M. L. Hamilton (Ed.), Reconceptualizing teaching practice: Self-study in teacher education. London: Falmer Press Limited.

LaBoskey, V. K. (1997). Teaching to teach with purpose and passion: Pedagogy for reflective practice. In J. Loughran and T. Russell (Eds.), Teaching about teaching: Purpose, passion and pedagogy in teacher education. London: Falmer Press Limited.

LaBoskey, V. K. (1994). Development of reflective practice: A study of preservice teachers. New York: Teachers College Press.

LaBoskey, V. K. (1993). A conceptual framework for reflection in preservice teacher education. In J. Calderhead and P. Gates (Eds.), Conceptualizing reflection in teacher development. London: Falmer Press Limited.

LaBoskey, V. K. (1991). Case investigations: Preservice teacher research as an aid to reflection. In Shulman, J. H. (Ed.), Case methods in teacher education. New York: Teachers College Press.

Articles

LaBoskey, V. K. (November, 2012). The ghost of social justice education future: How the words of graduates contribute to self-transformation. Studying Teacher Education, 8(3), 226-244.

LaBoskey, V. K. (Fall, 2006). Book Review of A Good Teacher in Every Classroom: Preparing the Highly Qualified Teachers Our Children Deserve in Issues in Teacher Education, 15(2), 79-81.

LaBoskey, V. K. (April 2006). “Reality check”: Teachers’ lives as policy critique. Teachers and Teaching: Theory and Practice, 12(2), 111-122.

LaBoskey, V. K. and Richert, A. (Spring 2002). Identifying good student teaching placements: A programmatic perspective. Teacher Education Quarterly.

LaBoskey, V. K. and Cline, S. (2000) Behind the mirror: Inquiry-based storying in teacher education. Reflective Practice, 1(3), 359-375.

LaBoskey, V. K. (April 2000) Portfolios here, portfolios there...Searching for the essence of “educational portfolios.” Phi Delta Kappan.

LaBoskey, V. K. (Fall 1998) The danger of false dichotomies. Teacher Education Quarterly, 25(4), 39-43.

LaBoskey, V. K. (Winter 1993). Why reflection in teacher education? Teacher Education Quarterly, 20(1), 9-12.

LaBoskey, V. K. (Fall 1991). Review of Teachers for Our Nation's Schools by John Goodlad. Journal of Research for School Executives, 1, 71-72.

LaBoskey, V. K. (1989). From studio to classroom--or not? Journal of Curriculum and Supervision, 5(1), 29-34.

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Paper Presentations

LaBoskey, V. K., Richert, A. E., and Galguera, T. “Man/Woman in the mirror”: Self-study as a means for urban teachers to transform academics. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA, April, 2013.

LaBoskey, V. K. “Is there a there there?” Applying self-study criteria to my research. Paper presented at the annual meeting of the American Educational Research Association, Vancouver, CA, April, 2012.

LaBoskey, V.K. “New tools, new house”: Shifting the emphasis from substance to syntax in the elementary curriculum. Paper presented at the annual meeting of the American Educational Research Association, Vancouver, CA, April, 2012.

LaBoskey, V.K. and Richert, A.E. We learn from what you learn from what they learn: Formative assessment for universal success. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, April, 2011.

LaBoskey, V. K. and Cossey, R. The ghost of social justice education future: How the words of graduates contribute to self-transformation. Paper presented at the annual meeting of the American Educational Research Association, Denver, CO, April, 2010.

Richert, A. E., Donahue, D. M., and LaBoskey, V. K. Preparing white teachers to teach in a racist nation: What do they need to know and be able to do? Paper presented at the annual meeting of the American Educational Research Association, San Diego, April, 2009.

LaBoskey, V. K. Preparing teachers to facilitate change in schools: Voices from classrooms engage with voices from the universities. Panel discussion at the annual meeting of the American Educational Research Association, New York, March, 2008.

LaBoskey, V. K. “Doing as I do”: The role of teacher educator self-study in educating for reflective inquiry. Paper presented at the annual meeting of the American Educational Research Association, New York, March, 2008.

LaBoskey, V. K. Engaging in the self-study of teaching/teacher educator practices: Tensions between methodology and theory in practice. Round Table session at the annual meeting of the American Educational Research Association, New York, March, 2008.

LaBoskey, V. K. “Breaking the code”: High achievement for all IS social justice. Paper presented at the annual meeting of the American Educational Research Association, Chicago, April, 2007.

LaBoskey, V. K. Working in “Wonderland”: Quality in the curriculum of teacher education. Paper presented at the annual meeting of the American Educational Research Association, Chicago, April, 2007.

LaBoskey, V. K. “What’s race got to do with it?”: Learning to consider race in lesson planning. Paper presented at the annual meeting of the American Educational Research Association, Chicago, April, 2007.

LaBoskey, V. K. The development of identity as a teacher for equity and social justice. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, April 2006.

LaBoskey, V. K. “To Be or Not To Be”: Social justice teacher identity formation and transformation. Paper presented at The Fifth International Conference on Self-Study of Teacher Education Practices, East Sussex, England, June 2004.

LaBoskey, V. K. New directions for self-study. Keynote address at The Fifth International Conference on Self-Study of Teacher Education Practices, East Sussex, England, June 2004.

LaBoskey, V. K. Practical strategies and research designs prevalent in self-study. Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, April 2004.

Richert, A. E., Kroll, L. R., Tucher, P., and LaBoskey, V. K. Using inquiry to support collaborative teacher learning and school change: Student and cooperating teachers learning together about their work. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, April 2003.

Freidus, H., Hamilton, M. L., LaBoskey, V. K., and Lyons, N. Working in the margins to advance educational quality: Interrupting a discourse of standardization. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, April 2003.

LaBoskey, V. K., Mitchell, D., Salazar, L., Cline, S., and Reicher, T. The role of relationship in teacher education: Self-study as interpersonal nurturing. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, April 2003.

Hamilton, M. L., and LaBoskey, V. K. Delineating the territory: Reclaiming and refining the self-study of teacher education practices (A dialogue). Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, April 2002.

LaBoskey, V. K., Kroll, L. and Richert, A. What makes a “good” student teaching placement? Lessons learned from a multi-year study. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, April 2002.

LaBoskey, V. K. What we can learn about the relationship between value, validity and context from a case of congruency. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, April 2002.

Henderson, B. and LaBoskey, V. K. Stories as a way to learn both practical and reflective orientations. Paper presented at the annual meeting of the American Educational Research Association, Seattle, April 2001.

LaBoskey, V. K., Kroll, L. and Galguera, T. Assessing “good” student teaching placements: A programmatic perspective. Paper presented at the annual meeting of the American Educational Research Association, Seattle, April 2001.

LaBoskey, V. K. Supporting beginning teacher development through action research. Invited chapter presentation at the annual meeting of the Association of Teacher Educators, New Orleans, February 2001.

LaBoskey, V. K., Guidelines for a Reflective Discussion of Professional Issues. Presentation at the First Carfax International Conference on Reflective Practice, University College Worcester, England, July 2000.

Freese, A., Kosnik, C., and LaBoskey, V. K. Three teacher educators explore their understandings and practices of self-study through narratiave. Paper presented at the Third International Conference on Self-Study of Teacher Education Practices, East Sussex, England, July 2000.

LaBoskey, V. K. and Henderson, B. Stories as a way to join practice and reflection. Paper presented at the Third International Conference on Self-Study of Teacher Education Practices, East Sussex, England, July 2000.

LaBoskey, V. K. Fostering reflective practice at Mills College. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, April 2000.

Richert, A. E., LaBoskey, V. K., and Kroll, L. Identifying “good” teacher supervision: A programmatic perspective. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, April 2000.

LaBoskey, V. K. Stories as a way to learn both practical and reflective orientations. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada, April 1999.

LaBoskey, V. K. and Richert, A. E. Identifying “good” student teaching placements: A programmatic perspective. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada, April 1999.

LaBoskey, V. K. "Setting the tone" stories: Opportunities for narrative knowing and not knowing. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA, April 1998.

LaBoskey, V. K. "Not just a series of fun activities": Preparing to teach content. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA, April 1998.

LaBoskey, V. K. Culminating portfolios and program evaluation: What we learn from what they learn. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA, April 1998.

LaBoskey, V. K. Comparing self-study with "real research": If I use it, must I lose it? Paper presented at the annual meeting of the American Educational Research Association, New York City, April 1996.

LaBoskey, V. K. Reflection in teaching: Can it be Taught? Paper presented at the annual meeting of the American Educational Research Association, New York City, April 1996.

LaBoskey, V. K. The reflective practitioner in teaching: Toward a research agenda. Paper presented at the annual meeting of the American Educational Research Association, Chicago, April 1991.

LaBoskey, V. K. Case studies of two teachers in a reflective teacher education program: "How do you know?". Paper presented at the annual meeting of the American Educational Research Association, Chicago, April 1991.

LaBoskey, V. K. A conceptual framework for reflection in preservice teacher education. Paper presented at the Conceptualising Reflection in Teacher Development conference in Bath, England, March 1991.

LaBoskey, V. K. Reflectivity in preservice teachers: Alert Novices versus Commonsense Thinkers. Paper presented at the annual meeting of the American Educational Research Association, Boston, April 1990.

LaBoskey, V. K. and Wilson, S. M. Tracking the transmission of knowledge: A method in teacher education. Paper presented at the annual meeting of the American Education Research Association, New Orleans, April 1988.

LaBoskey, V. K. Schon into practice: Case study investigation by preservice teachers. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, April 1988.

LaBoskey, V. K. The preservice teacher as case study researcher: On becoming a reflective practitioner. Paper presented at the Spring conference of the California Council on the Education of Teachers, April 1987.

LaBoskey, V. K. and Wilson, S. M. The gift of a case study pickle: Case writing in the education of reflective teachers. Paper presented at the annual meeting of the American Educational Research Association, Washington, April 1987.

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Talks and Presentations

LaBoskey, V. K. Invited Faculty Seminar on Teacher Education as Principled Practice, University of Ballarat, Australia, July, 2007.

LaBoskey, V. K. Invited Faculty Seminar on Teacher Education as Principled Practice, University of Newcastle, Australia, July, 2007.

LaBoskey, V. K. Working in “Wonderland”: Quality in teacher education from the perspective of a teacher educator. Invited Keynote Address at the Annual Meeting of the Australian Teacher Educator Association, July, 2007.

LaBoskey, V. K., Freidus, H., and Rust, F. O. Advancing the knowledge of teaching: What is the trustworthiness of narrative exemplars? Interactive symposium presented at the Annual Meeting of the American Educational Research Association, San Diego, April 2004.

Freidus, H., Hamilton, M. L., and LaBoskey, V. K. In the new contexts of practice: What counts as the evidence of learning? For teachers? Teacher educators? Interactive symposium presented at the Annual Meeting of the American Educational Research Association, San Diego, April 2004.

Freidus, H., LaBoskey, V. K., and Lyons, N. Teachers and teacher educators: Building a trustworthy understanding of professional practice through portfolio inquiry. Interactive symposium presented at the Annual Meeting of the American Educational Research Association, San Diego, April 2004.

Freidus, H., Lyons, N., and LaBoskey, V. K. Narrative methodologies in teacher education research: Promoting accountability through shared understanding. Round Table discussion at the Annual Meeting of the American Educational Research Association, Chicago, April 2003.

LaBoskey, V. K. The role of self-study in research on teaching: Through the lens of self-study. Presentation at the annual meeting of the American Educational Research Association, Seattle, Spring 2001.

LaBoskey, V. K. ’Attention teacher educators: There’s a two-for-one on aisle 6’--learning from our students’ work as they learn from theirs. Keynote Address at the conference of the California Council on the Education of Teachers, Spring 2000.

LaBoskey, V. K., Freidus, H. and Rath, A. The relationship between context and the reflective process. Presentation at the Conference on Using Portfolios in Teaching and Teacher Education, Boston, January 2000.

LaBoskey, V. K., Eisenberg, C. and Wolfe, J. A model for planning curriculum and instruction. Presentation at the New Teachers Center Symposium on New Teachers, January 2000.

LaBoskey, V. K. and Watson, K. The narrative construction of self as a teacher. Presentation at the Conference on Using Portfolios in Teaching and Teacher Education, Boston, January 1999.

LaBoskey, V. K. Portfolios as story. Address at the Conference on Using Portfolios in Teaching and Teacher Education, Boston, January 1998.

LaBoskey, V. K. Issues in critical thinking and teacher education. Presentation at the annual meeting of the American Association of Colleges for Teacher Education, Phoenix, February, 1997.

LaBoskey, V. K., Samway, K. D., and Garcia, S. Layers of learning: A cross-institutional self-study of several teacher educators' action research projects and the influence of the group on those projects. Presentation at The First International Conference on Self-Study of Teacher Education Practices, England, August 1996.

LaBoskey, V. K. Using portfolios to foster teacher reflection: Can it be done? Keynote address at the Conference on Using Portfolios in Teaching and Teacher Education, Boston, January 1996.

LaBoskey, V. K. Making Assumptions Explicit: A town meeting on doing action research. Presentation at the annual meeting of the American Educational Research Association, New York City, April 1996.

LaBoskey, V. K. Student Teacher/Faculty Portfolios in Program Evaluation: A Participatory Analysis. Presentation at the annual meeting of the American Educational Research Association, San Francisco, April 1995.

LaBoskey, V. K. Teacher Stories: Reflections on Reflection in the First Years of Teaching. Presentation at the annual meeting of the American Educational Research Association, San Francisco, April 1995.

LaBoskey, V. K. An exploration of the issues surrounding the use of "story" in research in teaching and teacher education. Presentation at the annual meeting of the American Educational Research Association, April, 1994.

LaBoskey, V. K. Teaching from knowing: Building the backgrounds of teachers. Presentation at the annual convention of the National Council of the Teachers of English, Los Angeles, November 1987.

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Professional Membership

American Educational Research Association

    Division on Curriculum Studies (B)
    Division on Learning and Instruction (C)
    Division on Teaching and Teacher Education (K)
    Self-Study of Teacher Education Practices Special Interest Group
    Portfolios in Reflective Teaching and Teacher Education Special Interest Group

Association for Supervision and Curriculum Development

California Council on the Education of Teachers

National Society for the Study of Education

American Association for Teaching and Curriculum

National Council for the Social Studies

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Awards

The book I co-edited with Nona Lyons, Narrative Inquiry in Practice: Advancing the Knowledge of Teaching won the outstanding book of the year award from the Narrative and Research Special Interest Group of the American Educational Research Association.

Trefethen Faculty Award, Fall 2000 through Fall 2001 for excellence in teaching and scholarship.

Award for Outstanding Scholarship on Teacher Education for my dissertation, "An Exploration of the Nature and Stability of Reflectivity in Preservice Teachers," sponsored by the Association of Colleges and Schools of Education in State Universities and Land Grant Colleges and Affiliated Private Universities, 1989.

1990 Outstanding Doctoral Dissertation Award for Division K, Teaching and Teacher Education, of the American Educational Research Association.

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