Emilie Vanessa Siddle Walker Winship Distinguished Research Professor Division of Educational Studies Emory University 1784 North Decatur Road, Suite 240 Atlanta, GA 30322 Phone: 404.727.6468 Fax: 404.727.2799 E-Mail: vwalker@learnlink.emory.edu Courses Taught Qualitative Research Methods Introduction History of African-American Education English Instructional Methods Introduction to Education Degrees B.A. - University of North Carolina at Chapel Hill Ed.M. - Harvard University Ed.D. - Harvard University Research Interest Historical and cultural influences on the teaching and learning of African American students Selected Publications Books Walker, V. S. (1996). Their highest potential: An African American school community in the segregated south. Chapel Hill: University of North Carolina Press. Hidalgo, N., McDowell, C., Siddle, E. (Eds.) (1990). Facing racism in American education. Cambridge, MA: Harvard Educational Review Reprint Series. Manuscripts and Book Reviews Walker, V. S. (2005). Organized resistance and black educators' quest for school equality, 1878-1938. Teachers College Record 107, 355-388. Walker, V. S. (2005). After methods, then what? A researcher's response to the report of the National Research Council. Teachers College Record, 107, 30-37. Walker, V. S., & Archung, K. N. (2003). The segregated schooling of blacks in the southern United States and South Africa. Comparative Education Review, 47, 21-40. Walker, V.S. (2001). African American teaching in the South: 1940-1960. American Educational Research Journal, 38, 751-779. Walker, V. S. (2000). Valued segregated schools for African American children in the South, 1935-1969: A review of common themes and characteristics. Review of Educational Research, 70, 253-286. Walker, V. S. (1996). Can institutions care? Evidence from the segregated schooling of African American children. In M. Shujaa (Ed.), Beyond desegregation: The quality of African American schooling. Thousand Oaks, CA: Corwin Press. Walker, V. S. (1995). Research at risk: Lessons learned in an African American communiuty, Educational Foundations, 9(1), 5-15. Engelhard, G., Gordon, B., Siddle Walker, E., Gabrielson, S. (1994). The influence of writing tasks and gender on quality of writing for black and white students. Journal of Educational Research, 87, 197-209. Walker, V. S. (1993). Caswell county training school, 1933-1969: Relationships between community and school. Harvard Educational Review, 63, 161-182. Reprint in G. Noya, K. Geismar, and G. Nicoleau (Eds.), 1995, Shifting histories: Transforming schools for social change, Cambridge, MA: Harvard Educational Review Print Series. Walker, V. S. (1993). Interpersonal caring in the "good" segregated schooling of African American children: Evidence from the case of Caswell County Training School. Urban Review, 25, 63-77. Reprint in D. Rich and J. Van Galen, 1994, Caring in an unjust world: Negotiating borders and barriers in schools. New York: SUNY. Walker, E. (1992). Falling asleep and African American student failure. Theory into Practice, 31, 321-327.