Roseanne Vallice Levy

  • Associate Dean for Academic Affairs
  • Assistant Professor School of Education
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Dr. Roseanne Vallice Levy is an Assistant Professor of Special Education and served as the Associate Dean for Academic Affairs for the School of Education from 2016-2017 and 2019-2024. She is presently an Executive Board member of the Faculty Association and previously served as President of the Faculty Senate from 2020-2022. Currently, she is a Co-Principal Investigator for the BranchED grant.

Dr. Levy earned her B.A. in Political Science from New York University; M.S. in Education, with a concentration in Special Education and Social Studies (Grades 7-12), from Long Island University; and Ph.D. in Curriculum and Instruction in Special Education from the University of South Florida.

Dr. Levy’s scholarly areas of expertise include teacher preparation, which includes the evaluation of PK-12 teachers, the evaluation of higher education faculty, as well as the implementation of research-based pedagogy within all classroom settings. Her critical, scholarly interests also emphasize the impact of teacher self-efficacy (Bandura, 1977) and teacher resilience within all classroom settings.

Dr. Levy also has several years of experience teaching at the secondary level (Grades 7-12) and has taught within multiple, diverse classroom settings in New York, Connecticut, and Florida.

Ph.D. Curriculum and Instruction in Special Education: University of South Florida

M.S. Education with a concentration in Special Education and Social Studies: Long Island University

B.A. Political Science: New York University

Levy, R.V. & Wasmuth, H. (2024). Developmentally Appropriate Practice and its Impact on the Field of Early Child Education and Care in the United States. In: Rita Braches-Chyrek, R., Franke-Meyer, D. & Kasüschke, D. (eds.)  Zugänge zur Geschichte der Pädagogik der frühen Kindheit. Volume 4: Family and ECEC institutions in an international context - defining the relationship from a historical-systematic perspective. Leverkusen: Verlag Barbara Budich.

Levy, R.V. (2023). Trying to Fit a Square Peg into a Round Hole: Being Indian American in the USA. Global Education Review, 10(4). 10-20. https://ger.mercy.edu/index.php/ger/article/view/651

Alvarez McHatton, P., & Vallice, R.K. (2014). Exceptional student education: Utilizing the arts to facilitate inclusive environments: A case study in Special Education. In B. Cruz, A. Vasquez, E. Hayes, & C. Ellerbrock (Eds.), Talking diversity with teachers and teacher educators:  Exercises and critical conversations across the curriculum (pp. 172-188). New York: Teacher College Press.

McHatton, P.A., Parker, A., Vallice, R.K. (2013). Critically reflective practitioners: Exploring our intentions as teacher educators. Reflective Practice. 14(3), 392-405. doi: 10.1080/14623943.2013.767235

Vallice, R. K. (2012). Examining the Experiences of First-Year Special Education Teachers: A Multiple Case Study Analysis. Saarbrücken, Germany: LAP LAMBERT Academic Publishing.

McHatton, P.A., Smith, M., Bradshaw, W., Vallice, R., Dias, L., (2011). "Doing Diversity...?" Preparing teacher candidates using a developmental model. In E. McCray, P. McHatton, & C. Beverly (Eds.), Knowledge, Skills and Dispositions for Culturally Competent and Interculturally Sensitive Leaders in Education.