Grotto

Kim TolleyKim Tolley, Ed.D.

Professor, School of Education and Leadership

Kim Tolley is Professor in the School of Education at Notre Dame de Namur University. Her publications have appeared in such journals as the History of Education Quarterly, Teachers College Record, Social Science History, The North Carolina Historical Review and the Journal of Curriculum Studies. She has received the History of Education Society’s prize for best article published in a refereed journal (2008). Her book, The Science Education of American Girls: A Historical Perspective (2003), has received the Outstanding Academic Title Award from the Association of College and Research Libraries (2003), Honorable Mention for the Outstanding Book Award from the History of Education Society (2004), and Honorable Mention for Best Book by a New Scholar (Division F, AERA, 2005),  She is co-editor of Chartered Schools: Two Hundred Years of Independent Academies in the United States, 1727 – 1925 (2002) and editor of Transformations in Schooling: Comparative and Historical Perspectives (2007). Tolley has served on the editorial board of the History of Education Quarterly and on the board of the History of Education Society. She has recently completed a book manuscript titled: Heading South: Education, Family Life, and Slavery in the Second Great Awakening.

Education History

  • Ed.D., Social and Cultural Studies. School of Education, University of California, Berkeley, 1996.
  • Administrative Services Credential, University of California, Berkeley, 1992.
  • MA, Educational Research and its Applications. School of Education, University of California, Berkeley, 1985.
  • Multiple-Subject Teaching Credential; Single-Subject Teaching Credential, Art. University of California, Berkeley, 1979.
  • BA, Art. University of California, Santa Cruz, 1974.

Courses Taught

  • EDU4104- Multicultural and Sociological Foundations of Education
  • EDU4721- Introduction to Education Research
  • EDU4724- Education Research

Research and Interests

  • Her research interests include the sociology and culture of teaching and learning in the late eighteenth and early nineteenth centuries, the history of science and schooling, and the shift from chartered academies to publicly funded systems of schooling in the United States. Her current research focuses on various forms of schooling in the early national South.

Recognitions

  • The History of Education Best Article Award: Kim Tolley and Nancy Beadie, “Socioeconomic Incentives to Teach in New York and North Carolina: Toward a More Complex Model of Teacher Labor Markets, 1800-1850.”
  • Honorable Mention for Best Book by a New Scholar, Division F, American Educational Research Association: The Science Education of American Girls: A Historical Perspective (New York: Routledge, 2003), 2005
  • Honorable Mention for the Outstanding Book Award, History of Education Society: The Science Education of American Girls: A Historical Perspective, 2004
  • Outstanding Academic Title awarded to The Science Education of American Girls, Association of College and Research Libraries, 2003
  • Archie K. Davis Research Fellowship, North Carolina Society, 2002
  • Outstanding Dissertation Award, U.C. Berkeley, 1996
  • Henry Barnard Prize, History of Education Society, 1995
  • Vice Chancellor for Research Fund Award, U.C. Berkeley, 1994
  • Distinction on Oral Qualifying Exam, U.C. Berkeley, with focus on: History of Education; History of Science; Curriculum History, 1993
  • Teacher of the Year, Vallejo City Unified School District, 1986
  • Teacher of the Year, California Association of the Gifted, 1985

Professional Affiliations

  • American Educational Research Association
  • History of Education Society
  • Social Science History Association

Publications

  • “The Significance of the French School in Early National Female Education,” in To Build a Republic: The Founding Fathers, Education, and the American Philosophical Society Prize Contest of 1795, ed. Benjamin Justice (NY: Palgrave Macmillan, 2013).
  • “Joseph Gales and Education Reform in North Carolina, 1799-1841”, North Carolina Historical Review, 86:1, January 2009.
  • “Music Teachers Music Teachers in the North Carolina Education Market, 1800 – 1840: How Mrs. Sambourne Earned a “Comfortable Living for Herself and Her Children,” in Social Science History 32:1, Spring 2008.
  • Editor, Transformations in Schooling: Historical and Comparative Perspectives  (New York: Palgrave Macmillan, 2006, in press), 2007.
  • “Introduction to Historical and Comparative Perspectives in Educational Transformations,” in Transformations in Schooling, 2007.
  • “Reflections on the Historicality of Education Systems,” in Transformations in Schooling, 2007.
  • Essay Review: “Learning in a Consumers’ Republic,” in History of Education Quarterly, 46, Summer 2006.
  • “Socioeconomic Incentives to Teach in New York and North Carolina: Toward a More Complex Model of Teacher Labor Markets, 1800 – 1850, with Nancy Beadie, in History of Education Quarterly, 46, Spring 2006.
  • “A Chartered School in a Free Market: The Case of Raleigh Academy, 1801 - 1823” in Teachers College Record 107 (January 2005): 59 – 88, 2005.
  • The Science Education of American Girls: A Historical Perspective (New York: Routledge), 2003.
  • Chartered Schools; Two Hundred Years of Independent Schools and Academies in the United States, 1727-1925, co-edited with Nancy Beadie (New York: Routledge), 2002.
  • “A School for Every Purpose,” in Chartered Schools (co-authored with Nancy Beadie), 2002.
  • “Leaving Home to Teach; The Diary of Susan Nye Hutchison, 1815-1841, in Chartered Schools (coauthored with Margaret Nash), 2002.
  • “Mapping the Landscape of Higher Schooling,” in Chartered Schools, 2002.
  • “’Many Years Before the Mayflower’: Catholic Academies and the Development of Parish High Schools in the United States, 1727 – 1925,” in Chartered Schools, 2002.
  • “Legacies of the Academy,” in Chartered Schools (coauthored with Nancy Beadie), 2002.
  • “Reappraisals of the Academy Movement,” coauthored with Nancy Beadie, in History of Education Quarterly 41, Summer 2001.
  • “The Rise of the Academies; Continuity or Change?” in History of Education Quarterly 41, Summer 2001.
  • Essay Review: “Xena, Warrior Princess, or Judith, Sexual Warrior?  The Search for a Liberating, Image of Women’s Power in Popular Culture,” in History of Education Quarterly, 39, no. 3, 1999.
  • “Science for Ladies, Classics for Gentlemen: A Comparative Analysis of the Science Curriculum in Male and Female Secondary Schools in the United States, 1800 - 1850,” in History of Education Quarterly, 35, Summer 1996.
  • The Art and Science Connection: Hands-on Activities for Intermediate Students (Menlo Park Addison Wesley), 1994.
  • The Art and Science Connection: Hands-on Activities for Primary Students (Menlo Park: Addison Wesley), 1993.

Invited Presentations

  • “The Mathematics and Science Education of Young Women in the United States, 1784 - 1932.” Invited speech at a joint reception of the American Philosophical Society (Philadelphia) and the History of Education Society, October 22, 2009.
  • History of Education Best Article Award: Kim Tolley and Nancy Beadie, “Socioeconomic Incentives to Teach in New York and North Carolina: Toward a More Complex Model of Teacher Labor Markets, 1800-1850”. Paper Presented at the Annual Meeting of the History of Education Society, St. Petersburg, Florida, 2008.
  • “Encouraging Girls in Science.” Keynote address at conference sponsored by the National Science Foundation: Placing Girls in the Pipeline: Fostering Girls’ Success in Science Education. Queens College/CUNY, Flushing, New York, 2005.

Invited Guest Faculty

  • Visiting Professor by invitation of the School of Education, Stanford University. During the spring semester, taught one 3-unit graduate course on the History of Education, 2008.