The Catholic University of America

Liliana Maggioni, Ph.D.

Clinical Assistant Professor; Director of Teacher Education; Secondary Program Coordinator; CAEP Accreditation Coordinator; Certification Officer

O'Boyle 214

620 Michigan Ave NE
Washington, DC 20064
(202) 319-4481



University of Maryland
College Park

Human Development
Specialization in Educational Psychology 
University of Maryland
College Park
 M.A. Education-Secondary Education: Social Studies  2001
Universita' Cattolica del Sacro Cuore
Milan, Italy 
 M.A. Economics 1989 


Professional History

Fall 2015-Present
Clinical Assistant Professor
Director of Teacher Education
Coordinator Secondary Education Programs 
The Catholic University of America
 Fall 2012-Spring 2014
Acting Coordinator Secondary Education Programs
Adjunct Faculty
The Catholic University of America
 Fall 2007-Summer 2015  Adjunct Faculty  McDaniel College
Summer 2012
Consultant: Professional development for history teachers and refinement of inquiry-based history units.
Baltimore County Public Schools
Fall 2010-Spring 2012
Faculty Research Associate
Adjunct Faculty 
University of Maryland
Spring 2006-Spring 2009 Research Assistant; Teaching Assistant University of Maryland


Research Interests

Teachers’ beliefs and the development of pedagogical content knowledge 
Development of historical thinking and historical understanding
Epistemic beliefs and the relation between knowledge and beliefs



Spring 2013-Present The Catholic University of America
• Teaching Early Childhood/Elementary Social Studies (EDUC 320)
• Teaching Social Studies in Secondary Schools (EDUC 585 – EDUC 485)
• Human Growth and Development (EDUC 261)
• Psychology of Learning (EDUC 271)
• Supervision of candidates during their student teaching experience (specific section of EDUC 400)


Refereed Articles 
Alexander, P.A., Fox, E., Maggioni, L., Winters, F., Dinsmore, D., Grossnickle, E., List, A., Loughlin, S., & Parkinson, M. (2012). Reading into the future: Competence for the 21st century. Educational Psychologist, 27(4), 259-280.
Maggioni, L., Fox, E., & Alexander, P. A. (2010). The epistemic dimension of competence in the social sciences. Journal of Social Science Education, 9(4), 15-23.
Maggioni, L., VanSledright, B., & Alexander, P. A. (2009). Walking on the borders: A measure of epistemic cognition in history. The Journal of Experimental Education, 77(3), 187-214.
Maggioni, L., & Parkinson, M. (2008). The role of teacher epistemic cognition, epistemic beliefs and calibration in instruction. Educational Psychology Review, 20(4), 445-461.
Maggioni, L., Riconscente, M., & Alexander, P. A. (2006). Perceptions of knowledge and beliefs among undergraduate students in Italy and in the United States. Learning and Instruction 16(5), 467-491.
Maggioni, L., Alexander, P. A., & VanSledright, B. (2004). At a crossroads? The development of epistemological beliefs and historical thinking.European Journal of School Psychology (2)1-2, 169-197.
Maggioni, L. (2001). Imparare e insegnare storia: alcuni contributi dalla ricerca americana [Learning and Teaching History: contributions from American research]. lineaTempo, Anno V, Vol. 3, Dicembre 2001, 118-125.


Fox, E., & Maggioni, L. (in press). Multiple Source Use in History. In J. L. G. Braasch, I. Bråten, & M. T. McCrudden (Eds.), Handbook of multiple source use. Routledge.
Parkinson, M., & Maggioni, L. (2017). The potential of course interventions to change (pre-service) teachers’ beliefs. In G. Schraw, J. Brownlee, L. Olafson & M. Vanderveldt, Teachers’ personal epistemologies: Evolving models for transforming practice (pp. 217=239). Charlotte, NC: IAP.
VanSledright, B., & Maggioni, L. (2016). Preparing Teachers to Teach Historical Thinking? An Interplay Between Professional Development Programs and School-Systems’ Cultures. In T. Petty, A. Good, & S. M. Putnam (Eds.), Handbook of research on professional development for quality teaching and learning (pp. 252-280). Hershey, PA: IGI Global
VanSledright, B., & Maggioni, L. (2016). Epistemic cognition in history. In J. Greene, W. Sandoval, & I. Bråten (Eds.), Handbook of epistemic cognition (pp. 128-146). New York: Routledge.
Fox, E., & Maggioni, L. (2016). Identifying individual differences in reading: What are we looking for? In P. Afflerbach (Ed.), Handbook of individual differences in reading: Reader, text, and context (pp. 13-25). New York: Routledge.
Maggioni, L., Fox, E., & Alexander, P.A. (2015). Beliefs about reading, text, and learning from text. In H. Fives and M. G. Gill (Eds.), International Handbook of research on teachers’ beliefs (pp. 353-369). New York: Routledge.
Maggioni L., & Alexander, P. A. (2011). Knowledge domains and domain learning. In V. G. ver Aukrust (Ed.), Learning and Cognition (pp. 118-127). Elsevier.
Alexander, P. A., Dinsmore, D. L., Fox, E., Grossnickle, E. M., Loughlin, S. M., Maggioni, L., Parkinson, M., & Winters, F. I. (2011). Higher-order thinking and knowledge: Domain-general and domain-specific trends and future directions. In G. Schraw (Ed.), Assessment of higher order thinking skills (pp. 47-88). Charlotte, NC: Information Age Publishers.
Maggioni, L., & Alexander, P. A. (2010). Knowledge domains and domain learning. In E. Baker, P. Peterson, & B. McGaw, (Eds.), International Encyclopedia of Education (3rd ed.); Vol. 5 (pp. 255-264). Elsevier.


Other Publications
Maggioni, L. (2010). Studying epistemic cognition in the history classroom: Cases of teaching and learning to think historically (Doctoral dissertation). Retrieved from ProQuest Dissertation and Theses Database (Document ID 2180012291).
Maggioni, L. (1989). Serie e successioni di funzioni [Series and sequences of functions], Milano: CUSL.