The Catholic University of America

Liliana Maggioni, Ph.D.

Director of Teacher Education; Coordinator of NCATE/CAEP; Certification Officer; Coordinator of Academic Advising; Study Abroad Advisor; Assistant Professor

O'Boyle 214

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

 

Education

University of Maryland
College Park

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

 

Professional History

2013-present Clinical Assistant 

Department of Education
The Catholic University of America
Washington, DC

2007-present Clinical Assistant McDaniel College
2012-2013

Coordinator of Secondary Education Program

 
Department of Education
The Catholic University of America
Washington, DC
 
2012 Student Advisor Department of Education
The Catholic University of America
Washington, DC
 
2005-2011 Clinical Assistant

University of Maryland
College Park

2005-2006 University Supervisor for Secondary Social studies Education University of Maryland
College Park
 
 2002-2012  Research  University of Maryland
College Park
 
     

 

Research Interests

 Educational Psychology and Social Studies Education
 
 

 

Courses

EDUC 571 Teaching Early Childhood/Elementary Social Studies  
CUR 503 Learning and Instruction  
CUR 566 Teaching and Learning Through a Psychological Lens  
EDHD 420 Cognitive Development and Learning  
EDHD 419b Human Development and Learning  
EDHD 878 Team Research in Human Development  
EDCI 787 Educational Reform  
EDHD 420-Master Program Cognitive Development and Learning  
EDHD 460 Educational Psychology  
EDHD 306 Research Methods in Human Development  
EDCI 322A Social Studies Methods  
EDCI 622 Social Studies in the Elementary School  

 

Recent Publications

Refereed Articles 
Maggioni, L., Fox, E., & Alexander, P.A. (in revision). Incorporating task and context into the framing of personal epistemologies' portraits. Journal of Experimental Psychology.
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., & Aexander, P.A. (2010). The epistemic dimension of competence in the social sciences. Journal of Social Sciences 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 beleifs 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.
 
 Chapters
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.225-264). 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 fizioni [Series and sequences of functions], Milano: CUSL.