Christian Dallavis

dallavis15

Contact information

Christian Dallavis
Director, Notre Dame ACE Academies
107 Carole Sandner Hall

University of Notre Dame

Notre Dame, IN 46556
574-631-4962

dallavis.1@nd.edu
http://ace.nd.edu/academies

Degrees

B.A., English and Japanese, University of Notre Dame
M.A., teaching, University of Portland
Joint Ph.D. in English and education, University of Michigan

Honors/awards

School of Education Scholar, University of Michigan

Educational research interests

The intersection of sociocultural theories of learning, Catholic schooling, and education for urban immigrant communities; school culture; culturally responsive pedagogy; schooling in religious contexts; models of university-school partnership

Current educational studies

Engaging Latinos in Catholic Schools: A study of Catholic school leader attitudes, actions, and outreach toward Latino communities.

Magnificat Research and Evaluation: A critical examination of university-school partnerships, models of school networks, innovative school reform models, and alternative school governance models.

Choosing to Teach: A comparative study of beginning teachers in Catholic, Jewish and public schoolsFrom Theory to Practice: Implementing Culturally Responsive Pedagogy in Classrooms and Schools

Online presentations

Dallavis, C.M. (2010). Teaching with Faith: Culturally Responsive Pedagogy and Faith-Based Schools, presented at the 2010 conference of the Indiana Non-Public Education Association, Indianapolis.

Dallavis, C.M., & Clark, R.K. (2010). Building School Culture: Learning from KIPP and Other High-Performing Urban Schools, presented at the 2010 conference of the Indiana Non-Public Education Association, Indianapolis.

Clark, R.K., & Dallavis, C.M. (2010). Engaging the Latino Community in Faith-Based Schools, presented at the 2010 conference of the Indiana Non-Public Education Association, Indianapolis.

Select publications & presentations

Buehler, J. L., Gere, A. R., Dallavis, C. M., & Haviland, V. S. (2009). “Normalizing the fraughtness: How emotion, race, and school context complicate cultural competence.” Journal of Teacher Education 60(4), 408-418.

Dallavis, C. M. & Johnstone, J. V. (2009). “An evolving university-school partnership: The University of Notre Dame Magnificat Schools.” Catholic Education: A Journal of Inquiry and Practice 13(2), 224-247.

Gere, A. R., Buehler, J. L., Dallavis, C. M., & Haviland, V. S. (2009). “A Visibility Project: Learning to See the Raced Consciousness of Preservice Teachers.” American Educational Research Journal 46(3), 816-852.

Haviland, V. S., Gere, A. R., Buehler, J. L., & Dallavis, C. M. (2009). “Making the journey to cultural competence with poetry.” Multicultural Perspectives 11(1), 19-26.

Dallavis, C.M. (2009, April). “Culturally responsive pedagogy and urban Catholic schools: Promises and pitfalls.” Paper presented at the annual meeting of the National Catholic Education Association, Anaheim.

Dallavis, C.M. (2009, April). “An unexplored intersection: Culturally responsive pedagogy, urban Catholic schools, and immigrant communities.” Paper presented at the annual meeting of the American Educational Research Association, San Diego.

Dallavis, C.M. (2008, November). “How can I implement CRP in my classroom?” Paper presented as part of symposium, “Demystifying culturally responsive pedagogy: Translating theory into classroom practice,” at the annual meeting of the National Council of Teachers of English, San Antonio.

Watzke, J. L. & Dallavis, C. M. (2008, April). “Spiritual dimensions of culturally responsive pedagogy: Research on teacher and student perspectives.” Paper presented at the annual meeting of the American Educational Research Association, New York City.

Bio

Christian Dallavis joined the Notre Dame faculty in summer 2008 and now serves as director of the Notre Dame ACE Academies, a partnership initiative designed to promote engagement between the University and individual urban Catholic schools. Prof. Dallavis, whose doctoral dissertation examined historical and contemporary urban Catholic schooling in an immigrant community, spent 18 months researching and evaluating high-performing urban schools to develop the ND ACE Academy model.

Dallavis serves as an advisor to the Catholic School Advantage Campaign and is on the faculty for the Alliance for Catholic Education Master of Education program, teaching middle school English methods and English assessment.

As a member of the ACE Teaching Fellows program, Dallavis taught middle school English and high school theater arts at Mercy Cross Catholic School in Biloxi, Miss., while earning a master of arts degree from the University of Portland. After ACE, he taught English in Dhaka, Bangladesh before returning to Notre Dame to join the ACE pastoral and administrative staff, where he supported beginning teachers and developed international teaching opportunities in Ireland and Chile. Later he attended the University of Michigan, where he prepared pre-service teachers to work in urban and under-resourced schools. He also served as a member of the research team for the Squire Office of Policy Research for the National Council of Teachers of English.

Contact Information

dallavis15 Christian Dallavis
Senior Director, Leadership Programs, ACE
107 Carole Sandner Hall
574.631.4962
Dallavis.1@nd.edu
http://ace.nd.edu/directory/christian-dallavis-phd

Department/affiliation

Alliance for Catholic Education

Degrees

B.A., English & Japanese, University of Notre Dame
M.A., Teaching, University of Portland
Joint Ph.D. in English and Education, University of Michigan

Research interests

  • The intersection of sociocultural theories of learning, Catholic schooling, and education for urban immigrant communities
  • School culture
  • Culturally responsive pedagogy
  • Schooling in religious contexts
  • Models of university-school partnership

Honors/awards

Best Dissertation Award, American Educational Research Association (AERA) Catholic Education Special Interest Group

School of Education Scholar, University of Michigan

Select publications

Dallavis, C.M. (2011, in press). "’Because that’s who I am’: Extending theories of culturally responsive pedagogy to consider religious identity, belief, and practice. Multicultural Perspectives.

Dallavis, C.M. (2011, in press). “Qualified sociopolitical consciousness: Complicating culturally responsive pedagogy in faith-based schools.” Education and Urban Society.

Buehler, J. L., Gere, A. R., Dallavis, C. M., & Haviland, V. S. (2009). “Normalizing the fraughtness: How emotion, race, and school context complicate cultural competence.” Journal of Teacher Education 60(4), 408-418.

Dallavis, C. M. & Johnstone, J. V. (2009). “An evolving university-school partnership: The University of Notre Dame Magnificat Schools.” Catholic Education: A Journal of Inquiry and Practice 13(2), 224-247.

Gere, A. R., Buehler, J. L., Dallavis, C. M., & Haviland, V. S. (2009). “A Visibility Project: Learning to See the Raced Consciousness of Preservice Teachers.” American Educational Research Journal 46(3), 816-852.

Haviland, V. S., Gere, A. R., Buehler, J. L., & Dallavis, C. M. (2009). “Making the journey to cultural competence with poetry.” Multicultural Perspectives 11(1), 19-26.

Dallavis, C.M. (2009, April). “Culturally responsive pedagogy and urban Catholic schools: Promises and pitfalls.” Paper presented at the annual meeting of the National Catholic Education Association, Anaheim.

Dallavis, C.M. (2009, April). “An unexplored intersection: Culturally responsive pedagogy, urban Catholic schools, and immigrant communities.” Paper presented at the annual meeting of the American Educational Research Association, San Diego.

Dallavis, C.M. (2008, November). “How can I implement CRP in my classroom?” Paper presented as part of symposium, “Demystifying culturally responsive pedagogy: Translating theory into classroom practice,” at the annual meeting of the National Council of Teachers of English, San Antonio.

Watzke, J. L. & Dallavis, C. M. (2008, April). “Spiritual dimensions of culturally responsive pedagogy: Research on teacher and student perspectives.” Paper presented at the annual meeting of the American
Educational Research Association, New York City.

Bio

Dr. Dallavis joined the Notre Dame faculty in Summer 2008 and now serves as senior director of Leadership Programs for ACE. Dallavis, whose doctoral dissertation examined historical and contemporary urban Catholic schooling in an immigrant community, spent 18 months researching and evaluating high-performing urban schools to develop the ND ACE Academy model.

Dallavis, an Associate Professional Specialist, serves as an advisor to the Catholic School Advantage Campaign and is on the faculty for the Alliance for Catholic Education Master of Education program. He is an Associate Professional Specialist.

As a member of the ACE Teaching Fellows program, Dallavis taught middle school English and high school theater arts at Mercy Cross Catholic School in Biloxi, MS, while earning a master of arts degree from the University of Portland. After ACE, he taught English in Dhaka, Bangladesh before returning to Notre Dame to join the ACEpastoral and administrative staff, where he supported beginning teachers and developed international teaching opportunities in Ireland and Chile. Later he attended the University of Michigan, where he prepared pre-service teachers to work in urban and under-resourced schools. He also served as a member of the research team for theSquire Office of Policy Research for the National Council of Teachers of English.