Thomas Levine

Associate Professor


Assistant Professor

Academic Degrees:

Ph.D. (Curriculum and Teacher Education) Stanford University, 2005
Certificate of Advanced Graduate Studies (Chinese Language and Culture) Clark University, 2001
M.A.T. (Social Studies Education), Tufts University, 1989
B.A. with honors (History), Brown University

Areas of Expertise:

Teacher Education

Professional Development

Social Studies Education

Sociocultural theory

Teacher Preparation for work with Emergent Bilinguals


Tom Levine is an Assistant Professor in the Curriculum & Instruction Department of the Neag School of Education. His research explores how collaboration among professionals creates opportunities for learning and improvement of professional practice. He has used sociocultural theoretical frameworks to study the professional community among in-service teachers in two high schools and among clinical supervisors in a teacher education program. He has also facilitated and studied a faculty learning community among 18 teacher educators to improve preservice teachers’ capacity to teach English language learners. This four-year project, funded by two grants, involved methods instructors, clinical faculty, and others in cycles of learning, research, and close examination of practice; Routledge just published a book sharing findings from this group’s work, listed below. He is Co-PI for a Connecticut Teacher Quality Partnership Grant which funded professional development during 2015-2016, “Making History: Implementing Connecticut’s New Social Studies Frameworks.”  He is currently working with some colleagues within the teacher education program and in partner elementary schools on improving the use of core practices within both teacher preparation and K-5 classrooms. 

From 1998-2000, Tom was the Associate Director of the New England China Network at Primary Source; he designed and led workshops on China for elementary and secondary teachers, led teacher study tours to China, and supported teachers in designing lessons on peoples traditionally excluded from social studies curricula. Tom spent 2000-2005 at Stanford, where he earned a Ph.D. in Teacher Education and won Stanford Graduate Fellowship and a Spencer Foundation Dissertation Fellowship. He taught high school social studies from 1987 to 1995. Tom’s wife is Korean; Tom and Jihee hope to raise their twin daughters to be bi- or tri-lingual.

Selected Publications/Presentations:

Anagnostopolous, D.O., Levine, T.H., Roselle, R.S., & Lombardi, A. (2018). Learning to redesign teacher education: A conceptual framework to support program change. Teaching Education, 29(1).  61-80.

Levine, T.H. (2017). Studying Teacher Collaboration: Preparing for and Conducting Interviews on Sensitive Topics with a Reluctant Interviewees.  Sage Research Methods Cases. 

Levine, T.H. & Maley, C.S. (2017). Studying Teacher Preparation for Linguistic Diversity:  Promoting Triangulation while Minimizing Cost.  Sage Research Methods Cases. 
Roselle, R.S., Anagnostopoulos, D.O., Hands, R., Levine, T.H., Cahill, J., Kuhn, A., Plis, C. (2017). Simultaneous Inquiry: Renewing Partnerships and People in Professional Development Schools. School University Partnerships: A Journal of the National Association for Professional Development Schools.

Levine, T.H., Howard, E.R., & Moss, D.M. (2014). Preparing Teachers for Second Language Learners: Lessons from a Faculty Learning Community. New York: Routledge (edited volume for the Research on Teacher Education Series).

Marcus, A.S., & Levine, T.H. , & Grenier, R.S. (2012). How Secondary History Teachers Use and Think About Museums: Current Practices and Untapped Promise for Promoting Historical Understanding. Theory and Research in Social Education, 40(1), 66-97.

Levine, T.H. (2011). Features and strategies of supervisor professional community as a means of improving the supervision of preservice teachers. Teaching and Teacher Education 27(5), 930-941.

Levine, T.H. (2011). Comparing Pathways for Converting Large High Schools into Smaller Units: Interdependent Smaller Learning Communities as a Defensible Alternative. Improving Schools 14(2) 172-186.

Levine, T.H. (2011). Experienced teachers and school reform: Exploring how two different professional communities facilitated and complicated change. Improving Schools, 14(1), 30-47.

Levine, T.H. & Marcus, A.S. (2010). How the structure and focus of teachers’ collaborative activities facilitate and constrain teacher learning. Teaching and Teacher Education 26(3) 389-398.

Levine, T. H. (2010). Tools for the study and design of collaborative teacher learning: The affordances of different conceptions of teacher community and activity theory. Teacher Education Quarterly, 37(1), 109-130.

Levine, T. H. (2010). What Research Tells Us About the Impact and Challenges of Smaller Learning Communities. Peabody Journal of Education, 85(3), 276-289.

Levine, T.H. (2010). “‘A small group of thoughtful, committed citizens”: How social studies can enable resistance rather than social reproduction. In D. Moss & T. Osborn (Eds.) Critical Essays on Resistance in Education: Volume 46, Counterpoints: Studies in the Postmodern Theory of Education. New York: Peter Lang, 143-158.

Levine, T.H. (2010). Socializing future social studies teachers and K-12 students. The Social Studies, 101(2), 69-74.



Spencer Foundation Doctoral Dissertation Fellowship, 2004-05

Burt & Deedee McMurtry Stanford Graduate Fellowship, 2000-2004

Teacher of the Year, Algonquin High School, 1990


American Educational Research Association

National Council of the Social Studies

National Network of Educational Renewal

American Association of Colleges of Teacher Education

Thomas Levine
Contact Information
Phone860 486 5449
Mailing AddressUnit 3033
Office LocationGentry 426