Roseanne Vallice Levy

  • Associate Dean for Academic Affairs
  • Assistant Professor School of Education
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Dr. Roseanne Vallice Levy is the Associate Dean for Academic Affairs for the School of Education at Mercy University. She is also an Assistant Professor of Special Education and is the Past President of the Faculty Senate (2020-2022).

Dr. Levy earned her B.A. in Political Science from New York University; M.S. in Education, with a concentration in Special Education and Social Studies (Grades 7-12), from Long Island University; and Ph.D. in Curriculum and Instruction in Special Education from the University of South Florida.

Dr. Levy’s scholarly areas of expertise include educational assessment, teacher preparation, which includes the evaluation of PK-12 teachers, the evaluation of higher education faculty, as well as the implementation of research-based pedagogy within all classroom settings. Her critical, scholarly interests also emphasize the impact of teacher self-efficacy (Bandura, 1977, 1986, 1997) and teacher resilience within all classroom settings.

Currently, Dr. Levy’s research focuses on the training, implementation and impact of Siegfried Engelmann’s method of Direct Instruction in reading to K-3 students with exceptionalities in Bangalore, India.

Dr. Levy also has several years of experience teaching at the secondary level (Grades 7-12) and has taught within multiple, diverse classroom settings in New York, Connecticut, and Florida.

Ph.D. Curriculum and Instruction in Special Education: University of South Florida

M.S. Education with a concentration in Special Education and Social Studies: Long Island University

B.A. Political Science: New York University

Levy, R.V. & Wasmuth, H. (2024). Developmentally Appropriate Practice and its Impact on the Field of Early Child Education and Care in the United States. In: Rita Braches-Chyrek, R., Franke-Meyer, D. & Kasüschke, D. (eds.)  Zugänge zur Geschichte der Pädagogik der frühen Kindheit. Volume 4: Family and ECEC institutions in an international context - defining the relationship from a historical-systematic perspective. Leverkusen: Verlag Barbara Budich.

Levy, R.V. (2023). Trying to Fit a Square Peg into a Round Hole: Being Indian American in the USA. Global Education Review, 10(4). 10-20. https://ger.mercy.edu/index.php/ger/article/view/651

O’Rourke-Lang, C., & Levy, R.V. (2016). The global context of disability. Global Education Review, 3(3). 1-3. http://ger.mercy.edu/index.php/ger/issue/view/25

O’Rourke-Lang, C., & Levy, R.V. (Eds.). (2016). The Global Context of Disability. Global Education Review, 3(3).

Alvarez McHatton, P., & Vallice, R.K. (2014). Exceptional student education: Utilizing the arts to facilitate inclusive environments: A case study in Special Education. In B. Cruz, A. Vasquez, E. Hayes, & C. Ellerbrock (Eds.), Talking diversity with teachers and teacher educators:  Exercises and critical conversations across the curriculum (pp. 172-188). New York: Teacher College Press.

McHatton, P.A., Parker, A., Vallice, R.K. (2013). Critically reflective practitioners: Exploring our intentions as teacher educators. Reflective Practice. 14(3), 392-405. doi: 10.1080/14623943.2013.767235

Vallice, R. K. (2012). Examining the Experiences of First-Year Special Education Teachers: A Multiple Case Study Analysis. Saarbrücken, Germany: LAP LAMBERT Academic Publishing.

McHatton, P.A., Smith, M., Bradshaw, W., Vallice, R., Dias, L., (2011). "Doing Diversity...?" Preparing teacher candidates using a developmental model. In E. McCray, P. McHatton, & C. Beverly (Eds.), Knowledge, Skills and Dispositions for Culturally Competent and Interculturally Sensitive Leaders in Education.