Victoria Theisen-Homer

Postdoc Research Assoc nb2008
Post Doctoral Scholars
TEMPE Campus
Postdoc Research Assoc nb2008
Post Doctoral Scholars
TEMPE Campus


Victoria Theisen-Homer is an Arizona native, a product of public schools in Phoenix, and a postdoctoral research fellow at Arizona State University’s School of Social Transformation. She completed her Doctorate in Education at Harvard University. Prior to beginning her doctoral studies, she was an English teacher at a large public Title-1 high school in Los Angeles. During this time, she received many awards and accolades for her teaching, including a Los Angeles Unified School District Teacher of the Year award. She credits much of her success in teaching to the well-renowned urban Teacher Education Program she completed at University of California, Los Angeles (UCLA). She served as an editor on the Harvard Educational Review Board and continues to review manuscripts for a range of journals. Her own research is represented in journals like Journal of Teacher EducationSchools and Theory and Research in Education, the periodical Education Week, and the forthcoming book Learning to Connect: Relationships, Race, and Teacher Education. 

Google Scholar



Theisen-Homer, Victoria. (2020). Learning to Connect: Relationships, Race, Teacher Education. Lantham, Maryland: Rowman & Littlefield.

Peer Reviewed Articles

Theisen-Homer, Victoria. (2020). “Preparing Teachers for Relationships with Students: Two Visions, Two Approaches.” Journal of Teacher Education.

Theisen-Homer, Victoria. (2015). Defending “Something Special”: A portrait of one school’s response to instability.” Schools 12(1), pp. 63-97.

Levinson, Meira, & Theisen-Homer, Victoria(2015). No Justice, No Teachers: Theorizing less-unjust teacher firings in L.A. Unified. Theory and Research in Education, 13(2), pp. 139-154.

Theisen-Homer, Victoria. (2014). Chasing Personal Meaning: pedagogical lessons through Always Running. Schools 11(1), pp. 34-56. 

Theisen-Homer, Victoria & Levinson, Meira. (2014). Teacher Layoffs in the Worst of Times: A non-ideal theory of least-unjust teacher firings in L.A.Unified School District” Philosophy of Education 2014, pp. 195-203.

Policy and Research Reports

Theisen-Homer, Victoria & Heller, Noah. (2016). College Seniors Weigh in on the Harvard Teacher Fellows. Internal Report.

Mehta, Jal, Theisen-Homer, Victoria, Braslow, David and Lopatin, Adina. (2015). From Quicksand to Solid Ground: Building a foundation to support quality teaching

Book Reviews

Theisen-Homer, Victoria Marie. (2015). Review of Inspiring Teaching: Preparing Teachers to Succeed in Mission-Driven Schools, edited by Sharon Feiman-Nemser, Eran Tamir, and Karen Hammerness. Harvard Educational Review, 85(2), 296-299.

Other Publications   

Theisen-Homer, Victoria. (2018, September 3). How Can We Support More Empowering Teacher Student Relationships. Education Week.

Theisen-Homer, Victoria. (2013, July 9). One Teacher Prep Rating Suggests ‘Flawed’ Study. Education Week.


Spring 2020
Course Number Course Title
SST 591 Seminar
Fall 2019
Course Number Course Title
JUS 320 Community and Social Justice
Spring 2019
Course Number Course Title
SST 591 Seminar
Fall 2018
Course Number Course Title
JUS 320 Community and Social Justice


ASU Knowledge Mobilization Award for Postdoctoral Research Completed, 2020

Deans Summer Fellowship, Harvard Graduate School of Education, 2015

Teacher of the Year Award, Los Angeles Unified School District, 2009

Outstanding Teacher Award, Education Consortium of Central Los Angeles, 2009


Harvard Educational Review Board, 2014-2016

Professional Associations

American Educational Research Association

Teacher Education Thought Collective


Manuscript Reviewer:

International Journal of Qualitative Studies in Education

American Journal of Education

American Educational Research Journal

Teachers College Record

Schools: Studies in Education

Conference Session Reviewer:

Division K (Teaching and Teacher Education) American Educational Research Association

Student Research Conference, Harvard Graduate School of Education