Carol Richardson Rodgers
OFFICE : ED 108
PHONE : (518) 442-5003
FAX: (518) 442-5008
Carol Rodgers is associate professor of education in the department of Educational Theory and Practice. Before coming to SUNY Albany in 2000, she taught for 20 years in the Masters of Arts in Teaching Program at the School for International Training in Brattleboro, Vermont. Her teaching and research interests include reflective practice, the historical roots of reflection in the work of John Dewey and early progressive teacher education efforts, reflective teacher education and professional development. She is currently interested in understanding how teachers learn to shift their attention from themselves and their teaching to their students and their learning.
- B.A. Bates College 1976
- M.Ed. University of Massachusetts, Amherst 1984
- Ed.D. Harvard Graduate School of Education 1998
- School for International Training, Brattleboro, VT
Field of Specialization
- Education and the Development of the Practice of Reflection
Rodgers, C. (2006). "The turning of one's soul:" Lessons in race and social justice: the Putney Graduate School of Teacher Education (1950-1964). Teachers College Record, 108(7), pp. 1266-1295.
Rodgers, C. (2006). Attending to student voice: The impact of descriptive feedback on learning and teaching. Curriculum Inquiry, Vol. 36(2), pp. 209-27.
Rodgers, C. & Raider-Roth, M. (2006). Presence in teaching. Teachers and Teaching: Theory and Practice, 12(3), pp. 265-287.
Rodgers, C. (2002) Defining reflection: Another look at John Dewey and reflective thinking, Teachers College Record. Vol. 4, Number 4, pp. 842-866.
Rodgers, C. (2002) Seeing student learning: Teacher change and the role of reflection, Harvard Educational Review. Vol. 72, Number 2, pp. 230-253.
Rodgers, C. R. (forthcoming). The Role of Descriptive Inquiry in Building Presence and Civic Capacity, in Lyons, N. The Handbook of Reflective Inquiry, New York: Springer Publishers.
Rodgers, C. R. (2008). "A transformação da alma:" Aprendendo a ensinar para a justiça social: Desafio para a formação de professores. Autêntica: Belo Horizonte, pp. 35-73. ISBN: 978-85-7526-320-4.
Rodgers, C. and K. Scott (2008). Development of the personal self and professional identity in learning to teach. In Cochran-Smith, Marilyn and Sharon Feiman-Nemser, (Eds.) Handbook of Research in Teacher Education, Mahway, NJ: Lawrence Earlbaum. (I)