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ETAP Faculty
Carol
Rodgers
Associate Professor
OFFICE
: ED 108
PHONE
: (518) 442-5003
FAX: (518) 442-5008
EMAIL: rodgerca@sover.net
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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.
Education
- B.A. Bates College 1976
- M.Ed. University of Massachusetts, Amherst
1984
- Ed.D. Harvard Graduate School of Education
1998
Last
Affiliation
- School for International Training, Brattleboro,
VT
Field of Specialization
- Education and the Development of the Practice
of Reflection
Selected Publications
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.
Book Chapters
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)
Fall
2009:
ETAP 621, Class #21880 - Understanding
Learning nad Teaching (3 Credits)
(Fully online through BLS)
This course is an introduction to what it means
to observe, see and make sense out of learning in
educational environments. It asks participants to
analyze what happens in these environments (learning
and teaching, student interactions, teacher-student
relationships, etc.) and take concrete action based
on that analysis.
ETAP 770, Class #32066 - Frameworks for
Teacher Professional Development (3 Credits)
Examines different models of and theoretical frameworks
for teacher professional development. Models include
various forms of teacher research, mentoring, teacher
leadership programs, reflective teaching groups,
teacher study groups, and book groups. Frameworks
for understanding these models will include concepts
of teacher learning, learning organizations, and
policy.
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