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Terri L. Rodriguez, Ph.D.Associate Professor 410A Canevin Hall |
Courses Taught
EDLS 340/GSCE 647 Adolescent Literature
EDLS 301/GSCE 501/LTML 410 Content Area Reading
EDLS 398 Field Experience Content Area Reading
EDLS 343/GSCE 637 Teaching English in Secondary Schools
EDLS 399/GSCE 593 Field Experience Teaching Methods
LTML 311W Teaching Language Arts in Grades 4-8
LTML 312W Teaching Reading in Grades 4-8
LTML 391 Field Experience English Language Arts
Education
Ph.D., (May 2007)
University of Wisconsin-Madison
M.Ed., (August 1995)
Columbus College, Columbus, Georgia
B.A., (May 1992)
University of Maryland University College, European Division
Honors/Awards
Critical Educators for Social Justice (CESJ) (March 2009)
Graduate Student Forum Finalist, American Educational Research Association (AERA)
American Educational Research Association (AERA) (March 2008)
Early Career Seminar Finalist, Division K
A&E and the History Channel (Fall 2000)
Ideas from our Teachers Award
Why should a prospective student choose Duquesne University?
Duquesne University has a tremendous reputation as a university committed to scholarship and inquiry, but also to the Spiritan tradition of service and caring. I see this vision enacted in many different ways. Daily, I see interactions between students, faculty, and staff that are marked by a unique attention to service and caring, not only for each other, but also for those with whom we are connected in local, regional, national, and global contexts. It is this personal mark that sets Duquesne apart as a true community of learners, professionals, advocates, and friends.
Research Interests
Sociocultural theories of language and literacy education; Middle and secondary level pre-service teacher preparation in English/Language Arts education; Social justice frameworks in teacher education; Latino/a critical race theory in education; Narrative and qualitative approaches to research
Current Projects
Generett, G.G. & Rodriguez, T.L. (2012). From pre-service to in-service: Novice teachers' conceptions and enactments of socially just pedagogy. Submitted to the Duquesne Faculty Development Fund Review Committee. Budget $9,942. Role: Co-author. Status: Under Consideration.
Rodriguez, T.L. (2011). Young adult authors in the classroom: Bridging students' literate lives in- and out-of-school. Submitted to the DILE Innovation Initiative Award. Budget: $1,415.00 (funds Matched by the Dean's Office). Role: Author. Status: Funded.
Rodriguez, T.L., Santau, A., Ritter, J. and Boston, M. (2011). After school digital book clubs: Connecting urban youth with disciplinary literacies through young adult literature. Submitted to the DILE Innovation Initiative Award. Budget: $3,780.00. Role: Author. Status: Funded.
Boston, M., Ritter, J., Rodriguez, T.L., & Santau, A. (2010). Enhancing the diversity and leadership gateways in the graduate secondary education programs. Submitted to the Duquesne University Academic Outcomes Assessment Committee and the Center for Teaching Excellence. Budget $2,500. Role: Co-author. Status: Funded.
Rodriguez, T.L. & Polat, N. (2010). Equity for English language learners in urban contexts: A study of diverse pre-service teachers' beliefs and identities. Submitted to the Duquesne Faculty Development Fund Review Committee. Budget $9,942. Role: Co-author. Status: Funded.
Rodriguez, T.L. & Polat, N. (2010). Equity for English language learners in urban contexts: A study of diverse pre-service teachers' beliefs and identities. Submitted to the Barbara A. Sizemore Urban Education Fund Review Committee. Budget $2,500. Role: Co-author. Status: Funded.
Professional Affiliations
American Educational Research Association (AERA)
National Council of Teachers of English (NCTE)
National Conference on Research in Language and Literacy (NCRLL)
National Latino Education Research Agenda Project (NLERAP)
Pennsylvania Council of Teachers of English and Language Arts (PCTELA)
Western Pennsylvania Council of Teachers of English (WPCTE)
Recent Publications
Rodriguez, T.L. & Polat, N. (Under Review). Stories of diversity and citizenship: Constructing self and other in teacher education for English learners. Linguistics and Education.
Rodriguez, T.L. (In Press). Narrative reflexivity in raced and gendered spaces. Women in Literature and Life Assembly (WILLA) Journal.
Rodriguez, T.L. & Reis, D.S. (In Press). "Ms. Morales needs to go back to English class": Narratives of a bilingual Latina preservice English language arts teacher in a diverse society. The New Educator.
Rodriguez, T.L. (2011). Stories of self, stories of practice: Enacting a vision of socially just pedagogy for Latino youth. Teaching Education 22(3), p. 239-254.
Rodriguez, T.L. & Cho, H.-s. (2011). Eliciting critical literacy narratives of bi/multilingual teacher candidates across U.S. teacher education contexts. Teaching and Teacher Education 27(3), p. 496-504.
Gomez, M.L. & Rodriguez, T.L. (2011). Imagining the knowledge, strengths and skills of a Latina prospective teacher. Teacher Education Quarterly 38(1), p. 127-146.
Rodriguez, T.L. (2010). Resisting negative images and stereotypes: One Latina prospective teacher's story. Brock Education Journal 19(2), p. 3-19.
Gomez, M.L., Rodriguez, T.L., & Agosto, V. (2008). Life histories of Latino/a teacher candidates. Teacher's College Record 110(8), p. 1639-1676.
Gomez, M.L., Rodriguez, T.L., & Agosto, V. (2008). Who are Latino prospective teachers and what do they bring to US schools? Race, Ethnicity, and Education 11(3), p. 267-283.
Rodriguez, T.L. (2003). Freedom's children and the Civil Rights Movement: A collaborative nonfiction unit. In Gantt, P. M. & Meeks, L. L. (Eds.) Teaching ideas for 7-12 English language arts: What really works. Norwood, MA: Christopher-Gordon.
Recent Speaking Engagements
Rodriguez, T.L. (2012, November). Digital book clubs: Preservice teachers connecting urban youth with disciplinary literacies through young adult literature. Paper submitted for presentation to the Annual Meeting of the National Council of Teachers of English (NCTE), Las Vegas, NV.
Rodriguez, T.L. (2012, April). Inspiring action in social justice teacher education: Generating stories of self and practice. Paper accepted for presentation to the Annual Meeting of the American Educational Research Association (AERA), Vancouver, BC.
Rodriguez, T.L. & Polat, N. (2012, April). Stories of diversity and citizenship: Constructing Self and Other in teacher education for English learners. Paper accepted for presentation to the Annual Meeting of the American Educational Research Association (AERA), Vancouver, BC.
Rodriguez, T.L. & Hallman, H.L. (2012, February). A storied landscape of teaching English in the new millennium. Paper accepted for presentation to the Annual Meeting of the National Council of Teachers of English Assembly for Research (NCTEAR), Tuscaloosa, AL.
Rodriguez, T.L. & Polat, N. (2011, February). Crafting equity-oriented pedagogies for English learners: A Study of diverse pre-service teachers' beliefs and identities. Presentation to the Annual Meeting of the National Council of Teachers of English Assembly for Research (NCTEAR), Madison, WI.
Botzakis, S., Hallman, H., Lachuk, A. J., Petrone, R., Rodriguez, T.L., & Schieble, M. (2011, February). Narratives on the transition to a faculty role in literacy education. Presentation to the Annual Meeting of the National Council of Teachers of English Assembly for Research (NCTEAR), Madison, WI.
Rodriguez, T.L. & Cho, H.S. (2010, April). Using literacy narratives for creating transformative spaces in teacher education. Presentation to the annual meeting of the American Educational Research Association (AERA), Denver.
Rodriguez, T.L. (2009, December). "Ms. Morales needs to go back to English class": Exploring bilingual Latino/a preservice elementary teachers' beliefs about the "good" English language arts teacher. Presentation to the annual meeting of the National Reading Conference (NRC), Albuquerque, NM.
Rodriguez, T.L. (2009, October). "I was coming home basically hopeless": Exploring the literacy narratives of bilingual Latino/a teacher candidates. Presentation to the First Triennial Conference on Latino Education and Immigrant Integration, Athens, GA.
Gomez, M.L., & Rodriguez, T.L. (2009, October). "I really want you guys to see what I'm going through": Responding to the strengths and needs of Latino preservice teachers. Presentation to the First Triennial Conference on Latino Education and Immigrant Integration, Athens, GA.
Rodriguez, T.L., & Hallman, H.L. (2009, February). "Stepping over the line": Ethical representation in narrative and ethnographic literacy research. Presentation to the annual meeting of the National Council of Teachers of English Assembly for Research (NCTEAR), Los Angeles.
Rodriguez, T.L. (2009, April). Social justice pedagogy and the enactment of a vision: Narratives of a bilingual Latina educator. Presentation to the annual meeting of the American Educational Research Association (AERA), San Diego, CA.
Recent Professional Experience & Service
Spring 2011-2014, Secretary, Division K: Teaching and Teacher Education, American Educational Research Association (AERA).
Fall 2010-present, Editorial Review Board Member, Research in the Teaching of English.
Fall 2009-present, Board Member, Northeast Region of the National Latino/a Education Research Agenda Project (NLERAP), University of Texas-Austin.
Fall 2009-Spring 2010, Graduate Student Pre-Conference Forum Organizer, CriticalEducators for Social Justice (CESJ) SIG for the annual meeting of the American Educational Research Association (AERA), April 2010, Denver.
Fall 2009, Manuscript Reviewer, Research in the Teaching of English.
Spring 2009, Proposal Reviewer, Annual meeting of the National Reading Conference (NRC), December 2009, Albuquerque.
