FACULTY PROFILES

Dr. Rodriguez’s research focuses on the use of sociotransformative constructivism (sTc) as a theoretical framework that merges multicultural education tenets (as a theory of social justice) with social constructivism (as a theory of learning). Thus, Dr. Rodriguez is investigating how—through the use of sTc as a guiding framework—teachers can make their pedagogy and curriculum more culturally and socially relevant to all students, as well as how teachers can better integrate STEM across all curriculum subjects. Currently, he is the PI of the 20/20 Vision for Transdisciplinary and Cross-Cultural STEM Education Project. This study involves the participation of faculty from all the teacher education curriculum areas (social studies, language literacy, mathematics, and science), and the project’s main goal is to develop and implement a set of modules (lessons and activities) that can be used to illustrate how cross-cultural and STEM education can be integrated across curriculum areas.

Selected Publications

• Rodriguez, A. J. (2016) Finding our compass for sociotransformative STEM education in STEM road map:  A framework for integrated STEM education. Carla C. Johnson, Erin E. Peters-Burton and Tamara J. Moore. (Eds). New York: Routledge.
• Rodriguez, A. J. (2015). Managing Sociocultural and Institutional Challenges through Sociotransformative Constructivism: A Longitudinal Case Study of a High School Science Teacher. Journal of Research in Science Teaching. 52 (4), 448–460
• Rodriguez, A. J. (2015) What About a Dimension of Equity, Engagement and Diversity Practices? A Critique of the Next Generation Science Standards. Journal of Research in Science Teaching. 52 (7), 1031–1051.
• Rodriguez, A. J. (2015). Defining the construct of Latino/a. Encyclopedia of Science Education. Richard Gunstone (Ed.). New York: Springer.
• Rodriguez, A. J., Collins-Parks, T., Garza, J. (2013). Interpreting research on parent involvement and connecting it to the science classroom. Theory into Practice. 52:1, 51-58.
• Bianchini, J. A., Akerson, V. L., Barton, A., Lee, O., Rodriguez, A. J., (2012). Moving the Equity Agenda Forward: Equity Research, Practice, and Policy in Science Education. New York: Springer.
• Rodriguez, A. J. (2010). The impact of opp(regre)ssive policies on teacher development and student learning. Cultural Studies of Science Education. 5: 923-940
• Rodriguez, A. J. (2010). Science Education as a Pathway to Teaching Language Literacy. Rotterdam, Netherlands: SENSE Publishing.
• Rodriguez, A. J. (2008). The Multiple Faces of Agency: Innovative Strategies for Effecting Change in Urban School Contexts. Rotterdam, Netherlands: SENSE Publishing.
• Zozakiewicz, C., & Rodriguez, A. J. (2007). Using Sociotransformative Constructivism to Create Multicultural and Gender Inclusive Classrooms: An Intervention Project for Teacher Professional Development. Educational Policy. 21(2), 397-425.