Steven C. Beering Hall of
Liberal Arts and Education
100 N. University Street
Work Phone: (765) 494-2353work
Work Email: email@example.comINTERNET
Mary Endres Chair in Elementary Education & Professor
Science EducationCurriculum and Instruction
- Ph.D. — University of British Columbia, Vancouver (1994)
- B.Ed. — University of Lethbridge, Alberta (1987)
- B.S. — Biology, University of New Brunswick, St. John (1981)
- 2012 – present
Mary Endres Chair of Elementary Education
Department of Policy Studies in Language and Cross Cultural Education
San Diego State University
- 2004 – 2012
Center for Equity and Biliteracy Education Research (CEBER)
San Diego State University
- 2002 – 2012
Cross-Cultural Science Education, Department of Policy Studies in Language and Cross-Cultural Education
San Diego State University
- Previously published article selected for a special issue of the Journal of Research in Science Teaching (JRST) in which 9 of the most influential science education articles in the last 30 years were re-published and made widely available to educators and policy makers. A committee of 12 science educators reviewed 233 articles using a scoring rubric. My selected article is: Strategies for counterresistance: Toward sociotransformative constructivism and learning to teach science for diversity and for understanding. Previously published in 1998, and re-reprinted in the special issue: Multicultural science education, equity and social justice. JRST, November 2011. According to the ISI Journal Citation Reports, JRST is ranked 4/184 education and educational research journals.
- Book selected for Choice’s Outstanding Academic Titles List for 2005. Rodriguez, A. J. and Kitchen, R. (2005). Preparing Prospective Mathematics and Science Teachers to Teach for Diversity: Promising Strategies for Transformative Pedagogy. Mahwah, New Jersey: Lawrence Erlbaum Associates.
- Received the New Mexico State University Award for Exceptional Achievements in Creative Scholarly Activity, 2002
- Received the Kappa Delta Pi – Teaching and Teacher Education Research Award from the American Educational Research Association, New Orleans, 2000.
- Cultural Studies in Science Education (2009-Present)
- The Journal of Research in Science Teaching (1998-2002, 2011-Present)
- The Journal of Science Teacher Education (2002-2004, 2012-Present)
- The Journal of Professional Studies (2000-2002)
- The Journal of the National High School Association (2000-2002)
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.
- 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.
- EDCI 58500 — Multicultural Education (Graduate Seminar)
- EDCI 62200 — Multicultural Science Education Research and Practice (Graduate Seminar)
- EDCI 68400 — Curriculum Change and Implementation (Graduate Seminar