SDSU Department of Policy Studies in Language and Cross Cultural Education

Dr. Alberto J. Rodriguez

Assistant Professor
Alberto Rodriguez (arodrigu@mail.sdsu.edu) teaches courses in the graduate program, and also teaches science methods courses in the bilingual teacher credential program. His research focuses on the use of sociotransformative constructivism (sTc) to help teachers teach for understanding in diverse school contexts. sTc is a theoretical framework that merges multicultural education (a theory of social justice) with social constructivism (a theory of learning).

Education

Philosophiae Doctor (Ph.D.), 1994
Department of Mathematics and Science Education, Faculty of Education, University of British Columbia. Vancouver, British Columbia. Supervisor: Dr. Gaalen Erickson
Bachelor of Education (B.Ed.), 1987
(Great Distinction). University of Lethbridge, Lethbridge, Alberta.
Baccalaureus Scientiae (B.Sc.), 1981
(Biology) University of New Brunswick, St. John, New Brunswick.

Background

I was born in Venezuela, but I consider myself to be a citizen of the world. In my view, countries create artificial boundaries for economical reasons that get in the way of celebrating the diversity of cultures and languages we have. Therefore, I prefer to say that I am a Latino and a citizen of the world committed to working for social justice through education and research at all grade levels.

Projects, Grants and Research

Awards
- 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.

Major Research Grants
- Rodriguez, A. J., & Zozakiewicz, C. Using inquiry-based learning, multicultural education, and social constructivism to enhance girls' participation and academic performance in science, mathematics, engineering and technology. Awarded by the National Science Foundation. New Mexico State University, Las Cruces, New Mexico. $667,551.00 (May 2000-2002)
- Rodriguez, A. J., (1999) Pathways to teaching science for understanding in diverse schools: Merging inquiry-based science and social constructivism with multicultural education. Awarded by the National Science Foundation. New Mexico State University, Las Cruces, New Mexico. $223,000.00 (June 1999-2002)

Publications

Rodriguez, A. J. and Kitchen, R. (in press) Managing teachers' resistance to teach for diversity and understanding: Strategies for transformative action. Lawrence Erlbaum Associates. An edited book that includes contributions from national mathematics and science education researchers.
Rodriguez, A. J. (in press) When ideological and pedagogical commitments to effect change are not enough: A preservice teacher's struggles to teach for understanding in diverse classrooms. American Educational Research Journal.
Rodriguez, A. J. (2003) Using Sociotransformative Constructivism to Teach for Understanding in Diverse Classrooms: A Beginning Teacher's Journey. American Educational Research Journal. 39(4), 1017-1045.
Rodriguez, A. J. (2003) "Science for all" and invisible ethnicities: How the discourse of power and good intentions undermine the national science education standards. In Multicultural Science Education.: Theory, Practice, and Promise. S. Maxwell Hines (Ed.). New York, NY: Peter Lang.
Rodriguez, A. J. (in press) Turning despondency into hope: Charting new paths to improve students' achievement and participation in science education A monograph commissioned by the Southeast Eisenhower Regional Consortium for Mathematics and Science (SERVE).
Rodriguez, A. J. (2001) From gap gazing to promising cases: Moving toward equity in urban systemic reform. Journal of Research in Science Teaching. 38 (10), 1115-1129
Rodriguez, A. J. (2001) Courage and the researcher's gaze: Becoming cultural warriors for social change. Journal of Science Teacher Education. 12 (3), 277-294
Rodriguez, A. J. (2001) Sociotransformative constructivism, courage, and the researcher's gaze: Redefining our roles as cultural warriors for social change. In Teaching science in diverse settings: Marginalized discourses in science education. Angela Calabrase-Barton and Margery Osborne (Editors). New York. Peter Lang.

Courses

PLC 960 Student Teaching Seminar
PLC 912 Teaching to Bilingual K-8 Students

Vitae

Available upon request: arodrigu@mail.sdsu.edu

Other Interests

I enjoy hiking, volleyball, traveling, dancing, movies and theater. A stimulating conversation with friends over dinner is one of life's easiest to obtain yet best pleasures.