Dr. Alberto J. Rodriguez
Professor Alberto J. Rodriguez (arodrigu@mail.sdsu.edu) teaches courses in the bilingual teacher credential and graduate programs. 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
I completed my post-secondary education in Canada. I received a Bachelor of Science degree from the University of New Brunswick; a Bachelor of Education degree from the University of Lethbridge; and a PhD (science education) from the University of British Columbia, Vancouver.
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
- Book selected for Choice's Outstanding Academic Titles List of 2005. Preparing Prospective Mathematics and Science Teachers to Teach for Diversity: Promising Strategies for Transformative Pedagogy. Mahwah, New Jersey: Lawrence Erlbaum Associates. This is an edited volume with Rick Kitchen (Mathematics education, University of New Mexico).
- 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., Principal Investigator [SDSU] & Bravo, M. Principal Investigator [San Francisco State]. Effective Science Teaching for English Language Learners (ESTELL): A Pre-Service Teacher Professional Development Research Project Across Three Universities in California. Awarded by the National Science Foundation Jan. 2008. Trish Stoddart, Principal Investigator (University of California, Santa Cruz). Amount: $3,100,000. [SDSU Sub-contract $800,667]
- Rodriguez, A. J., Principal Investigator. Zozakiewicz, C. & Yerrick, R., Co-Principal Investigators (2003-2007). Improving the Participation and Achievement of Students in Diverse Schools by Enhancing Teacher Professional Development in Science and Learning Technologies (I²TechSciE). Awarded by the National Science Foundation, San Diego State University. Amount: $681,205.
- Rodriguez, Alberto, Principal Investigator (2007). Developing a 20/20 Vision for Bilingual Education in California. [This is a working forum on the state of bilingual education in California, and it involves the participation of scholars from across the state]. Amount: $15,000. Funded by the National Education Association and the California Faculty Association.
- 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 (Most recent publications)
- In-Press
- Rodriguez, A. J. (Ed). Science Education as a Pathway to Teaching Language Literacy. Rotterdam, Netherlands: SENSE Publishing.
- Rodriguez, A. J. The politics of domestication and the self de-intellectualization of beginning teachers. In The State of the Art in Curriculum Studies. Erik Malewski (Ed.) Mahwah, New Jersey: Lawrence Erlbaum Associates.
- Rodriguez, A. J., & Zozakiewicz, C. Facilitating the integration of multiple literacies through science education and learning technologies. In. Science Education as a Pathway to Teaching Language Literacy A. J. Rodriguez (Ed.). Rotterdam, Netherlands: SENSE Publishing.
- Rodriguez, A. J. How the politics of domestication sabotage teachers' professional growth and students' learning. In Left Out, Pushed Out: Beyond Pedagogies of Exclusion - Transnational Challenges. Evangelia Tressou, Soula Mitakidou, Beth Blue Swadener, Carl Grant, and Walter Secada, Editors. New York: Routledge
- Other Refereed Publications
- Rodriguez, A. J., Zozakiewicz, C., & Yerrick, R. (2008). Students acting as change agents in culturally diverse schools. In The Multiple Faces of Agency: Innovative Strategies for Effecting Change in Urban School Contexts. A. J. Rodriguez (Ed.). Rotterdam, Netherlands: SENSE Publishing.
- Rodriguez, A. J. (2008). When does the researcher (should) also become a resource for the bricoleur teacher? A review of Ajay Shama's Portrait of a science teacher as a bricoleur: A case study from India. Cultural Studies of Science Education. 10.1007/s11422-008-9117-x, 1871-1502.
- 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.
- Rodriguez, A. J., Yerrick, R. & Zozakiewicz, C. (2007). Mars rover scenario: The use of laptops and wireless probeware for learning science through a problem solving. Apple Learning Interchange. http://edcommunity.apple.com/ali/story.php?itemID=498
- McClure, P., & Rodriguez, A. J. (2007). Factors related to advanced course-taking patterns, persistence in science technology engineering and mathematics, and the role of out-of-school time programs: A literature review. Southeast Eisenhower Regional Consortium for Mathematics and Science Education @ SERVE. Tallahassee, Fl. www.serve.org/Eisenhower
- Rodriguez, A. J. (2006). The Politics of Domestication and Curriculum as Pasture in the United States. Teaching and Teacher Education. 22, 804-811.
- Rodriguez, A. J., Zozakiewicz, C., & Yerrick, R. (2005). Using Prompted Praxis to Improve Teacher Professional Development in Culturally Diverse Schools. School Science and Mathematics Journal. 105, 7, 352-362
- 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. Selected for Choice's Outstanding Academic Titles List for 2005.
Courses
- EDU 814 Curriculum Change & Implementation (doctoral seminar--Claremont/SDSU)
- PLC 960 Student Teaching Seminar
- PLC 912 Bilingual science methods for elementary teachers
- PLC 612 Educational Ethnography (Master level course)
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.