Carol R. Rodgers
Dr. Carol R. Rodgers is an associate professor of education at the University at Albany, State University of New York. Her work has focused on reflective practice, the educational philosophy of John Dewey, presence in teaching, the theory and practice of a humanizing pedagogy, the history of progressive teacher education and language teaching. Her publications include “Defining Reflection: Another Look at John Dewey and Reflective Thinking,” Teachers College Press (2002), which was given the AERA Award for Exemplary Research in 2004; “Seeing Student Learning: Teacher Change and the Role of Reflection,” Harvard Educational Review (2002); “Presence in Teaching,” Teachers and Teaching: Theory and Practice (2006), co-authored with Miriam Raider-Roth; “Attending to Student Voice,” Curriculum Inquiry (2006); “Development of the Personal Self and Professional Identity in Learning to Teach” Rodgers, C. and K. Scott (2008), in Cochran-Smith, Marilyn and Sharon Feiman-Nemser, (Eds.) Handbook of Research in Teacher Education; and “A Humanizing Pedagogy: Getting Beneath the Rhetoric,” in Perspectives in Education(2012), a South African journal. She has taught English as a Foreign Language (EFL) in Senegal, West Africa as a Peace Corps Volunteer, been a master teacher in EFL in the refugee camps of Southeast Asia (Indonesia), and consulted in Pakistan, Japan, Thailand, and the United States in EFL and ESL teacher education and teacher professional development. In the 2011 academic year she was a Fulbright Scholar at Nelson Mandela Metropolitan University in Port Elizabeth, South Africa. In the summer of 2014 she was named a noted scholar by the University of British Columbia in Vancouver, Canada.