Searched for: person:rodriv24
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The Radical Refuge: Reconceptualizing Teacher Quality Liberated from the Historical Commodification of Latina and Black Women in Early Childhood Education
Rodriguez, Vanessa
ORIGINAL:0017344
ISSN: 2375-3668
CID: 5688642
Don't Train Me to Serve: Supporting Thriving Teachers through Identity Development
Chapter by: Rodriguez, Vanessa
in: Transforming Early Years Policy in the U.S. by Nagasawa, Mark K; Peters, Lacey; Bloack, Marianne N; Swadener, Beth Blue [eds.]
Teachers College Press
pp. 97-102
ISBN: 9780807768143
CID: 5688652
Silent Expectations: An exploration of women pre-Kindergarten teachers' mental health and wellness during Covid-19 and beyond
Rodriguez, Vanessa; Rojas, Natalia M; Rabadi-Raol, Ayesha; Souto-Manning, Mariana V; Brotman, Laurie M
PMCID:8692129
PMID: 34955598
ISSN: 0885-2006
CID: 5107992
With Awareness Comes Competency: The Five Awarenesses of Teaching as a Framework for Understanding Teacher Social-Emotional Competency and Well-being
Rodriguez, Vanessa; Lynneth Solis, S.; Mascio, Bryan; Kiely Gouley, Kathleen; Jennings, Patricia A.; Brotman, Laurie M.
ISI:000554035500001
ISSN: 1040-9289
CID: 4590412
The teaching brain : an evolutionary trait at the heart of education
Rodriguez, Vanessa; Fitzpatrick, Michelle
New York ; London : The New Press, 2014
Extent: xvii, 231 p. ; 22 cm
ISBN: 9781620970225
CID: 2271152
The Social and Emotional Foundation of Learning: The interdependent relationship of teacher SEL in supporting student SEL
Chapter by: Rodriguez, Vanessa, Rojas, Natalia
in: UNESCO MGIEP International Science and Evidence Based Education Assessment: Education Beyond 2030 by Gotlieb, Rebecca; Hickey-Moody, Anna; Guroglu, Berna; Burnard, Pamela; Horn, Christine; Willcox, Marissa; Saadatmand, Mohsen
pp. -
ISBN: 9789391756048
CID: 5688672
What is the Skill of Teaching? A New Framework of Teachers’ Social Emotional Cognition
Chapter by: Rodriguez, Vanessa; Mascio, Bryan
in: Transformative Pedagogies for Teacher Education: Moving Towards Critical Praxis in an Era of Change by Lopez, Ann E; Olan, Elsie L
Information Age Publishing
pp. -
ISBN: 9781641131070
CID: 5688632
Teachers' Awareness of the Learner-Teacher Interaction: Preliminary Communication of a Study Investigating the Teaching Brain
Rodriguez, Vanessa; Solis, SLynneth
A new phase of research on teaching is under way that seeks to understand the teaching brain. In this vein, this study investigated the cognitive processes employed by master teachers. Using an interview protocol influenced by microgenetic techniques, 23 master teachers used the Self-in-Relation-to-Teaching (SiR2T) tool to answer What are you focusing your mind on throughout the process of teaching? A number of emergent themes were identified in participants' responses and one, awareness of interaction, is discussed here. This theme refers to teachers' recognition of the learner-teacher (L-T) relationship as a separate entity or system. Within interaction, at least three types of awarenesses emerged in teachers' responses: (1) connection, (2) collaboration, and (3) mutual effects. Furthermore, some teachers described a sense of synergy with their students due to this L-T interaction. The results suggest that a teacher's awareness of interaction plays an important role in the teaching brain, and support the implications of the proposed teaching brain framework.
ISI:000323176100004
ISSN: 1751-2271
CID: 2271142
The Potential of Systems Thinking in Teacher Reform as Theorized for the Teaching Brain Framework
Rodriguez, Vanessa
The teaching brain is a dynamic system that is in constant interaction with the learning brain. If we fail to explore the teaching brain we will continue to design educational reform policies that ignore the most important lens in the classroom: the teachers'. Master teachers recognize their perspective and leverage their teaching brains to embody a systems thinking view of their practice.If all teachers were taught how to recognize themselves as self-created, organized systems existing within the larger teachinglearning interaction, they would understand how their context and intentions affect the teacherstudent interaction. Education reform must acknowledge and understand more about the teaching brain, how master teachers practice systems thinking and the mutually interacting brains of teacher and student if we hope to truly improve how we educate children.
ISI:000319072000002
ISSN: 1751-2271
CID: 2271122
The Human Nervous System: A Framework for Teaching and the Teaching Brain
Rodriguez, Vanessa
The teaching brain is a new concept that mirrors the complex, dynamic, and context-dependent nature of the learning brain. In this article, I use the structure of the human nervous system and its sensing, processing, and responding components as a framework for a re-conceptualized teaching system. This teaching system is capable of responses on an instinctual level (e.g., spinal cord teaching) as well as higher order student-centered teaching and even more complex teaching brain teaching. At the most complex level the teacher and student engage in a synchronistic teaching flow that achieves the optimal teaching and learning experience.
ISI:000315399000002
ISSN: 1751-2271
CID: 2271112