University at Albany, State University of New York
E-Mail author
CAROL RODGERS is assistant professor of education in the Department of Educational Theory and Practice at the University at Albany, State University of New York. Her teaching and research interests include reflective practice, the historical roots of reflection in the work of John Dewey, early reflective/progressive teacher education efforts, and contemporary reflective teacher education and professional development. She is currently interested in understanding how teachers learn to become “present” to their students and their students’ experiences as learners. Her articles include “Defining Reflection: Another Look at John Dewey and Reflective Thinking” Teachers College Record, June 2002, and “Seeing Student Learning: Teacher Change and the Role of Reflection,” Harvard Educational Review, Summer 2002.

Carol Rodgers — 2006
Carol Rodgers — 2002
Carol Rodgers — 2007