Brian Rose

Faculty

Associate Professor; Co-coordinator of Undergraduate Elementary Education Program

Email brian.rose@unco.edu
Phone 970-351-4408
Location McKee 266
A portrait of Brian Rose.

Education

  • Ph.D. – Teaching, Learning and Diversity, Vanderbilt University
  • M.S. – Language, Literacy, and Culture, Vanderbilt University
  • B.A. – Social Sciences, University of California, Irvine

Professional Experience & Affiliations

  • Associate Professor of Elementary Education, School of Teacher Education, University of Northern Colorado, Greeley, CO (2018 – present)
  • Assistant Professor of Elementary Education, School of Teacher Education.University of Northern Colorado, Greeley, CO (2013 – 2018)
  • Assistant Professor of Literacy Education, School of Education. Georgia Gwinnett College, Lawrenceville, GA (2011 – 2013)
  • Course Instructor, Department of Teaching and Learning, Peabody College. Vanderbilt University, Nashville, TN (2007 – 2010)
  • Practicum Supervisor, Department of Teaching and Learning, Peabody College. Vanderbilt University, Nashville, TN (2006 – 2007)
  • ESL Instructor – PreEAP, EAP, HR, and TEFL programs, English Language Center. Vanderbilt University, Nashville, TN (2006 – 2010)
  • Student Teacher Supervisor, Department of Teaching and Learning, Peabody College. Vanderbilt University, Nashville, TN (2005 –
    2006)
  • Center Director, POLY Languages Institute. Irvine, CA (2002 – 2004)
  • Kindergarten and 4th Grade Teacher, Various Schools, South Korea (1997 – 2002)

Research Expertise & Interests

 

  • First and second language acquisition
  • In-service teacher professional development
  • Linguistically and culturally diverse learners
  • Literacy development
  • Pre-service teacher preparation

Publications

  • Rose, B. C. (2015). How can we help? 1st-year teacher candidate experience in classrooms. The Field Experience Journal, 16, pp. 69-85.
  • Rose, B. C. (2015). Planning for instruction: What teacher candidates know about culturally responsive instruction. Excellence in Education Journal, 4(1), pp. 18-48.
  • DaSilva Iddings, A. C., & Rose, B. C. (2012). Developing pedagogical practices for English-language learners: A design-based approach. Pedagogies: An International Journal, 7(1), pp. 32-51.
  • Jiménez, R. T., Rose, B. C., Cole, M. W., & Flushman, T. R. (2011). English language learners: Language and relationships. In D. Lapp & D. Fisher (Eds.), Handbook of Research on Teaching the Language Arts (p. 139-144). International Reading Association and National Council of Teachers of English.
  • DaSilva Iddings, A. C., & Rose, B. C. (2010). Promoting educational equity for a recent-immigrant Mexican student in an English-dominant classroom: What does it take? In H. Milner (Ed.), Culture, curriculum, and identity in education (p. 77-92). New York: Palgrave Macmillan.
  • Jiménez, R. T., & Rose, B. C. (2010). Knowing how to know: Building meaningful relationships through instruction that meets the needs of students learning English. Journal of Teacher Education, 61(5), pp. 403-412.
  • Jiménez, R. T., & Rose, B. C. (2008). English language learners. In S. Mathison & E. W. Ross (Eds.), Battleground Schools. Westport, CT: Greenwood Press.
  • Rose, B. C., & Teague, B. L. (2008). Professional development for volunteer adult ESL educators: The mediating role of teacher-researcher collaboration. In Y. Kim & V. J. Risko (Eds.), 57th Yearbook of the National Reading Conference. Oak Creek, WI: National Reading Conference.