Brian Rose, Ph.D.

Contact Information

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/Academic Experience

• 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 4^th Grade Teacher, Various Schools, South Korea (1997 – 2002)

Other Experience

• Rose, B. C. (2016). Three considerations for English language learners: Peer assistance, native language use, and family/community involvement in the elementary classroom.  Paper accepted for presentation at the annual meeting of the Colorado Council International Reading Association, Denver, Colorado. (To be presented twice during the conference).
• Rose, B. C., Romero, A., Mascarenas, P. (2015, April). First-generation, first-year candidates’ conceptions of literacy and language in an early field experience. Paper presented at the annual meeting of the National Field Experience Conference, Greeley, Colorado. 
• Rose, B. C. (2013, December). Thinking about instruction: How teacher candidates plan for culturally responsive instruction. Paper presented at the annual meeting of the Literacy Research Association, Dallas, Texas.
• Rose, B. C. (2012, November). An ecological perspective on in-service ELL teacher professional development. Paper presented at the annual meeting of the Literacy Research Association, San Diego, California.
• Rose, B. C. (2011, October). In-service learning of teachers of ELLs. Paper presented at the annual meeting of the Georgia Educational Research Association, Savannah, Georgia. 
• Keyes, C. S., Jiménez, R. T., Risko, V. J., Puzio, K., Cole, M. W., & Rose, B. C. (2011, April).
• Enhancing reading comprehension with bilingual tools. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, Louisiana.
• Rose, B. C., & Jiménez, R. T. (2010, December). Using community literacies to help teachers build meaningful relationships with students learning English. Paper presented at the annual meeting of the National Reading Conference, Fort Worth, Texas.
• Rose, B. C., Jiménez, R. T., & Pray, L. (2009, December) Instructional rehearsal as a means to prepare pre-service teachers of English language learners. Paper presented at the annual meeting of the National Reading Conference, Albuquerque, New Mexico.
• Teague, B. L., Rose, B. C., & Cole, M. W. (2009, December). Adult language and literacy learning in out-of-school contexts: A survey of self-directed practices.  Paper presented at the annual meeting of the National Reading Conference, Albuquerque, New Mexico.
• Rose, B. C., & Teague, B. L. (2008, December). Nonnative/native English speakers’ interactions in naturalistic settings. Paper presented at the annual meeting of the National Reading Conference, Orlando, Florida.
• Teague, B. L., & Rose, B. C. (2008, April). Working with untrained, volunteer adult ESL educators: The benefits and challenges of researcher-teacher collaboration. Paper presented at the annual meeting of the American Association for Applied Linguistics, Washington, DC.
• Teague, B. L., & Rose, B. C. (2007, November). Investigating the knowledge bases of novice and experienced adult ESL teachers. Paper presented at the annual meeting of the National Reading Conference, Austin, TX.
• Teague, B. L., & Rose, B. C. (2007, April). The knowledge base of teachers of adult ELLs: A critical review of the literature. Paper presented at the annual meeting of the American Association for Applied Linguistics, Costa Mesa, CA.
• Teague, B. L., & Rose, B. C. (2007, October). The effects of situated professional development on the learning and practice of adult ESL teachers. Paper presented at the annual meeting of the Sociocultural Theory and Second Language Learning Research Working Group, Tucson, AZ.
• DaSilva Iddings, A. C., & Rose, B. C. (2007, October). A design approach to research on teacher development. Paper presented at the annual meeting of the Sociocultural Theory and Second Language Learning Conference, Tucson, AZ.
• DaSilva Iddings, A. C., & Rose, B. C. (2007, April). The impact of an in-situ, research-based teacher development program on the achievement of reading comprehension for Spanish-speaking English language learners. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL. 
• Rose, B. C., & Teague, B. L. (2007, February). The professional development of teachers of adult English language learners: A critical review of the literature. Poster presented at the annual Harvard Graduate School of Education Student Research Conference, Cambridge, MA.

Research/Areas of Interest

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

Publications/Creative Works

• Rose, B. C. (2015). How can we help? 1^st-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.), 57^th Yearbook of the National Reading Conference. Oak Creek, WI: National Reading Conference.