Publications
Colón, I., James, M., *Chowdhury, M., Rector-Aranda, A., & *Burgess, M. (2020). In search of confianza: A qualitative analysis of Salvadoran parents’ experiences in U.S. urban schools. International Journal of Multicultural Education, 22(1), 35–51.
Rector-Aranda, A. (2019 [online first 2018]). Critically compassionate intellectualism in teacher education: The contributions of relational-cultural theory. Journal of Teacher Education, 70(4), 388–400.
Gilley, T., & Rector-Aranda, A. (2019). Closing the revolving door: Year-long residency prepares preservice teachers for urban schools. Urban Education Research & Policy Annuals, 6(2), 26-–33.
Rector-Aranda, A. (2019). Student responses to critically compassionate intellectualism in teacher education for social justice. In A. E. Lopez & E. L. Olan (Eds.), Transformative pedagogies for teacher education: Critical action, agency, and dialogue in teaching and learning contexts (pp. 133–151). Charlotte, NC: Information Age Publishing.
Raider-Roth, M. B., Rector-Aranda, A., Kaiser, T., Lipinsky Saltarik, L., Weikel, A., Wolkenfeld, S., & Zaidenberg, L. (2019). Shared power, risk-taking, and innovation: Use of the group-level assessment method in Jewish education. Journal of Jewish Education, 85(2), 187–208.
Rector-Aranda, A. (2019). The function of freedom: Practitioner action research in emancipatory social justice teacher education. In C. A. Mertler (Ed.), The Wiley handbook of action research in education (pp. 481–496). Hoboken, NJ: John Wiley & Sons.
Rector-Aranda, A., Raider-Roth, M., Glaser, N., & Behrman, M. (2017). “I had to live, breathe, and write my character”: Character choice and student engagement in an online role-play simulation. Journal of Jewish Education,83(4), 280–309.
Raider-Roth, M. B., & Rector-Aranda, A. (2017) Book review of Why Students Resist Learning: A Practical Model for Understanding and Helping Students. Teachers College Record.
Stitzlein, S. M. & Rector-Aranda, A. (2016). The role of “small publics” in teacher dissent. Educational Theory 66(1-2), 165–180. 100th anniversary of Dewey’s Democracy and Education special issue.
Rector-Aranda, A. (2016). School norms and reforms, critical race theory, and the fairytale of equitable education. Critical Questions in Education, 7(1), 1–16.
Brydon-Miller, M., Rector-Aranda, A. & Stevens, D. M. (2015). Widening the circle: Ethical reflection in action research and the practice of Structured Ethical Reflection. In H. Bradbury (Ed.), The SAGE handbook of action research (3rd ed.) (pp. 596–607). Thousand Oaks: SAGE publications.
Stitzlein, S. M. & Rector-Aranda, A. (2015). For the love of learning and the joys of reading philosophy of education. Philosophical Studies in Education, 46.
Rector-Aranda, A. (2015). The cake is a lie. A book review of The Failure of Corporate School Reform. Democracy and Education, 23(1), article 20.
Rector-Aranda, A. & Raider-Roth, M. (2015). “I finally felt like I had power”: Student agency and voice in an online and classroom-based role-play simulation. Research in Learning Technology, 23(1).
Rector-Aranda, A. (2014). Voice. In D. Coghlan & M. Brydon-Miller (Eds.), The SAGE encyclopedia of action research. London: SAGE Publications.
Conference Presentations
Rector-Aranda, A. (2017). Practitioner research as critical qualitative inquiry: Troubling our own practice. Paper for the International Congress of Qualitative Inquiry (ICQI) annual meeting. Urbana-Champaign, IL.
Rector-Aranda, A., Raider-Roth, M., Glaser, N., & Behrman, M. (2016). “I had to live, breathe, and write my character”: Character choice and student engagement in an online role-play simulation. Paper in panel for the Network for Research in Jewish Education (NRJE) annual meeting. Baltimore, MD.
Stevens, D. & Rector-Aranda, A. (2016). Structured Ethical Reflection: A guiding process to strengthen individual and group level ethical decision-making. Paper for the International Congress of Qualitative Inquiry (ICQI) annual meeting. Urbana-Champaign, IL.
Rector-Aranda, A. (2016). What is justice? Constructing critical consciousness in a high school ethics class. Roundtable for the American Educational Research Association (AERA) annual meeting. Washington, D.C.
Rector-Aranda, A. (2016). Co-creating empowerment with pre-service teachers through critically compassionate intellectualism. Paper for the Graduate Student Conference on Leadership, Culture, and Curriculum. Miami University, Oxford, OH.
Rector-Aranda, A. (2014). Tracking for democracy? The hidden stakes of high stakes educational practices. Paper for the American Educational Studies Association (AESA) annual meeting, Toronto, Ontario, CAN.
Stitzlein, S. M. & Rector-Aranda, A. (2014). Teacher dissent through “small publics”: Making spaces for solidarity and affirming the public nature of schools. Paper for the American Educational Studies Association (AESA) annual meeting, Toronto, Ontario, CAN.
Rector-Aranda, A. & Raider-Roth, M. (2014). “Others were hearing what I had to say”: Student agency/voice in online simulation experiences. Roundtable for the American Educational Research Association (AERA) annual meeting. Philadelphia, PA.
Stevens, D. & Rector-Aranda, A. (2014). Utilizing structured ethical reflection in practitioner community-based and action research. Poster for the International Congress of Qualitative Inquiry (ICQI) annual meeting. Urbana-Champaign, IL.
Stevens, D. & Rector-Aranda, A. (2013). Utilizing structured ethical reflection in practitioner community-based and action research. Poster for the Coalition for Urban and Metropolitan Universities (CUMU) annual meeting. Louisville, KY.
Education
Rector-Aranda, A. (2018). Educational action research on character selection and student engagement. Educational Research graduate course, e-guest speaker. Georgia Southern University, Statesboro, GA.
Rector-Aranda, A. (2017). How to use the group-level assessment/understanding (GLA/U) method in educational settings. Mandel Teacher Educator Institute, Chicago, IL.
Rector-Aranda, A. (2016). Using structured ethical reflection for practitioner research. Practitioner Research in Jewish Education Seminar. Jewish Theological Seminary, New York, NY.
Rector-Aranda, A. (2016). Navigating AERA: A student’s perspective from proposal to presentation. University of Cincinnati School of Education Power Friday: “Conference Proposals, Posters, and Presentations! Oh my!” Cincinnati, OH.
Rector-Aranda, A. (2016). Working effectively in groups. University of Cincinnati College of Medicine Exploring Biomedical Research Seminar. Cincinnati, OH.
Rector-Aranda, A. (2015). Working effectively in groups. University of Cincinnati College of Medicine Exploring Biomedical Research Seminar. Cincinnati, OH.
Brydon-Miller, M. & Rector-Aranda, A. (2014). Speed bumps, wrong turns, and head-on collisions: Avoiding ethical problems in community-based research. University of Cincinnati, CECH Collaborative Research in Community Contexts Summer Workshop. Cincinnati, OH.
Brackenbury, R. & Rector-Aranda, A. (2014). Personal and professional integrity: Ideals, challenges and ethical strategies in your research and career. University of Cincinnati College of Medicine Biomedical Ethics Workshop for the SURF Program. Cincinnati, OH.
Brydon-Miller, M., Raider-Roth, M. & Rector-Aranda, A. (2013). Structured ethical reflection. Educational and Community Based Action Research International Doctoral Summer Intensive Course. University of Bristol, Bristol, United Kingdom.
University of Cincinnati
Ph.D. Educational Studies | 2017
Educational and Community-Based Action Research
Curriculum Studies and Teacher Education
Dissertation | Critically Compassionate Intellectualism in Teacher Education: Making Meaning of a Practitioner and Participatory Action Research Inquiry
M.A. Educational Studies | 2013
Foundations of Education and Social Change
Northern Kentucky University
B.A. Philosophy | 2012
Psychology
Curriculum Vitae
Invited Presentations
Titles in red are linked to pdf's or journal sites
Academic Appointments
Texas A&M University
Lecturer | 2019–2021
Visiting Assistant Professor | 2017–2019
Department of Teaching, Learning, & Culture
Urban, ESL, & Multicultural Education
Teacher Education, Technology, & Curriculum & Instruction
Rector-Aranda, A. (2019). Compassionate practice in social justice teacher education through the lens of relational-cultural theory. Paper for Division K: Teaching and Teacher Education. American Educational Research Association (AERA) annual meeting, Toronto, Canada.
Farooq, R. M., James, M., Harmon, W. C., & Rector-Aranda A. (2019). Ecologies of hope: Remixing resilience from the perspectives of academically successful black males. Paper for the Critical Examination of Race, Ethnicity, Class and Gender in Education SIG. American Educational Research Association (AERA) annual meeting, Toronto, Canada.
James, M., Rector-Aranda, A., Gilley, T., & Moon, C. Y. (2019). I will never be the same: Impactful experiences of an urban teacher residency program. Paper for the Urban Learning, Teaching, and Research SIG. American Educational Research Association (AERA) annual meeting, Toronto, Canada.
Rector-Aranda, A., Betancourt, K., Couri, D., Hollums, L., Huynh, K., & Yosko, L. (2018). Student collaborative action research on the nature of Texas A&M University teacher preparation for diverse classrooms. Paper for the Collaborative Action Research Network (CARN) annual meeting, Manchester, United Kingdom.
Raider-Roth, M., & Rector-Aranda, A. (2018). Bringing participatory processes to professional development: Using and teaching Group-Level Assessment. Part of an organized symposium session for the Action Research SIG. American Educational Research Association (AERA) annual meeting, New York, NY.
Awards
2020 Outstanding Journal of Teacher Education Article Award
American Association of Colleges for Teacher Education
2019 Honoring Excellence Award
Division of Student Affairs, Texas A&M University
2017 Outstanding Ph.D. Student in Educational Studies Award
University of Cincinnati
2012 Outstanding Senior in Philosophy Award
Northern Kentucky University
Transylvania University
Assistant Professor | 2023–
Visiting Assistant Professor | 2021–2023
Education Program, Department of Humanities
Sociocultural Foundations and Philosophy of Education
