海角社区

Dorothy Shapland Rodriguez

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Dorothy Shapland Rodriguez

Professor of Early Childhood Education

Special Education, Early Childhood, and Culturally/Linguistically Diverse Education

Office Hours

Tuesdays 10AM - 2PM

Biography

Early childhood educator with 30+ years experience teaching Preschool through third grade, and 10+ years in educator preparation at 海角社区.

Research Interests

    Social-Emotional skill development in the early grades.
    Trauma Informed, Anti-Bias & Culturally Responsive teaching practices.

Teaching Interests

    Preparing teachers for the realities of teaching young children in classrooms with a focus on culturally responsive & sustaining, inclusive, and trauma informed STEM practices.

Education

EdD in Leadership for Educational Equity

University of Colorado, Denver

MA in Educational Leadership Research & Policy

University of Denver

BA in Psychology

Muhlenberg College

Personal Website

Published Works

  • Quast, E., Ward Tiara, B., Sanchez, D., Bravo, M., Pigozzi, G., Shapland Rodriguez, D., Wise, C. (2026). Making Sense of Cuba鈥檚 National Literacy Campaign: A Reflexive Study of LRA Delegates鈥� Encounter with the Museo de la Alfabetizaci贸n. Literacy Research: Theory, Method, and Practice. .
  • Shapland Rodriguez, D., Cook-LaPointe, S., Banuelos, P., Allen, R. (2026). Resileince Building Across an EarlyChildhood Teacher Preparation Program. [Manuscript submitted for publication]. Journal of Early Childhood Teacher Education.
  • Shapland, D., DelRio, J., Fernandez, G. Social Emotional Learning in Kindergarten Daily Routines.
  • Allen, R., Shapland, D. (2026). Instructor鈥檚 Guide for Becoming a Culturally Responsive Teacher Sustaining the Cultures of Young Children., .
  • Allen, R., Shapland Rodriguez, D. (2026). Becoming a Culturally Responsive Teacher: Sustaining the Cultures of Young Children. (pp 176). National Association for the Education of Young Children. NAEYC.org.
  • Shapland Rodriguez, D., Holley, C., Sarche, M. Recognizing Generational and Historical Trauma. Brookes Publishing.
  • Allen, R., Shapland Rodriguez, D., Parker, A. The Role of Implicit Bias and Social Determinants of Health. Brookes.
  • Shapland Rodriguez, D., Deverell, D., Greenbaum, J., Nelson, M. (2025). Partnerships for Early Childhood Education Workforce Development. (3, ). A volume in Contemporary Perspectives on Developing Trauma-Informed Teachers.
  • Steed, E., Shapland Rodriguez, D., Leech, N. (2024). Early Childhood Teachers鈥� Use of Discipline Practices and Social Emotional Supports. Early Childhood Education Journal .
  • Shapland Rodriguez, D., Sell, R. C. (2024). Teaching Bayard Rustin to Kindergarteners: A Collaborative Self-Study into the Planning Process of a Queer Counternarrative. The Social Studies .
  • Mahfouz, J., Shapland Rodriguez, D., Steed, A. E. (2024). Barriers to Ethics of Care: The Perceptions of Early Childhood Teachers. Early Childhood Education Journal, 52(5), 901-908. .
  • Harris, E., Allen, R., Shapland Rodriguez, D. (2024). Embedding Equity Social Studies Methods for Preservice Teachers Using Transformational Learning Practices. Black History Bulletin of the Association for the Study of African American Life and History, 87(1), 6-11. .
  • Bacmeister, E., Shapland Rodriguez, D., Taylor, M., Cuevas Diaz, R. (2024). Individualizing Approaches through Intentional Practice: A Family Educator's Experience. Teaching Young Children/NAEYC, .
  • Mahfouz, J., Steed, E., Shapland Rodriguez, D. (2023). Culturally Responsive Social Emotional Learning: Perspectives of Early Childhood Teachers. Early Childhood Education Journal, 53(2), 405-412. .
  • Steed, A. E., Leech, L. N., Shapland Rodriguez, D. (2023). Early Childhood Teachers鈥� Inclusion in Their Elementary School鈥檚 Social-Emotional Multitiered System of Supports: A Mixed Methods Study. Journal of Positive Behavior Interventions, 25(2), 95-107. .
  • Sell, R. C., Shapland Rodriguez, D., Klein-Callea, C., Ernst, M. (2023). Teaching Beyond Curricular Certainty: Telling Bayard Rustin鈥檚 story to Kindergarteners. Social Studies and the Young Learner, .
  • Steed, A. E., Shapland, D., Leech, N. (2022). Early Childhood Teachers鈥� Perceptions of the Effectiveness of Their Elementary School鈥檚 Approach to Social Emotional Learning: A Mixed Methods Study. Early Childhood Education Journal, 50(7), 1121-1132. .
  • Carter, S. I., Shapland, D. (2022). Embedding Trauma-Informed Practices in Early Childhood and Elementary Teacher Education Courses.
  • Shapland, D., Allen, R., Harris, E., Cook-LaPointe, S. (2022). Integrating Trauma Informed Teaching Practices Throughout an Early Childhood Education Program to Support Teacher Education Students. Information Age Publishing.
  • Shaffer, L., Vinh, M., Shapland, D., O鈥橤rady, C. (2022). Practicing Anti-Racism as Inclusion: Start in Early Childhood!. TEACHING Exceptional Children, 55(5), 350-358. .
  • Allen, R., Shapland, D. (2021). Viewpoint. Creating Anti-Racist Early Childhood Spaces. National Association for the Education of Young Children, .
  • Allen, R., Shapland, D., Neitzel, J., Iruka, I. (2021). Creating Anti鈥慠acist Early Childhood Spaces. National Association of Early Childhood Education.
  • Allen, R., Shapland, D., Neitzel, J., Iruka, I. (2021). Creating Anti-Racist Early Childhood Spaces. NAEYC.
  • Steed, A. E., Shapland, D. (2020). Adapting Social Emotional Multi-Tiered Systems of Supports for Kindergarten Classrooms. Early Childhood Education Journal, 48(2), 135-146. .
  • Smith, J. B., Fox, L., Strain, P., Binder, P. D., Bovey, T., Jones, A., McCullough, K., Veguilla, M., Dunlap, G., Blase, K., Trivette, M. C., Shapland, D., Danaher, J. (2018). Statewide Implementation Guide. Early Childhood Technical Assistance Center, ectacenter.org/sig/.