Phone: 828-227-2292
Email:  cbrogers@wcu.edu
Office Address:  244 Killian

Education

• Ph.D., University of Minnesota, Education: Curriculum & Instruction, 2010
• M.A., University of St. Thomas, 2003
• B.A, College of St. Catherine, 1996

Research Interests

Dr. Rogers is interested in the development of teachers’ knowledge and skills as they move from preservice to practice. In particular, her research centers on how elementary teachers understand, react to, and can be prepared for the uncertain moments that occur within in the different relationships in teaching and learning.

Publications and Presentations – Selected List

Refereed Journal Articles

• Sato, M.; Kern, A.: McDonald, E. & Rogers, C. (2010). On the Rough Ground: Instantiations of the Practical Across the Teacher Professional Continuum. Teacher Education & Practice, 23(1).
• Rogers, C. & Helman, L. (2009). One size does not fit all: How assessment guides instruction in word study with English learners. New England Reading Association Journal, 44(2), 17-22.

Refereed Chapters in Edited Books

• Sato, M. & Rogers, C. (2010), Case Methods in Teacher Education. In: Penelope Peterson, Eva Baker, Barry McGaw, (Editors), International Encyclopedia of Education, Vol. 7, 592-597, Oxford: Elsevier. (Invited Contribution).

Papers Presented at Professional Meetings

• Rogers, C. (2010). “Action and Narrative: Hannah Arendt and teacher narratives of experience.” Presented at American Educational Research Association Conference, Denver, CO.
• Rogers, C. (2009). Beginning and Becoming: Hannah Arendt’s Theory of Action and Action Research in Education.” Presented at the American Educational Research Association Conference, San Diego, CA.
• Rogers, C. & Helman, L. (2009). “They don’t have the words: The dilemmas of a monolingual primary ELL teacher.” Presented at the American Educational Research Association Conference, San Diego, CA.
• Helman, L. & Rogers, C. (2008). “Jumping into English: A Somali boy's literacy journey.” Presented at the National Reading Conference, Orlando, Fla.
• Helman, L. & Rogers, C. (2008). “An in-depth look at the beginning literacy development of immigrant Hmong-speaking students learning to read in English.” Presented at the American Educational Research Association Conference, New York.
• Sato, M.; Kern, A.: McDonald, E. & Rogers, C. (2008). “Back to the Rough Ground:  Instantiations of the Practical Across the Teacher Professional Continuum.” Presented at the American Educational Research Association Conference, New York.
• Helman, L. & Rogers, C. ( 2007). “An in-depth look at the early literacy development of two Hmong-speaking students learning to read in English.” Presented at the National Reading Conference, Austin, TX.