|Name:||Dr. Carol R. Rinke|
|Office Location:||Dyson 343|
|Extension:||(845) 575-3000 ext. 2719|
B.A., Human Biology, Stanford University
M.A.T., Science Education, Teachers College Columbia University
Ph.D., Curriculum and Instruction, University of Maryland College Park
Carol Rinke worked as a science and mathematics teacher in a variety of K-12 educational settings, including in the New York City public schools. Concerned about the challenges she observed recruiting and retaining teachers, particularly in hard-to-staff math and science classrooms, she returned to graduate school to pursue teacher preparation. For six years she served as an assistant professor in the education department at Gettysburg College before joining the faculty at Marist. Dr. Rinke has published widely in the field of STEM teacher recruitment and retention, including a 2014 book with Rowman & Littlefield Education entitled Why Half of Teachers Leave the Classroom: Understanding Recruitment and Retention in Today’s Schools.
Dr. Rinke has a strong interest in teacher development across the professional lifespan, with a particular focus on teachers of science and mathematics. She is interested in the pedagogy of teacher preparation at the pre-service level, the implementation of professional development at the in-service level, and the career trajectories of teachers in hard-to-staff subject areas. She regularly presents this research at the American Educational Research Association. Dr. Rinke also translates this passion for teacher development into her courses, thinking carefully about how to shape teachers' pedagogical practices. In particular, she is interested in helping beginning teachers to frame their teaching in terms of student learning., work collaboratively, and infuse data into their thinking.
Rinke, C.R. (2014). Why Half of Teachers Leave the Classroom: Understanding Recruitment and Retention in Today’s Schools. Lanham, MD: Rowman & Littlefield.
Rinke, C.R. (2013). Teaching as exploration? The difficult road out of the classroom. Teaching and Teacher Education 34 (6), 98-106.
Rinke, C.R., Gimbel, S., & Haskell, S. (2013). Opportunities for inquiry science in Montessori classrooms: Learning from cultures of interest, communication, and explanation. Research in Science Education 43 (4), 1517-1533.
Rinke, C.R. & Stebick, D.M. (2013). “Not just learning about it but actually doing it”: The evolution of a teacher inquiry culture. Action in Teacher Education 35 (1) 72-84.
Rinke, C.R. (2011). Career trajectories of urban teachers: A continuum of perspectives, participation, and plans shaping retention in the educational system. Urban Education 46 (4), 639-662.
Rinke, C.R. & Valli, L.R. (2010). Making adequate yearly progress: Teacher learning in school-based accountability contexts. Teachers College Record 112(3), 645-684.
Rinke, C.R. (2009). Finding their way on: Career decision-making processes of urban science teachers. Science Education 93(6), 1096-1121.
Rinke, C.R. (2008). Understanding teachers’ careers: Linking professional life to professional path. Educational Research Review 3(1), 1-13