Robert  Rueda

Robert Rueda

Stephen H. Crocker Professor in Education

Professor in Education and Psychology

Ph.D. University of California, Los Angeles, California. Major Program: Educational Psychology. Specialization: Special Education, 1979

Post Doctoral Research Fellow, Laboratory of Comparative Human Cognition, University of California, San Diego, 1981 1982.

M.S.W., University of Southern California, Los Angeles, California Specialization: Psychiatric Social Work, 1974

B.A. University of California, Los Angeles, California. Major: Psychology, 1972.

Contact info

rueda@usc.eduPhone: 213-740-2371Fax: 213-740-2367WPH-600HCurriculum Vitae

Concentration

Educational Psychology

Expertise

Expert in literacy, urban education, and language minority students in special education

Robert Rueda

Dr. Robert Rueda is the Stephen H. Crocker Professor of Education at the Rossier School of Education at the University of Southern California, where he teaches in the area of Psychology in Education. He also has a joint appointment in the Psychology Department. His research has centered on the sociocultural basis of motivation, learning, and instruction, with a focus reading and literacy in English learners, and students in at-risk conditions, and he teaches courses in learning and motivation.

He is a fellow of the American Psychological Association and of the American Educational Research Association, and is also a member of the International Society for Cultural Research and Activity Theory, the Council for Exceptional Children (Mental Retardation Division; Learning Disabili¬ties Division; Division for Culturally and Linguistically Diverse Exceptional Learners), the American Anthropological Association (Council on Anthropology and Education), the International Reading Association, the California Reading Association, and the National Reading Conference.

He completed his doctoral work at the University of California at Los Angeles in Educational Psychology and completed a postdoctoral fellowship at the Laboratory of Comparative Human Cognition at the University of California, San Diego in cross-cultural psychology. He served as a panel member on the National Academy of Science Report on the Overrepresentation of Minority Students in Special Education, and also served as a member of the National Literacy Panel (SRI International and Center for Applied Linguistics) looking at issues in early reading with English language learners. He recently served as the associate editor of the American Educational Research Journal, and currently serves on the editorial boards of several educational journals. He chairs of the committee which oversees the Ed.D. Doctoral program in the Rossier School.

Experience

Research:

Sociocultural and motivational processes in classroom l earning and instruction, with a focus on reading and literacy in English learners, students in at-risk conditions; teaching/learning issues related to academic achievement in public school settings, in cluding literacy-related assessment and instruction and educational decision-making

Professional Experience:

Memberships

  • International Society for Cultural Research and Activity Theory
  • Council for Exceptional Children
  • Mental Retardation Division;
  • American Anthropological Association
  • International Reading Association
  • California Reading Association
  • National Reading Conference
  • American Education Research Association
  • American Psychological Association

Honors and Awards:

  • Elected to the National Academy of Education (February 2013)
  • Awarded Stephen H. Crocker Professor of Education chair (December 2009)
  • Fellow, American Educational Research Association (Elected July 2008)
  • Recipient of Award for Outstanding Research in Elementary, Secondary, or Postsecondary Education from the Hispanic Research Issues SIG (Special Interest Group) of the American Educational Research Association (AERA), April 2007.
  • Senior Scholar, The Glenda B. and Forrest C. Shaklee Institute for Improving Special Education (Elected December, 1997-2001)
  • Fellow, Division 45 (Society for the Psychological Study of Ethnic Minority Issues), American Psychological Association (Elected August, 1996)

Contracts/Grants:

Riconscente, M., Walsh, J.W., & Rueda, R. (2009-10). USC Undergraduate Research Associates Program, $10,000. (University-based funding)

Rueda, R. (2007-2008). Evaluation of the Mental Health Workforce Pipeline Planning Project for SouthLos Angeles, funded by the Mental Health Association of Greater Los Angeles, $50,000. (Privatefunding)

Narayanan, S., Rueda, R., Margolin, G., & Farver, J. (2007-2008). Creating an interdisciplinary technology center for child-centric societal app lications. James H. Zumberge Faculty Research & Innovation Fund, $50,000. (University-based Funding)

Rueda, R. (2007-2008). Alternative instructional mode ls of effective bilingual education. Funded through the Haynes Foundation. $131, 211. (Private funding)

Yaden, D., & Rueda, R. (1997-2001). The effects of an emergent literacy preschool program in acommunity center upon Spanish - speaking preschoolers' acquisition of English literacy. Funded through the OERI National Center for the Improvement of Early Reading Achievement (CIERA), University of Michigan. $237,870. (Federal funding)

Selected Publications

  • Books
  • Gallagher, K. S., Goodyear, R. K., Brewer, D. J., & Rueda, R. (2012). Urban education: A model for leadership and policy. NY: Routledge.
  • Rueda, R. (2011). The 3 dimensions of improving student performance: Matching the right solutions to the right problems. NY: Teachers College Press.
  • Morrow, L. M., Rueda, R., & Hartman, D. K. (2011). Section Co-editors for Section III. History and Theoretical Perspectives in D. Lapp & D. Fisher, The Handbook of Research on Teaching the English Language Arts. Lawrence Erlbaum/Taylor Francis.
  • Morrow, L., Rueda, R., & Lapp, D. (2009). Handbook of Research on Literacy Instruction: Issues of Diversity, Policy, and Equity. New York: Guilford Press.
  • August, D., & T. Shanahan (Eds.), (2006). Developing literacy in second-language learners: Report of the National Literacy Panel on Language-Minority Children and Youth.  Mahwah, NJ: Lawrence Erlbaum, Pub. [Panel Member]
  • Committee on Minority Representation in Special Education (member). M. S. Donovan and C. T. Cross (Eds). (2002). Minority students in special and gifted education. Washington, D.C.: National Academy Press. [Committee Member]
  • Recent Journal Articles
  • Rueda, R., & Stillman, J. (2012).  The 21st century teacher: A cultural perspective. Journal of Teacher Education, 63(4), 245-253.
  • Sun, J. C.-Y. and Rueda, R. (2011), Situational interest, computer self-efficacy and self-regulation: Their impact on student engagement in distance education. British Journal of Educational Technology, 43(2), 191-204. doi: 10.1111/j.1467-8535.2010.01157.x
  • Andreeva VA, Cockburn MG, Yaroch AL, Unger JB, Rueda R, Reynolds KD. (2011). Preliminary evidence for mediation of the association between acculturation and sun-safe behaviors. Archives of  Dermatology, 147(7), 814-819. doi:10.1001/archdermatol.2011.145
  • Loera, G., Rueda, R., & Nakamoto, J. (2011). The association between parental involvement in reading and schooling and children’s reading engagement in Latino families. Literacy Research and Instruction, 50, 133-155.
  • Quirk, M., Unrau, N., Ragusa, G., Rueda, R., Lim, H., Bowers, E., Velasco, A., Fujii, K., Nemerouf, A., & Loera, G. (2010). Teacher Beliefs about Reading Motivation and Their Enactment in Classrooms: The Development of a Survey Questionnaire. Reading Psychology, 31(93-120). doi: 10.1080/02702710902754051.
  • Hayes, K., Rueda, R., & Chilton, S. (2009). Scaffolding language, literacy, and academic content in English and Spanish: The linguistic highway from Mesoamerica to Southern California. English Teaching: Practice and Critique, 8(2), 137-166.
  • Monzo, L., & Rueda, R. (2009). Passing as English fluent: Latino immigrant children masking language proficiency. Anthropology & Education Quarterly, 40(1), 20-40.
  • Recent Chapters
  • Yaden, D. B., Rueda, R., Martinez, C., Mirzaei, A., Scott-Weich, B., Tardibuono, J., & Tsai, T. (in press). A cross-linguistic perspective on studies using psycho-and micro-genetic design elements and methodology to assess young children’s understandings of reading, writing and spelling. In B. Spodek & O. N. Saracho (Eds.), Handbook of Research Methods in Early Childhood Education. Charlotte, N.C.: Information Age.
  • Rueda, R. (2013). 21st-century skills: Cultural, linguistic, and motivational perspectives. In D. Alverman & N. Unrau (Eds.), Theoretical models and processes of reading, 6th Ed.  (pp. 1241-1267). Newark, NJ: International Reading Association.
  • Rueda, R., & Ragusa, G. (2012). Social capital. In J. Banks (Ed.), Encyclopedia of diversity in education. (pp. 1967-1969). Thousand Oaks, CA: SAGE Publications, Inc. doi: 10.4135/9781452218533.n623
  • Rueda, R. (2012). An activity-based approach to promoting equity in community college settings: Considering process and outcomes. In E. M. Bensimon & L. Malcolm (Eds.), Confronting equity issues on campus: Implementing the Equity Scorecard in theory and practice. (pp. 159-190). Sterling, VA: Stylus.
  • Bustillos, L. T., Rueda, R., with Hentschel, D., Kinney, D., Love, J., Magee, I., Payne, N., Plotquin, H., & Wolf, R.  (2012). The Math Project at Los Angeles City College.  In E. M. Bensimon & L. Malcolm (Eds.), Confronting equity issues on campus: Implementing the Equity Scorecard in theory and practice. (pp. 117-137). Sterling, VA: Stylus.
  • Bustillos, L. T., Rueda, R., & Bensimon, E. M. (2011). Faculty views of underrepresented students in community college settings: Cultural models and cultural Practices. In P. R. Portes & S. Salas (Eds.), Vygotsky in 21st century society: Advances in cultural historical theory and praxis with non-dominant communities.(pp. 199-213).  New York: Peter Lang.
  • Rueda, R. (2010). Cultural perspectives in reading: Theory and research. In M. L. Kamil, P. D. Pearson, P. Afflerbach, & E. B. Moje (Eds.), Handbook of Reading Research, Vol. IV. (pp. 84-104).  New York: Routledge.
  • Rueda, R., Lim, H. J., O’Neil, H., Baker, E., Griffin, N., Brockman, S., & Sirotnik, B.  (2010). Ethnic differences in students’ approaches to learning: Self-regulatory cognitive and motivational predictors of academic achievement for Latino/a and White college students. In M. S. Khine & I. M. Saleh (Eds.), New Science of Learning: Cognition, Computers, and Collaboration in Education. (p. 133-162). New York: Springer.
  • Rueda, R. & Ragusa, G. (2010). English Language Learners with Special Needs. In: P. Peterson, E. Baker, & B. McGaw, (Eds.), International Encyclopedia of Education. volume 2, pp. 701-707. Oxford: Elsevier.
  • Rueda, R., & Monzo, L. (2010) Being scholarly and successful in the academy. In F. E. Obiakor, B. Algozzine, & F. Spooner (Eds.), Publish, flourish, and make a difference. (pp. 59-74). Arlington, VA: Council for Exceptional Children.
  • August, D., Goldenberg, C., & Rueda, R. (2010). Restrictive state language policies: Are they scientifically based? In P. Gandara & M. Hopkins (Eds.), Forbidden language: English learners and restrictive language policies.(pp. 139-158). New York: Teachers College Press.

Edit Profile