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Sandra Quiñones, Ph.D.

Assistant Professor
School of Education
Instruction and Leadership in Education, Literacy PreK-4

410A Canevin Hall
Phone: 412.396.4517

Education:

Ph.D, Teaching, Curriculum, & Change, University of Rochester, 2012
Ms.Ed. Elementary Education, University of Rochester, 1998
B.A., Religion (honors with distinction), Psychology, University of Rochester, 1997
Bio

Dr. Sandra Quiñones joined Duquesne University in 2013. As a faculty member of the Department of Instruction and Leadership in Education (D.I.L.E.), Dr. Quiñones teaches both undergraduate and graduate literacy education courses in the PreK-4 Leading Teacher program. A former elementary school teacher in both public and private schools in Puerto Rico and New York State, Dr. Q's research focuses on teachers' experiences and perspectives around ser bien educada/o and being well educated from Chicana/Latina feminist and critical biculturalism theoretical frameworks. Her scholarly interests include critical literacy development, life history and narrative inquiry, qualitative research methodology, Latino education, "Grow Your Own" approaches to teacher education, and family-community engagement in education.

Dr. Quiñones is a 2009 graduate fellow of the American Association of Hispanics in Higher Education (AAHHE) and a 2010-2012 fellow of the National Council of Teachers of English's (NCTE) Cultivating New Voices (CNV) Research Grant. She was also the recipient of a 2012-2013 Visiting Scholars Fellowship for Diversity and Academic Excellence at the University of Rochester and a 2012 Professional Young Person "On the Move" Award from the National Multiple Sclerosis Society-Upstate New York Chapter.

Dr. Q's prior research experience includes participating in an ethnographic study of an urban community change initiative and a mixed-method, community-based study of the experiences and perspectives of Latina/o students and families. Her previous higher education experiences include serving as interim director of the Urban Teaching & Leadership program at the Warner School of Education (University of Rochester) and teaching graduate courses in research methods, multicultural education, teaching, curriculum, and education reform. Dr. Quiñones also has education consulting experience in comprehensive school reviews, particularly in the development and support of teacher practices and curriculum.

Areas of Expertise:
Teacher Education for Cultural and Linguistic Diversity and Social Justice
Bilingual-Bicultural Views of Ser Bien Educado/Being a Well-Educated Person
Language, Culture, Identity, and Power
Qualitative Research Methods including Life History and Narrative Inquiry
Chicana Feminist Theoretical Concept of Trenzas (Braids) as an Analytical Tool

Teaching

Teaching and Learning Philosophy Statement

Dr. Q's teaching and learning philosophy is premised on a social (re)constructivist approach to experience and knowledge. Her goal as a teacher educator is to cultivate a critical understanding of the social, cultural, historical, philosophical and political context of contemporary schooling, including historical roots of institutions and practices, the role of teachers as agents of social justice, and integrated approaches to literacy learning and language development.

Dr. Sandra Quiñones draws from her research to facilitate dialogue about the purposes of education in relation to cultural values, schooling practices, and notions of what it means to be a well-educated person. More specifically, she uses Latina teacher narratives that account for bilingual and bicultural perspectives anchored in home, family, language, culture, and community. In doing so, Dr. Quiñones seeks to broaden and problematize views of education and schooling by encouraging students to situate and contextualize these dynamic cultural constructs over time, place, and space. Furthermore, she challenges students to consider how differential power dynamics and intersecting identities shape sociocultural views of being a well-educated person.

In an effort to build sustainable professional learning communities, Dr. Quiñones creates learning experiences that support individuality and collaboration. Her goal is to help novice teachers to gain the confidence and skills necessary to thrive in a complex and demanding profession. She uses narrative writing and analysis to encourage students to reflect on how their personal, professional, and community experiences inform their identities and practices. She also uses case study and video analysis to build a deeper understanding of theory and practice-as inseparable-in education. Moreover, Dr. Quiñones integrates technology and multi-media resources to maximize educational experiences and encourage creativity and growth.

Dr. Sandra Quiñones seeks to develop 6C's with-and amongst-her Duquesne University students: confianza (mutual trust), compromiso (responsibility & commitment), conciencia (social consciousness), capability, collegiality, and diverse forms of capital. In doing so, her teaching and learning practices support knowledge construction as a relational and potentially transformative endeavor.

Courses

Graduate
• Literacy, Language, & Literature II, Grades 1-4, with field experience
• Child Development: Birth to Age 9, with field experience
• Introduction to Teaching, with field experience

Undergraduate
• Literacy Block-PreK-4, a writing intensive course with field experience

Research & Publications

Research Journal Articles
• Quiñones, S., Ares, N., Padela, M., Hopper, M., Webster, S., (2011). Y nosotros, qué?: Moving beyond the margins in a community initiative. Special issue: Power and positioning in purposeful community change. Anthropology & Education Quarterly, 4(6), 103-120.

• Hopper, M., & Quiñones, S. (2012). A hunch without a sound: Co-constructing meanings of non-verbal and verbal interactions in video data. International Journal of Qualitative Methods, 11(5), 547-572.

• Nieto, S., (Sr. Ed.), Rivera, M., & Quiñones, S. (Eds.) (2010/2012). Charting a new course: Understanding the sociocultural, political, economic, and historical context of Latino/a education in the United States. New York: Centro for Puerto Rican Studies. National Latino Education Research & Policy Agenda Project. Published in (2012) Invited Issue, Association of Mexican American Educators (AMAE) Journal

Book Review in Peer-Reviewed Journal
• Quiñones, S. (2012). Book review for Words Were All We Had: Becoming Biliterate Against the Odds. Edited by: Maria de la Luz Reyes, New York: Teachers College Press, 2011. Bilingual Research Journal, 35(1), 112-115.

Community-Based Research Reports
• Kiyama, J.M., & Harris, D.M. with Ares, N., Dache-Gerbino, A., Quiñones, S., Smalls, M.M., Soler, A. & Vogt, E.M. (2010). School experiences of Latina/o students: A community-based study of resources, challenges, and successes. Rochester, NY: Ibero-American Action League, Inc.

• Quiñones, S., Kiyama, J.M., & Harris, D.M. with Ares, N., Dache-Gerbina, A., Smalls, M.M., (2012). Latina/o education as a family and community affair: A community-based study of resources, challenges, and successes. Executive summary. Rochester, NY: Ibero-American Action League, Inc.

Forthcoming Book Chapter
• Quiñones, S. (in press) Educated entremundos: Exploring diaspora in the lives of Puerto Rican teachers. In R. Rolón-Dow & J.G. Irizarry (Eds.) Diaspora studies in education: Toward a framework for understanding the experiences of transnational communities. Critical Ethnicities Series. New York, NY: Peter Lang.

Publications Under Review
• Quiñones, S., & Kiyama, J.M. (in review). Contra la corriente (Against the current): The role of Latino fathers in family-school engagement. Submitted to The School Community Journal.

• Martínez-Roldán, C., & Quiñones, S. (in review) Resisting Erasure: Testimonial narratives of two Puerto Rican scholars in the academy. Submitted to the Journal of Language, Identity, and Education.

• Quiñones, S. (in review), Book Review of Punished: Policing the Lives of Black and Latino Boys by Victor M. Rios. Submitted to the Association for Mexican American Educators Journal

Affiliations & Service

Professional Organizations

American Educational Research Association
National Council for Teachers of English
International Reading Association
National Association for Multicultural Education
National Association for Bilingual Education
Puerto Rican Studies Association
American Association of University Women

Community Organizations

Pittsburgh Cultural Trust
Carnegie Museums of Pittsburgh
Western Pennsylvania Conservancy
Latin American Cultural Union
Venture Outdoors
BikePGH

Academic Service

Invited Reviewer for Peer-Reviewed Journals:
Anthropology & Education Quarterly
Centro Journal of the Center for Puerto Rican Studies
Bilingual Research Journal
Association of Mexican American Educators Journal

Invited Chair, Partnerships, Collaboration, and Social Change Roundtable,
American Educational Research Association [AERA] 2013 Annual Conference
Division G: Social Context of Education,

Proposal Reviewer for Professional Research Conferences:
2013 American Education Research Association [AERA] Conference
2011 American Educational Studies Association [AESA] Conference

Invited Member, Regional Advisory Board, National Latino Education Research
& Policy Agenda Project (NLERAP)