Dorothy Shapland Rodriguez

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Dorothy Shapland Rodriguez

Associate Professor of Early Childhood Education

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

Bio

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

Degree

EdD in Leadership for Educational Equity

University of Colorado, Denver

MA in Educational Leadership Research & Policy

University of Denver

BA in Psychology

Muhlenberg College

Published Works

  • Shapland Rodriguez, D., Holley, C., Sarche, M. . Recognizing Generational/Historical Trauma. (). .
  • Allen, R., Shapland Rodriguez, D., Parker, A. . The Role of Implicit Bias and Social Determinants of Health. (). .
  • 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’ Use of Discipline Practices and Social Emotional Supports. Early Childhood Education Journalhttps://doi.org/10.1007/s10643-024-01815-5.
  • 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 Studieshttps://doi.org/10.1080/00377996.2024.2384479..
  • 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. https://doi.org/10.1007/s10643-023-01601-9.
  • 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. https://doi.org/10.1353/bhb.2024.a923021.
  • 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, https://www.naeyc.org/resources/pubs/tyc/spring2024/intentional-practice
  • 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. https://doi.org/10.1007/s10643-023-01599-0.
  • Allen, R., Shapland Rodriguez, D. . The Culturally Responsive Teacher. (pp 275). National Association for the Education of Young Children. NAEYC.org
  • Steed, A. E., Leech, L. N., Shapland Rodriguez, D. (2023). Early Childhood Teachers’ Inclusion in Their Elementary School’s Social-Emotional Multitiered System of Supports: A Mixed Methods Study. Journal of Positive Behavior Interventions, 25(2), 95-107. https://doi.org/10.1177/10983007221120282.
  • Sell, R. C., Shapland Rodriguez, D., Klein-Callea, C., Ernst, M. (2023). Teaching Beyond Curricular Certainty: Telling Bayard Rustin’s story to Kindergarteners. Social Studies and the Young Learner, https://www.socialstudies.org/social-studies-and-young-learner/35/4
  • Steed, A. E., Shapland, D., Leech, N. (2022). Early Childhood Teachers’ Perceptions of the Effectiveness of Their Elementary School’s Approach to Social Emotional Learning: A Mixed Methods Study. Early Childhood Education Journal, 50(7), 1121-1132. https://doi.org/10.1007/s10643-021-01248-4.
  • 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 . https://www.infoagepub.com/products/Developing-Trauma-Informed-Teachers
  • Shaffer, L., Vinh, M., Shapland, D., O’Grady, C. (2022). Practicing Anti-Racism as Inclusion: Start in Early Childhood!. TEACHING Exceptional Children, 55(5), 350-358. https://doi.org/10.1177/00400599221108463.
  • Allen, R., Shapland, D. (2021). Viewpoint. Creating Anti-Racist Early Childhood Spaces. National Association for the Education of Young Children, https://www.naeyc.org/resources/pubs/yc/summer2021/viewpoint-anti-racist-spaces
  • Allen, R., Shapland, D., Neitzel, J., Iruka, I. (2021). Creating Anti‑Racist 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. https://doi.org/10.1007/s10643-019-00996-8.
  • 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/

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.

Office Hours

Tuesdays 10AM - 2PM

Additional Information

http:///www.linkedin.com/in/dorothyshapland