Personal information

TESOL, Bilingual/Dual language education, SIFE, immigrants, refugees, global education, equity
United States

Activities

Employment (7)

Southern Connecticut State University: New Haven, US

2024-07-01 to present | Dean (School of Graduate and Professional Studies)
Employment
Source: Self-asserted source
Rabia Hos

University of Rhode Island: Kingston, Rhode Island, US

2018-06-26 to 2024-08-01 (Feinstein College of Education)
Employment
Source: Self-asserted source
Rabia Hos

Illinois State University: Normal, IL, US

2017-08-15 to 2018-08-15 | Assistant Professor (School of Teaching and Learning)
Employment
Source: Self-asserted source
Rabia Hos

Zirve University: Gaziantep, TR

2012-09-01 to 2016-07-01 | Assistant Professor (English Language Teaching)
Employment
Source: Self-asserted source
Rabia Hos

University of Rochester Warner School of Education: Rochester, NY, US

2010-06-01 to 2013-01-07 | Visiting Assistant Professor (Teaching & Curriculum)
Employment
Source: Self-asserted source
Rabia Hos

Rochester Academy Charter School: Rochester, NY, US

2008-09-01 to 2012-07-30 | Curriculum Coordinator (Curriculum)
Employment
Source: Self-asserted source
Rabia Hos

Rochester City School District: Rochester, NY, US

2001-09-07 to 2008-08-30 | ESOL Teacher (ESOL)
Employment
Source: Self-asserted source
Rabia Hos

Education and qualifications (1)

University of Rochester: Rochester, NY, US

2005-09-01 to 2012-05-19 | Ph.D. (Teaching & Curriculum)
Education
Source: Self-asserted source
Rabia Hos

Professional activities (2)

Multistate Association of Bilingual Education: Kingston, RI, US

2018-09-01 to present | Executive Board Member
Membership
Source: Self-asserted source
Rabia Hos

TESOL International Association: Alexandria, VA, US

2007 to present (Professional Development Council)
Membership
Source: Self-asserted source
Rabia Hos

Works (23)

On and Off Script: A Teacher’s Adaptation of Mandated Curriculum for Refugee Newcomers in an Era of Standardization

Journal of Curriculum & Teaching.
2020 | Journal article
Source: Self-asserted source
Rabia Hos

Supporting Multilingual Students With Inconsistent/Interrupted Formal Education (SIFE): A Practical Approach For Rhode Island Educators

Rhode Island Department of Education
2020 | Manual
Source: Self-asserted source
Rabia Hos

Access to Higher Education for Visually Impaired Students in Turkey: Disclosure, Inclusion, and Oppression of Two Pre-service Teachers

International Journal of Disability, Development and Education
2020-04-30 | Journal article
Part of ISSN: 1034-912X
Part of ISSN: 1465-346X
Source: Self-asserted source
Rabia Hos

Cultivating Capital for High School Newcomers: A Case Study of an Urban Newcomer Classroom

Journal of Ethnic and Cultural Studies
2019 | Journal article
Source: Self-asserted source
Rabia Hos

Our Turn: Rabia Hos and Erin L. Papa: The case for dual language education in Rhode Island.

Providence Journal
2019 | Newspaper article
Source: Self-asserted source
Rabia Hos

Restructuring the field experiences of pre-service EFL teachers.

International Journal of Teacher Education and Professional Development
2019 | Journal article
Source: Self-asserted source
Rabia Hos

Learning to Teach in a Global Crisis: Teachers’ Insights from a Temporary Non-Formal Refugee Education Project in Gaziantep

Global Education Review
2018 | Journal article
Source: Self-asserted source
Rabia Hos

A Systematic Review of Professional Development Programs for Language Teachers over ten years: Regional Perspectives

Turkish Online Journal of English Language Teaching (TOJELT)
2018 | Journal article
Source: Self-asserted source
Rabia Hos

Education Interrupted: English Education Policy from the Rubble in Syria.

English Education Policy in the Middle East and North Africa
2017 | Book chapter
Source: Self-asserted source
Rabia Hos

Caring is not enough: Teachers' enactment of ethical care for adolescent students with limited or interrupted formal education (SLIFE) in a newcomer classroom

Education and Urban Society
2016 | Journal article
Source: Self-asserted source
Rabia Hos

Classroom Management Strategies 7th ed.

Nobel Publishers
2016 | Translation
Source: Self-asserted source
Rabia Hos

Cultural Responsiveness in EFL teaching: Reflections from native instructors.

Journal of Languages and Culture
2016 | Journal article
Source: Self-asserted source
Rabia Hos

Education in Emergencies: Case of a Community School for Syrian Refugees.

European Journal of Educational Research
2016 | Journal article
Source: Self-asserted source
Rabia Hos

Turkish EFL Students’ Perceptions about Blended English Courses in a Teacher Education Program.

International Journal of Social Sciences and Education Research
2016 | Journal article
Source: Self-asserted source
Rabia Hos

The Lives, Aspirations, and Needs of Refugee and Immigrant Students With Interrupted Formal Education (SIFE) in a Secondary Newcomer Program

Urban Education
2016-09-04 | Journal article
Part of ISSN: 0042-0859
Part of ISSN: 1552-8340
Source: Self-asserted source
Rabia Hos

Constructing Grounded Theory 2nd ed.

Seckin Publishers
2015 | Translation
Source: Self-asserted source
Rabia Hos

Unpacking the Discrepancy between Learner and Teacher Beliefs: What should be the Role of Grammar in Language Classes?

European Journal of Educational Research
2015 | Journal article
Source: Self-asserted source
Rabia Hos

The Mismatch between non-native English as a Foreign Language (EFL) Teachers’ Grammar Teaching Beliefs and Practices.

Journal of Language Teaching and Research
2014 | Journal article
Source: Self-asserted source
Rabia Hos

The Current Status of EFL Teachers' Professional Development in Turkey: A Systematic Review of Literature.

The Anthropologist
2013 | Journal article
Source: Self-asserted source
Rabia Hos

“Transitions”: A collaboratively developed curriculum about future choices for students with interrupted formal education

Creating Collaborative Learning Communities to Improve English Learner Instruction: College Faculty, School Teachers, and Pre-service Teachers Learning Together in the 21st Century
2013 | Book chapter
Source: Self-asserted source
Rabia Hos

Youth cultural practices and literacies: Rejecting deficit views of students and promoting ideological approaches to literacies.

Youth-full productions: Cultural Practices and Constructions of Content and Social Spaces
2010 | Book chapter
Source: Self-asserted source
Rabia Hos

Youth as active agents: Counter-narrating the source of reform

Youth-full Productions: Cultural practices and constructions of content and social spaces
2010 | Book chapter
Source: Self-asserted source
Rabia Hos

Review of Learning the literacy practice of graduate school: Insiders’ reflections on academic enculturation.

University of Michigan Press
Book review
Source: Self-asserted source
Rabia Hos