Carol R Rinke
Biographic Data
| ID | 5741135 |
|---|---|
| NAME | Carol R Rinke |
| GIVEN NAMES | Carol R |
| FAMILY NAME | Rinke |
| SIGNATURE | RINKE C R |
| AFFILIATIONS | Marist College |
| ORCID | 0000-0001-6345-7559 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 17 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Truth Tellers
This paper highlights the value of the photovoice method for creating affinity spaces, crafting counterstories, and informing retention practices for urban teachers of Color. The research team, together with an affinity group of teachers of Color, used photographic images to foster a deeper understanding of the question, “What does it mean to be a teacher of Color in today's schools?” The images serve as the foundation for counterstories that spe…
Counterstories of teachers of color
Untangling the role of interactions in police satisfaction
Effective policing requires the support of the communities being served, a guiding principle that has been adopted by law enforcement across the country and around the world. To this end, scholars and police executives have examined a variety of predictors that can impact upon perceptions of procedural justice and satisfaction with police. Grounded in an Experience with Police theoretical model, this paper examines the impact of procedural justic…
Understanding citizen satisfaction with the police
Over the last few decades, law enforcement has come to value aspects of its role as essential to its crime-fighting capacity, including legitimacy, procedural justice, quality of life matters, and partnership with the community. While evolving law enforcement strategies have improved crime control, many departments still strive to enhance satisfaction among community members while balancing crime control and community-oriented approaches. Citizen…
I Just Feel So Guilty
This article explores the dynamic structures of emotions used by former urban teachers as they negotiated the challenges of the profession. Drawing from a national sample of 25 former urban teachers, this article looks closely at the lives of two teachers who taught in urban intensive school districts. Specifically, the piece captures the emotional aftermath of leaving teaching around two themes: (a) recognition of guilt and (b) continued advocac…
Teaching as exploration? The difficult road out of the classroom
Being and Becoming a Teacher
This article captures the life histories and professional futures of preservice teachers at three institutions of higher education. In this article, we focus on the experiences and expectations of 4 preservice teachers. We find that, although African American and White preservice teachers both see themselves as advocates for their students, they envision different approaches to advocacy and their agency along racial lines. African American preser…
Career Trajectories of Urban Teachers
This article addresses teacher retention in urban schools, focusing on high-need secondary science classrooms. As a longitudinal study, this research investigated how eight case study teachers conceived of their careers and career moves. The experiences and perspectives of three case study teachers indicated that they were situated along a continuum from those who aimed to integrate fully into the educational system to those who wanted to partici…
Exploring the Generation Gap in Urban Schools
This article reports on the generational perspectives of two science teachers working in one urban school, a 38-year veteran and a second-year teacher. Despite numerous opportunities to work together, these teachers argued more than they collaborated. This research shows that at least some of the tension can be explained by the generational perspectives each brought with them to the classroom, perspectives that have been brought to the forefront …
Being and Becoming a Teacher
This article captures the life histories and professional futures of preservice teachers at three institutions of higher education. In this article, we focus on the experiences and expectations of 4 preservice teachers. We find that, although African American and White preservice teachers both see themselves as advocates for their students, they envision different approaches to advocacy and their agency along racial lines. African American preser…
Teaching as exploration? The difficult road out of the classroom
Exploring the Generation Gap in Urban Schools
This article reports on the generational perspectives of two science teachers working in one urban school, a 38-year veteran and a second-year teacher. Despite numerous opportunities to work together, these teachers argued more than they collaborated. This research shows that at least some of the tension can be explained by the generational perspectives each brought with them to the classroom, perspectives that have been brought to the forefront …
I Just Feel So Guilty
This article explores the dynamic structures of emotions used by former urban teachers as they negotiated the challenges of the profession. Drawing from a national sample of 25 former urban teachers, this article looks closely at the lives of two teachers who taught in urban intensive school districts. Specifically, the piece captures the emotional aftermath of leaving teaching around two themes: (a) recognition of guilt and (b) continued advocac…
Truth Tellers
This paper highlights the value of the photovoice method for creating affinity spaces, crafting counterstories, and informing retention practices for urban teachers of Color. The research team, together with an affinity group of teachers of Color, used photographic images to foster a deeper understanding of the question, “What does it mean to be a teacher of Color in today's schools?” The images serve as the foundation for counterstories that spe…
Counterstories of teachers of color
Career Trajectories of Urban Teachers
This article addresses teacher retention in urban schools, focusing on high-need secondary science classrooms. As a longitudinal study, this research investigated how eight case study teachers conceived of their careers and career moves. The experiences and perspectives of three case study teachers indicated that they were situated along a continuum from those who aimed to integrate fully into the educational system to those who wanted to partici…
Exploring the Generation Gap in Urban Schools
This article reports on the generational perspectives of two science teachers working in one urban school, a 38-year veteran and a second-year teacher. Despite numerous opportunities to work together, these teachers argued more than they collaborated. This research shows that at least some of the tension can be explained by the generational perspectives each brought with them to the classroom, perspectives that have been brought to the forefront …
Career Trajectories of Urban Teachers
This article addresses teacher retention in urban schools, focusing on high-need secondary science classrooms. As a longitudinal study, this research investigated how eight case study teachers conceived of their careers and career moves. The experiences and perspectives of three case study teachers indicated that they were situated along a continuum from those who aimed to integrate fully into the educational system to those who wanted to partici…
Being and Becoming a Teacher
This article captures the life histories and professional futures of preservice teachers at three institutions of higher education. In this article, we focus on the experiences and expectations of 4 preservice teachers. We find that, although African American and White preservice teachers both see themselves as advocates for their students, they envision different approaches to advocacy and their agency along racial lines. African American preser…
Teaching as exploration? The difficult road out of the classroom
I Just Feel So Guilty
This article explores the dynamic structures of emotions used by former urban teachers as they negotiated the challenges of the profession. Drawing from a national sample of 25 former urban teachers, this article looks closely at the lives of two teachers who taught in urban intensive school districts. Specifically, the piece captures the emotional aftermath of leaving teaching around two themes: (a) recognition of guilt and (b) continued advocac…
Untangling the role of interactions in police satisfaction
Effective policing requires the support of the communities being served, a guiding principle that has been adopted by law enforcement across the country and around the world. To this end, scholars and police executives have examined a variety of predictors that can impact upon perceptions of procedural justice and satisfaction with police. Grounded in an Experience with Police theoretical model, this paper examines the impact of procedural justic…
Understanding citizen satisfaction with the police
Over the last few decades, law enforcement has come to value aspects of its role as essential to its crime-fighting capacity, including legitimacy, procedural justice, quality of life matters, and partnership with the community. While evolving law enforcement strategies have improved crime control, many departments still strive to enhance satisfaction among community members while balancing crime control and community-oriented approaches. Citizen…
Counterstories of teachers of color
Truth Tellers
This paper highlights the value of the photovoice method for creating affinity spaces, crafting counterstories, and informing retention practices for urban teachers of Color. The research team, together with an affinity group of teachers of Color, used photographic images to foster a deeper understanding of the question, “What does it mean to be a teacher of Color in today's schools?” The images serve as the foundation for counterstories that spe…
Psychology (9 works) · Pedagogy (7 works) · Sociology (7 works) · Mathematics education (5 works) · Teacher Education and Leadership Studies (5 works) · Political science (4 works) · Critical Race Theory in Education (3 works) · Educator Training and Historical Pedagogy (3 works) · Social Psychology (3 works) · Crime Patterns and Interventions (2 works)