Doctor of Philosophy in Elementary Education, University of Georgia, 2011
Master of Education in Early Childhood, University of Georgia, 2004
Bachelor of Science in Early Childhood Education, University of Georgia, 2001
Qualitative and post qualitative methodologies
Sarah Bridges-Rhoads is an assistant professor of literacy in the Department of Early Childhood and Elementary Education. Her research, which is grounded in poststructural theories, complicates and destabalizes common understandings of processes, practices and categories in qualitative research and elementary education — especially related to writing. The goal of her research is to open up possibilities for creative and innovative thought and action that may not have been possible or conceivable with conventional assumptions.
Her research has been published in a number of journals, including Qualitative Inquiry, International Journal of Qualitative Studies in Education, Cultural Studies – Critical Methodologies, English Journal and Language Arts. Bridges-Rhoads teaches doctoral seminars in scholarly reading and writing as well as qualitative methodology. She also teaches undergraduate courses in writing and reading pedagogies.
Bridges-Rhoads, S. and Van Cleave, J. (in press). “#theStandards: Knowledge, freedom, and the Common Core.” Language Arts.
Bridges-Rhoads, S., Van Cleave, J., and Hughes, H. (2015). “Complicating methodological transparency.” International Journal of Qualitative Studies in Education. Published online first, August 19, 2015. http://www.tandfonline.com/eprint/bQ6qHZCP7sj8umUYDc3Q/full
Bridges-Rhoads, S. (2015). “Writing paralysis in (post) qualitative research.” Qualitative Inquiry, 21(8), 704-710.
Van Cleave, J. and Bridges-Rhoads, S. (2013). “‘As cited in’ writing partnerships: The (im)possibility of authorship in postmodern research.” Qualitative Inquiry, 19(9), 674-685.
Parks, A. and Bridges-Rhoads, S. (2012). “Overly Scripted: Exploring the impact of a scripted literacy curriculum on a preschool teacher’s instructional practices in mathematics.” Journal of Research in Childhood Education, 26(3), 308-324.