Jerry Rosiek's areas of teaching and research include qualitative research and the cultural foundations of education. His scholarship is focused on developing a set of concepts and research practices that can enhance our understanding of teachers' practical knowledge. These efforts fall into three closely related areas:
- Documenting the nature and content of the knowledge that enables teachers to better serve traditionally under-served groups of students. The commitment to promoting social justice in our educational system is at the heart of his work and is its ultimate justification;
- Exploring the modes of representation needed to adequately represent this knowledge. Currently he is focused on the use of narrative modes of representation;
- Examining and responding to the epistemological and ideological questions raised by these methodological innovations and this line of inquiry.
Jerry Rosiek's articles have appeared in leading journals such as Harvard Educational Review, Educational Researcher, The Journal of Teacher Education, Curriculum Theory , and Educational Theory . He has recently contributed chapters to two edited volumes: New Horizons in the Ethnography of Education and Humanizing Pedagogy Through HIV/AIDS Prevention: Transforming Teacher Education Knowledge .
Jerry Rosiek's scholarship is focused on developing a set of concepts and research practices that can enhance our understanding of teachers' practical knowledge. His current research focuses on the connections between the institutional and discursive structures that enable/disable teachers' practice and the type of preparation teachers need if they are to navigate those contexts constructively.