- Associate Professor
- TESOL/Bilingual-Dual Language Education
- Phone: 401.874.4173
- Email: firstname.lastname@example.org
- Office Location: Chafee Hall, Rm 612
Dr. Hos is an associate professor of TESOL/Bilingual-Dual Language Education. She has done extensive work focusing on education of newcomer immigrants and refugees with interrupted/inconsistent formal education (SIFE) in Germany, Turkey, and the United States. Her extensive research on newcomer immigrant and refugee multilingual learners (MLLs) is grounded in her life experience of being a newcomer in the high school in the U.S., being an ESOL teacher in U.S. public schools, educating teachers of MLLs in higher education and collaborating with educators across the globe in the past two decades.
In addition to her work with MLLs, Dr. Hos has also been leading global initiatives in her current role to expand global competencies in teacher education programs and develop global exchange experiences for education students. She has been awarded multiple grants to support her work. She was named a Longview Foundation Global Teacher Educator Fellow in 2022-2023.
Dr. Hos’ current research focuses on advancing equity in the policy and practice for the education of MLLs. She is actively engaged in advocacy efforts on humanizing pedagogies for MLLs. She is currently engaged in international, national, and regional research collaborations to support educators in different communities.
- Ph.D., Education, Teaching, Curriculum, and Change-TESOL, University of Rochester, 2012
- M.S., Teaching English to Speakers of Other Languages (TESOL), University of Rochester, 2002
- B.A., English and Psychology, University of Rochester, 2001
- A.A., Liberal Arts and Sciences, Monroe Community College, 1999
Refereed Journal Articles (Selected)
Hos, R., Argus, S., Trikki, A., Yalcin, M.G., Walshe, R., Santucci, A., and Ponticelli, M., (2023). Performing as Teachers and Learners: The role of Theatre in Becoming Better University Instructors. The Journal on Excellence in College Teaching. 24 (1), 47-68.
Kursav, M., Hos, R., Sweeder, R., and Valles, S. A. (2022). Mind the Gap: Understanding the Disconnect Between Student Services Offered and Used. Change: The Magazine of Higher Learning, 54(3), 40-47.
Hos, R. (2020). The lives, aspirations, and needs of refugee and immigrant students with interrupted formal education (SIFE) in a secondary newcomer program. Urban Education, 55(7), 1021-1044.
Hos, R. & Wolff, B. (2020). On and Off Script: A Teacher’s Adaptation of Mandated Curriculum for Refugee Newcomers in an Era of Standardization. Journal of Curriculum & Teaching. 9(1), 40-54.
Hos, R., Murray-Johnson, K., & Correia, A. (2019). Cultivating Capital for High School Newcomers: A Case Study of an Urban Newcomer Classroom. Journal of Ethnic and Cultural Studies. 6(2), 1-13.
Hos, R. & Cinarbas, H. I. (2018). Learning to Teach in a Global Crisis: Teachers’ Insights from a Temporary Non-Formal Refugee Education Project in Gaziantep. Global Education Review. 5(4), 182-193.
Hos, R. (2016). 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, 48, 479-503. Online First May 2014.
Hos, R. (2016). Education in Emergencies: Case of a Community School for Syrian Refugees. European Journal of Educational Research, 5(2), 53-60.
Book Chapters (Selected)
Hadid, A., Hos, R. (2022). A Call for Action: Building the Teacher Pipeline in Syria. In: Khine, M.S. (eds) Handbook of Research on Teacher Education. Springer, Singapore. https://doi.org/10.1007/978-981-19-2400-2_25
Argus, S., Vaccaro, A., Coiro, J., Hos, R., and Deeney, T. (2022). Equitable Teaching Practices in Higher Education: Key Insights from the Literature. In J. Keengwe (ed.). Handbook of Research on Social Justice and Equity in Education. IGI Global.
Hos, R., & Cinarbas, H. I. (2017). Education Interrupted: English Education Policy from the Rubble in Syria. In Kirkpatrick (Ed.) English Education Policy in the Middle East and North Africa (pp. 223-234). Springer International Publishing.
Hos, R. & Santos, B. (In-Press-2023). Co-Constructing and Sustaining Service Learning in Graduate Programs: Reflections from the Field. IGI Global.
Cangelosi, J. (2016). Sınıf Yönetimi Stratejileri, 7. Baskı. Translation Editor: Dr. Rabia Hoş). (Classroom Management Strategies 7th ed.) Nobel Yayıncılık, 2016 ANKARA.
Charmaz, K. (2015). Gömülü (Grounded) Teori Yapılandırma, 2. Baskı. (Translation Editor:Dr. Rabia Hos,). (Constructing Grounded Theory 2nd ed.). Seçkin Yayıncılık, 2015 ANKARA.