Dr. Giraldo-Garcia earned her Ph.D. in Urban Education from Cleveland State University (CSU). She also earned an M.Ed. in Curriculum and Instruction with an emphasis in Educational Research, an M.Ed in Adult Learning and Development, both from CSU and a B.A. in Music Education (HONS) from the Instituto Universitario de Estudios Musicales (IUDEM), Caracas, Venezuela. Cleveland State University appointed Dr. Giraldo-Garcia as a Postdoctoral Research Fellow for the Cleveland Alliance for School Climate Research (CASCR), an innovative research project in association with the Cleveland Metropolitan School District (CMSD) and the American Institutes for Research (AIR). Dr. Giraldo-Garcia is a former K-12 music education teacher and has over 25 years of experience teaching in elementary, secondary, as well as higher education contexts. Her research is grounded in socio-cultural, critical and developmental theories, and social justice in education. Her research examines individual and institutional factors that influence the academic performance of disenfranchised students, critical thinking and technology in education, adult education, and the role of mentors as agents of empowerment.
Cleveland State University
Relevant Teaching Experience
EDST 650 - Introduction to Qualitative Research
EDST 671 - Evaluation of Educational Programs
Roy, M., & Giraldo-García, R. (2018). The role of parental involvement and social-emotional intelligence in academic achievement: Global perspectives. The School Community Journal. Vol 28, No 2.
Sanders, S. M., Durbin, J. M., Anderson, B. G., Fogarty, L. M., Giraldo-García, R. J., & Voight, A. (2018). Does a rising school climate lift all boats? Differential associations of perceived climate and achievement for students with disabilities and limited English proficiency. Special Issue. School Psychology International. https://doi.org/10.1177/0143034318810319
Giraldo-García, R., Galletta, A.,& Bagaka’s, J.(2018).The intersection of culture and institutional support for Latino students’ academic success: Remediation or empowerment? Journal of Latinos and Education, Vol. 16.No 4.1-13.
Giraldo-García, R., & Magiste, E. (2018).Exploring the impact of Structured Learning Assistance (SLA) on College Writing. The College Quarterly Journal. Vol. 21, Issue 1.
Voight, A., Giraldo-García, R., & Shinn, M. (2017).The effects of residential mobility on the education outcomes of urban middle school students and the moderating potential of civic engagement. Urban Education, 0042085917721956.
Giraldo-García, R. J., & Bagaka's, J. G. (2017).Critical analysis of the educational success of African immigrants and African Americans in the U.S. Journal of Global Initiatives: Policy, Pedagogy, Perspective, 11 (2), 2.
Giraldo-García, R. & Galletta, A. (2015). “What happened to our sense of justice?”: Tracing agency and critical engagement in a youth participatory action research project”. Journal of Urban Learning, Teaching, and Research, Vol. 11.91-98.
Giraldo-García, R., Roy, M., & Alotebi, H. (2015).The interplay of technology and critical thinking skills in the 21st century blended classroom. International Journal of Advanced Research in Education & Technology. Vol. 2, Issue 3.