Faculty

Dr. Vincent Rinaldo

Dr. Vincent Rinaldo

Professor of Leadership and Policy

Phone:
716.286.8459
Office Location:
Academic Complex, 328D
Office Hours:
Contact for Appointment

Bio

Dr. Rinaldo has been on faculty at Niagara University since January 2002. He was promoted to the rank of Associate Professor and granted tenure in 2008 and in 2011, promoted to the rank of Professor.  In addition to his teaching duties, he has served the university by writing policies and through a number of college and university committees; contributing not only as a member, but through such leadership positions as: Chairperson for the Department of Middle Childhood and Adolescent Education, Co-Chair of the University Planning Committee, Secretary to the University Academic Senate and Co-Chair for the University Middle States Accreditation team.

His teaching duties have included both online and face-to-face instruction for the Department of Middle Childhood and Adolescent Education and the Ph.D. in leadership and Policy where he is currently assigned.  Most recently, his teaching has focused on organizational structure, advanced qualitative research methods, educational research and statistics, and school and organizational assessment.  In addition, he has advocated for classroom teachers as educational researchers who, through the application of fundamental research principles and methods are better able to create and implement valid and reliable assessments of both instruction and student learning.

His primary areas of research have included the development of an instrument and process for assessing professional dispositions, and in particular, the effective dispositions of teacher candidates. This model, is currently being examined for adoption by more than 130 institutions across the United States. In addition to this area of study, he has acted as an evaluator for external grants and consulted with a variety of school districts concerning effective assessment planning and practices. Maintaining connections with his musical roots he has authored two music programs for grades 1-8 that have been adopted as the primary music resources by a number of school districts in the province of Ontario as well as by the New York City Department of Education.

Dr. Rinaldo continues to hold memberships to several Special Interest Groups (SIGs) housed under the American Educational Research Association including: Division C: Learning and Instruction, the John Dewey Society, the Holistic Education SIG, the Music Educator SIG, and the Law SIG. He also holds membership in the American Association of Colleges of Teacher Educators, the American Association of University Professors and is a retired member of the Ontario College of Teachers.

Focus of Teaching

  • Educational Research and Statistics
  • Assessment
  • Advanced Qualitative Research
  • Organizational Structure

Current Research

Journal Articles

Choong, P., Hutton, E., Richardson, P. S., & Rinaldo, V. (2017). Protecting the brand: Evaluating the cost of security breach from a marketer’s perspective, Journal of Marketing Development and Competitiveness, 11(1).

Rinaldo, V. (In Press). Ethical Issues in Education. The SAGE Encyclopedia of Intellectual and Developmental Disorders.

Sheeran, T. J., Rinaldo, V., Polka, W., & Smith, R. M. (2015). Dispositional discipline: The challenge to institutional prerogative. In J. Sun, S. Bon, & K. Miksch (Eds.). Law & Educational Inequality: Removing Barriers to Educational Opportunities (pp. 159-171).

Rinaldo, V. (2013). Teachers as researchers and the necessity for a paradigmatic shift in education. Leadership and Policy Quarterly, 2(3), 117-125.

Brooks, M., Romeo, M., Rinaldo, V., Denig, S., Kuntz, C. (2013).  Factors associated with personality disorders in college populations. International Journal of Education and Culture, 2(1), 35-50.

Sheeran, T.J., Rinaldo, V., Blokhuis, Smith, R. M., J., Polka, W., Valentin, S. (2013). Dispositional discipline in teacher preparation programs: Problems, pitfalls and practices, Leadership and Policy Quarterly, 2(1), 32-41.

Schwarzmueller, G., & Rinaldo, V. (2013). The Importance of Self-Directed Play in Early to Mid-Childhood Education, Kappa Delta Pi Record,49(1), 37-41.

Gallo, M., & Rinaldo, V. (2012). Towards a mastery understanding of critical reading in biology: The use of highlighting by   students to assess their value judgment of the importance of primary literature. The Journal of Microbiology and Biology Education 13(2), 142-149.

Fernandes, A. C., Huang, J., & Rinaldo, V. (2011). Does where a student sits really matter? The impact of seating locations on student classroom learning. International Journal of Applied Educational Studies, 10(1), 66-77.

Gallo, M., & Rinaldo, V. (2010). Intrinsic versus extrinsic motivation:  A study of undergraduate student motivation in science, Teaching and Learning, 6(1), 95-106.

Kilanowski-Press, L., Foote, C. J., & Rinaldo, V. (2010). Inclusion classrooms and teachers: A survey of current practices. International Journal of Special Education, 25(3), 43-56.

Rinaldo, V., Denig, S., Sheeran, T. J., Vermette, P. J., & Smith, R. M. (2009). Validly and reliably assessing teacher candidate dispositions toward teaching, Teacher Education and Practice, 22(2), 165-179.

Augustyniak, K., Brooks, M., Rinaldo, V., Bogner, R., & Hodges, S. (2009). Emotional regulation: Considerations for school-based behavioral interventions. Journal for Specialists in Group Work, 34(4), 326-350.

Rinaldo, V., Denig, S. (2009). A constructivist approach to learning music: What role, if any, does active engagement play in the learning process? Journal for the Practical Application of Constructivist Practice in Education, 4(1), 1-20.

Rinaldo, V., Denig, S., Sheeran, T., Cramer-Benjamin, R., Vermette, P., Foote, C., & Smith, R. M. (2009). Developing the intangible qualities of good teaching: A self-study. Education, 130(1), 42-52.

Huang, J. & Rinaldo, V. (2009). Factors affecting Chinese graduate students’ cross-cultural learning. International Journal of Applied Educational Studies, 4(1), 1-13.

Rinaldo, V., Kester Phillips, D., & Erwin, R. (2008). Improving the writing scores of at-risk students through arts-based instruction. Journal for the Practical Application of Constructivist Practice in Education,3(2), 1-17.

Rinaldo, V.  , Sheeran, T., Vermette, P., Smith, R. M., Heaggans, R. (2006). Active learning: A hybrid approach. Journal for the Practical Application of Constructivist Practice in Education 1(2), 1-24.

Murphy, J., Augustyniak, K., & Rinaldo, V. (2006) Students with neuromuscular disorders: A survey of parental satisfaction with school-based services. International Journal of Special Education 21(1), 68-76.

Refereed Books

Rinaldo, V. (2010). Step-by-step2 music: Grade 1. emc notes Inc: Hamilton Ontario, Canada

Rinaldo, V. (2010). Step-by-step2 music: Grade 2. emc notes Inc: Hamilton Ontario, Canada

Rinaldo, V. (2010). Step-by-step2 music: Grade 3. emc notes Inc: Hamilton Ontario, Canada

Rinaldo, V. (2010). Step-by-step2 music: Grade 4. emc notes Inc: Hamilton Ontario, Canada

Rinaldo, V. (2010). Step-by-step2 music: Grade 5. emc notes Inc: Hamilton Ontario, Canada

Rinaldo, V. (2010). Step-by-step2 music: Grade 6. emc notes Inc: Hamilton Ontario, Canada

Rinaldo, V. (2010). Step-by-step2 music: Grade 7. emc notes Inc: Hamilton Ontario, Canada

Rinaldo, V. (2010). Step-by-step2 music: Grade 8. emc notes Inc: Hamilton Ontario, Canada

Rinaldo, V., Grosso, C., & Thorne, M. (2008). Step-by-step music: Grade 1 (2nd Edition). emc notes inc: Hamilton, Ontario, Canada

Rinaldo, V., Grosso, C., & Thorne, M. (2008). Step-by-step music: Grade 2 (2nd Edition). emc notes inc: Hamilton, Ontario, Canada

Rinaldo, V., Grosso, C., & Thorne, M. (2008). Step-by-step music: Grade 3 (2nd Edition). emc notes inc: Hamilton, Ontario, Canada

Rinaldo, V., Grosso, C., & Thorne, M. (2008). Step-by-step music: Grade 4 (2nd Edition). emc notes inc: Hamilton, Ontario, Canada

Rinaldo, V., Grosso, C., & Thorne, M. (2008). Step-by-step music: Grade 5 v. emc notes inc: Hamilton, Ontario, Canada

Rinaldo, V., Grosso, C., & Thorne, M. (2008). Step-by-step music: Grade 6 (2nd Edition). emc notes inc: Hamilton, Ontario, Canada

Rinaldo, V., Grosso, C., & Thorne, M. (2008). Step-by-step music: Grade 7 (2nd Edition). emc notes inc: Hamilton, Ontario, Canada

Rinaldo, V., Grosso, C., & Thorne, M. (2008). Step-by-step music: Grade 8 (2nd Edition). emc notes inc: Hamilton, Ontario, Canada

Newsletters

Kilanowski-Press, L, Augustyniak, K, Murphy, J., & Rinaldo, V. (2009). Parental satisfaction with school based service provision to students with neuromuscular disorders. Today’s School Psychologist.

Book Chapters

Valentin, S., & Rinaldo, V. (2013). “Assessing Cultural Sensitivity in Elementary Education Preservice Teachers” in Empirical Culture Research – Letting the Data Speak for Themselves (Ed. Krishna Bista). Untested Ideas Research Center: Niagara Falls New York, ISBN: 978-1- 62520-006-8.

Sheeran, T., Rinaldo, V., Smith, R. M., & Polka, W. (2016). Dispositional discipline:  The challenge to institutional prerogative.

Educational Background

2015 Masters of Business Administration (Strategic Management), Niagara University, Niagara University, NY

2001 Doctor of Philosophy (Curriculum, Teaching and Learning), OISE, Toronto, Ontario

1996  Master of Education (Curriculum Teaching and Learning), OISE, Toronto, Ontario

1993 Master of Science in Education (Secondary Education), Niagara University, Niagara University, NY

1992 Bachelor of Arts, (Honours English), McMaster University, Hamilton, Ontario

1985 Bachelor of Arts, (English), McMaster University, Hamilton, Ontario

Current Involvement

  • University Representative for Middle States Accreditation CIP
  • Retired Ontario College of Teachers (OCT)
  • American Educational research Association (AERA)
  • Dewey Sig
  • Music Sig
  • Constructivist Sig
  • Law Sig
  • Spirituality Sig
  • Large Scale Assessment Sig
  • American Association of Colleges of Teacher Educators (AACTE)
  • American Association of University Professors (AAUP)