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Collaborative Approaches: ELLS Achieve Linguistic, Academic and Social Success

13 th Dominican Colloquium Dr. Audrey Cohan, Dr. Maria Dove, Dr. Andrea Honigsfeld, Dr. Charles Howlett, Dr. Laura Shea Doolan, Molloy College Dr. Robin Finnan-Jones and Dr. Audrey Murphy- St. John’s University. Collaborative Approaches: ELLS Achieve Linguistic, Academic and Social Success.

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Collaborative Approaches: ELLS Achieve Linguistic, Academic and Social Success

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  1. 13th Dominican ColloquiumDr. Audrey Cohan, Dr. Maria Dove, Dr. Andrea Honigsfeld, Dr. Charles Howlett, Dr. Laura Shea Doolan, Molloy CollegeDr. Robin Finnan-Jones and Dr. Audrey Murphy- St. John’s University Collaborative Approaches: ELLS Achieve Linguistic, Academic and Social Success

  2. Breaking the Mold

  3. Breaking the Mold • Five volume series: • School instruction and organization • Pre-service and in-service teacher education • Cultural and linguistic diversity • Motivation and engagement • Classroom management (in press) • Thematically organized collection of documentary accounts and case studies of successful, research-based educational innovations. • A total of 130 chapters • Over 300 contemporary American and international educational researchers and practitioners

  4. Objectives • To determine trends and patterns of research-based educational innovations . • To recognize the themes which (a) undergird sustainable innovations, (b) may be able to be reproduced in other educational settings, and (c) promote the use of research-based practices to inform education. • To generate an original model of educational innovation based on the degree of impact the innovations have achieved.

  5. Findings Dominant contextual factors that contributed to the emergence of an educational innovation: • changes in federal or state (U.S.) or national (outside U.S.) regulations or policy; • changes in demographics, such as immigration to the U.S., global migration to other nations, increasing cultural diversity within the school and the community; • recognition of the need for stronger school-home/community connections; • emergence of Web 2.0 technology; and • integration of local, state, or national learning standards, as well as standards by professional organizations.

  6. Findings The most frequently cited theoretical frameworks: • funds of knowledge (Moll, Amanti, Neff, & Gonzalez, 1992; • culturally relevant pedagogy and critical race theory (Ladson-Billings, 1995a, 1995b); • reflective practice (Schon, 1990); • 21st century skills (Partnership for 21st Century Skills, 2007); • second language acquisition theories and bilingual/bicultural development (e.g., Cummins, 1991, 2001).

  7. Findings • The student populations most frequently affected by initiatives: • Students at the elementary level • English learners (who may or may not also be immigrant children or children of immigrants) • Socioeconomically disadvantaged students

  8. Model of Innovation(Honigsfeld & Cohan, 2011)

  9. An unanticipated finding Behind almost all successful innovations there was a driving force of a visionary change agent and/or strong leadership support.

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