This series highlights faculty work from the Educational Leadership for Diverse Learning Communities program which is housed under the School of Education. It is not limited to published articles but can include any type of published or unpublished works such as: articles, books, book chapters, book reviews, conference proceedings, data sets, editorials, keynotes, grey literature, lectures, presentation, posters, reports, and white papers. Each work’s record page includes all available citation information.
Submissions from 2019
Dewey in China: A Historical Look at His Message of Peace and Understanding, Charles F. Howlett Ph.D., Audrey Cohan Ed.D, and Mariola Krol
Exploring Agency for Equity in Teacher and Leadership Education Programs: A Self-study Approach, Joanna Alcruz Ph.D., Andrea Honigsfeld Ed.D., and Mubina Schroeder
Submissions from 2018
Critical Pedagogy and Educational Research, Tricia M. Kress Ph.D. and Simone Amorim Ph.D.
Education as an Instrument for Peace and Democracy: Dewey's Perspective on the Rise of Nationalism, Audrey Cohan Ed.D and Charles F. Howlett Ph.D.
Walking with Freire: Exploring the Onto-Epistemological Dimensions of Critical Pedagogy, Tricia M. Kress Ph.D. and Robert Lake
Submissions from 2017
Are You Ready for the Next Conversation? Hint: Faculty are the Key., Joanna Alcruz Ph.D.
Global Conflicts Shattered World Peace: John Dewey's Influence on Peace Educators and Practitioners, Audrey Cohan Ed.D and Charles F. Howlett Ph.D.
John Dewey and his Evolving Perceptions of Race Issues in American Democracy, Audrey Cohan Ed.D and Charles F. Howlett Ph.D.
Students with Interrupted Formal Education (SIFEs): Actionable Practices, Audrey Cohan Ed.D. and Andrea Honigsfeld Ed.D.
Submissions from 2016
John Dewey: His Role in Public Scholarship to Educate for Peace, Audrey Cohan Ed.D. and Charles F. Howlett Ph.D.
Listening for the Echoes: Radical Listening as Educator-Activist Praxis, Tricia M. Kress Ph.D. and Kimberly J. Frazier-Booth
Negotiating cross-cultural, interfaith, and cross-linguistic identities of teacher education in professional and personal spaces, Andrea Honigsfeld Ed.D., Mubina Schroeder, and Joanna Alcruz Ph.D.
Radically Listening to Radical Love: Toward Enactivism in Education and Educational Research, Tricia M. Kress Ph.D. and Patricia Krueger-Henney
Submissions from 2014
Divided We Fall: The Story of Separate and Unequal Suburban Schools 60 Years after Brown v. Board of Education, Allison Roda Ph.D., Douglas Ready, Amy Stuart Wells, Lauren Fox, Miya Warner, Tameka Spence, Elizabeth Williams, and Allen Wright
Multicultural education for learners with special needs in the twenty-first century, Audrey Cohan Ed.D and Joanne O'Brien Ed.D.
Submissions from 2013
Introduction: Critical Pedagogy "Under the Radar" and "Off the Grid", Tricia M. Kress Ph.D., Donna DeGennaro Ph.D., and Patricia Pugh
School Choice Policies and Racial Segregation: Where White Parents’ Good Intentions, Anxiety, and Privilege Collide, Allison Roda Ph.D. and Amy Stuart Wells
Submissions from 2012
A Self-Study of Culturally Responsive Pedagogy and Reflective Practice, Audrey Cohan Ed.D, Andrea Honigsfeld Ed.D., and Ingrid Spatt
Collaboratively Partnering Schools and Colleges: A Classroom-Based Staff Development Model, Audrey Cohan Ed.D, Andrea Honigsfeld Ed.D., Vicky Giouroukakis Ph.D., and Jacqueline Nenchin Ph.D.
Differentiating between Learning Disabilities and Typical Second Language Acquisition: A Case Study, Audrey Cohan Ed.D and Andrea Honigsfeld Ed.D.
From Co-teaching Partnership to Mentoring: Innovative Ways to Build Teacher Capacity, Andrea Honigsfeld Ed.D., Vicky Giouroukakis Ph.D., and Maria G. Dove Ed.D.
Still Separate, Still Unequal, But Not Always So "Suburban": The Changing Natured of Suburban School Districts in the New York Metropolitan Area, Allison Roda Ph.D., Amy Stuart Wells, Douglas Ready, Jacquelyn Duran, Courtney Grzesikowski, Kathryn Hill, Miya Warner, and Terrenda White
Submissions from 2011
A second set of eyes and ears: Observation protocol boosts skills for teachers of ELL students, Audrey Cohan Ed.D., Andrea Honigsfeld Ed.D., Vicky Giouroukakis Ph.D., and Jacqueline Nenchin Ph.D.
Collaborative Conversations, Andrea Honigsfeld Ed.D.
High-Stakes Assessments and English Language Learners, Andrea Honigsfeld Ed.D. and Vicky Giouroukakis Ph.D.
Immigrant Literature in the Secondary English Classroom: Rationale and Recommendations, Andrea Honigsfeld Ed.D., Vicky Giouroukakis Ph.D., and James L. Garfinkel
The ABC of Teaching Diverse Learners, Vicky Giouroukakis Ph.D. and Andrea Honigsfeld Ed.D.
Submissions from 2010
Co-Teaching: 201, How to Support ELLs, Andrea Honigsfeld Ed.D. and Maria Dove Ed.D.
Looking to Transform Learning: From Social Transformation in the Public Sphere to Authentic Learning in the Classroom, Tricia M. Kress Ph.D. and Donna DeGennaro Ph.D.
Piloting a Pre-Referral Data Collection Tool: A Documentary Account, Audrey Cohan Ed.D and Andrea Honigsfeld Ed.D.
Submissions from 2009
Ell Programs: Not ‘One Size Fits All’, Andrea Honigsfeld Ed.D.
Impact of Learning-Style Instructional Strategies on Students' Achievement and Attitudes: Perceptions of Educators in Diverse Institutions, Andrea Honigsfeld Ed.D., Rita Dunn, Laura Shea Doolan, Marjorie Schiering Ph.D., Lena Bostrom, Karen Russo, Bernadyn Shu, and Henry Tenedero
Learning-Styles-Based Differentiated Instruction, Andrea Honigsfeld Ed.D. and Sharon R. Parris
Say "Cheese" & More: ELLS, Cameras, and Language Development, Andrea Honigsfeld Ed.D.
Ten Ways to Incorporate Technology Into a TESOL Teacher Preparation Program, Audrey Cohan Ed.D, Andrea Honigsfeld Ed.D., Vicky Giouroukakis Ph.D., and Maureen Walsh Ed.D.
The Four Pillars of the Catholic Dominican Tradition: How They Support Reflective Dispositions in a Teacher Preparation Program, Audrey Cohan Ed.D., Andrea Honigsfeld Ed.D., and Bernadette Donovan
Why Boundaries Matter: A Study of Five Separate and Unequal Long Island School Districts, Allison Roda Ph.D., Amy Stuart Wells, Miya Warner, Bianca Baldridge, Jacquelyn Duran, Richard Lofton, Terrenda White, and Courtney Grzesikowski
Submissions from 2008
Loyalty Oaths and Academic Witch Hunts, Charles F. Howlett Ph.D. and Audrey Cohan Ed.D
Needs are Special, Audrey Cohan Ed.D and Andrea Honigsfeld Ed.D.
Pre-service ESL teachers’ instructional discourse during one-on-one tutoring, Andrea Honigsfeld Ed.D., Vicky Giouroukakis Ph.D., Jacqueline Endres-Nenchin, and Lisa Peluso
The power of two: Lesson study and SIOP help teachers instruct ELLs, Andrea Honigsfeld Ed.D. and Audrey Cohan Ed.D.
Using Video-microanalysis to Examine Identity Construction During Teacher Collaboration, Tricia M. Kress Ph.D.
Submissions from 2007
Allied Health Students' Learning-Styles Identified with Two Different Assessments, Andrea Honigsfeld Ed.D., Rita Dunn, Dawn Morton-Rias, Ralph Terregrossa, Gene Geisert, Robert Mangione, and Samuel Ortiz
Incorporating "Lesson Study" in Teacher Preparation, Audrey Cohan Ed.D and Andrea Honigsfeld Ed.D.
Submissions from 2006
Lesson study meets SIOP: Linking two successful professional development models, Andrea Honigsfeld Ed.D. and Audrey Cohan Ed.D.
Submissions from 2005
In-Service Teacher Training: Around the World in Many Ways, Carrie McDermott and Andrea Honigsfeld Ed.D.
Science Teacher Education: Assumptions, Standards, and Methodology of Science Instruction, Andrea Honigsfeld Ed.D. and Audrey Cohan Ed.D
Submissions from 2004
Diverse Approaches to the Diversity of Learning Styles in Teacher Education, Andrea Honigsfeld Ed.D. and Marjorie Schiering Ph.D.
Submissions from 2003
High School Male and Female Learning-Style Similarities and Differences in Diverse Nations, Andrea Honigsfeld Ed.D. and Rita Dunn
Sustaining Technology in a Discovery Learning Community, Tricia M. Kress Ph.D. and Leonard Ciaccio
Submissions from 2000
Illuminating the New Standards with Learning Style: Striking a Perfect Match, Andrea Honigsfeld Ed.D. and Laura Shea Doolan
Preparing ESL Students to Meet the New Standards, Andrea Honigsfeld Ed.D. and Carol Wertheimer
The Learning Styles of High-Achieving and Creative Adolescents in Hungary, Andrea Honigsfeld Ed.D.
Submissions from 1995
Sexual abuse of students by school personnel, Audrey Cohan Ed.D and Charol Shakeshaft