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Full-Text Articles in Education

Collaboratively Partnering Schools And Colleges: A Classroom-Based Staff Development Model, Audrey Cohan Ed.D, Andrea Honigsfeld Ed.D., Vicky Giouroukakis Ph.D., Jacqueline Nenchin Ph.D. Jan 2018

Collaboratively Partnering Schools And Colleges: A Classroom-Based Staff Development Model, Audrey Cohan Ed.D, Andrea Honigsfeld Ed.D., Vicky Giouroukakis Ph.D., Jacqueline Nenchin Ph.D.

Audrey Cohan

The English language learner population on Long Island, New York, has been growing each year. As recently as 2010, over 28,000 Limited Language Proficient students (about 42% in New York State) have been enrolled in schools on Long Island (NYSED, 2010). Responding to the needs of culturally and linguistically diverse students can be a challenge for general education teachers with little or no background in second language acquisitions, even if they genuinely wish to embrace ELLs and offer strong instructional supports.


Ten Ways To Incorporate Technology Into A Tesol Teacher Preparation Program, Audrey Cohan Ed.D, Andrea Honigsfeld Ed.D., Vicky Giouroukakis Ph.D., Maureen Walsh Ed.D. Jan 2018

Ten Ways To Incorporate Technology Into A Tesol Teacher Preparation Program, Audrey Cohan Ed.D, Andrea Honigsfeld Ed.D., Vicky Giouroukakis Ph.D., Maureen Walsh Ed.D.

Audrey Cohan

A comprehensive approach for integrating technology into a TESOL teacher preparation program is described. Ten specific ways to assure constructivist technology use in teacher education are highlighted. These techniques have been synthesized into a compact model with three pillars: (a) electronic assessment system (e-portfolios for individual assessment and program evaluation), (b) teacher candidates’ technology-based course assignments and performances, and (c) Web-based instruction and communication. The authors claim that within this three-pronged model flexibility of implementation is key to success for preservice and in-service teachers.


Loyalty Oaths And Academic Witch Hunts, Charles F. Howlett Ph.D., Audrey Cohan Ed.D Jan 2018

Loyalty Oaths And Academic Witch Hunts, Charles F. Howlett Ph.D., Audrey Cohan Ed.D

Audrey Cohan

In New York’s public schools, colleges, and universities, teachers and professors, at the time of their hire, are required to sign the following statement: “I do solemnly swear (or affirm) that I will support the Constitution of the United States of America, the constitution of the State of New York, and that I will fully discharge, according to the best of my ability, the duties of the position . . . . . (title of position and name or affiliation of school college, university or institution to be here inserted), to which I am now assigned” (McKinney’s Consolidated Laws: Education 16, 81).

This ...


Lesson Study Meets Siop: Linking Two Successful Professional Development Models, Andrea Honigsfeld Ed.D., Audrey Cohan Ed.D. Jan 2018

Lesson Study Meets Siop: Linking Two Successful Professional Development Models, Andrea Honigsfeld Ed.D., Audrey Cohan Ed.D.

Audrey Cohan

In response to recently identified research priorities by TESOL (Teachers of English to Speakers of Other Languages) and AERA, the objective of this documentary account is to describe and evaluate a professional development project for in-service teachers working with diverse English Language Learners (ELLs). The purpose of our project was to merge two distinct professional development models for teachers who educate ELLs without prior training or certification. The “lesson study” approach, which began in Japan as a professional development movement was adapted and combined with the SIOP (Sheltered Instruction Observation Protocol) Model. Findings from a combination of quantitative and qualitative ...


Piloting A Pre-Referral Data Collection Tool: A Documentary Account, Audrey Cohan Ed.D, Andrea Honigsfeld Ed.D. Jan 2018

Piloting A Pre-Referral Data Collection Tool: A Documentary Account, Audrey Cohan Ed.D, Andrea Honigsfeld Ed.D.

Audrey Cohan

During the last few years, the number of ELLs has risen dramatically across the United States. Teachers have needed to adapt their instructional practices to better meet the needs of these children. Statistics show that nearly 1 in 5 Americans speaks a language other than English at home (Shin & Bruno, 2003). Additionally, births to foreign-born women account for 1 in 5 births in the United States; this is up from 1 in 20, three decades ago (Shin & Bruno, 2003). At the same time, teachers are questioning the placement of ELLs within their school districts. The type of placement often depends on the number of ELLs within a district, the educational philosophy, and the resources available.


Sexual Abuse Of Students By School Personnel, Audrey Cohan Ed.D, Charol Shakeshaft Jan 2018

Sexual Abuse Of Students By School Personnel, Audrey Cohan Ed.D, Charol Shakeshaft

Audrey Cohan

Every day parents send their children off to school confident that teachers and administrators will not only teach them but also ensure the safety of their environment. Most of us believe that, whatever the failings of our schools, the people employed in them will not hurt our children. Should we be so trusting? While most professionals in schools can be trusted not to harm children, this is not true of all of them. Newspaper accounts reveal in lurid detail what can happen to children when a sexual offender works in a school.

But few studies of sexual abuse in schools ...


A Self-Study Of Culturally Responsive Pedagogy And Reflective Practice, Audrey Cohan Ed.D, Andrea Honigsfeld Ed.D., Ingrid Spatt Jan 2018

A Self-Study Of Culturally Responsive Pedagogy And Reflective Practice, Audrey Cohan Ed.D, Andrea Honigsfeld Ed.D., Ingrid Spatt

Audrey Cohan

This article describes a collaborative self-study implemented to improve and refine three teacher educators’ instructional practices to better assist their teacher candidates in developing culturally responsive pedagogy and becoming reflective practitioners. The self-study is situated in three theoretical frameworks: Banks’s (2005) framework for multicultural education, Gay’s (2000, 2002, 2010) framework for culturally responsive practice, and the four pillars of the Dominican tradition at Molloy College (Donovan, 2004). This work contributes to the expanding research base of reflection and diversity in teacher education and refines articulation of the methodology of self-study. Findings reveal a need to hone and deepen ...


Differentiating Between Learning Disabilities And Typical Second Language Acquisition: A Case Study, Audrey Cohan Ed.D, Andrea Honigsfeld Ed.D. Jan 2018

Differentiating Between Learning Disabilities And Typical Second Language Acquisition: A Case Study, Audrey Cohan Ed.D, Andrea Honigsfeld Ed.D.

Audrey Cohan

There is an increasing interest in how to differentiate between English language learners who experience language learning difficulties due to socio-cultural, academic, or affective factors and those who demonstrate true learning disabilities. This case study is representative of the difficulty many teachers and administrators face as they try to determine whether or not a child who is an English language learner--and in the United States for a relatively short period of time--requires a referral for special education services. Utilizing the "Pre-Referral Data Collection Tool to Identify English Language Learners Who May Require Special Education Evaluations", the authors recount the story ...