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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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Breaking the Mold
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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
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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.
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Findings Dominant contextual factors that contributed to the emergence of an educational innovation: (a)changes in federal or state (U.S.) or national (outside U.S.) regulations or policy; (b)changes in demographics, such as immigration to the U.S., global migration to other nations, increasing cultural diversity within the school and the community; (c)recognition of the need for stronger school- home/community connections; (d)emergence of Web 2.0 technology; and (e)integration of local, state, or national learning standards, as well as standards by professional organizations.
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Findings The most frequently cited theoretical frameworks: (a)funds of knowledge (Moll, Amanti, Neff, & Gonzalez, 1992; (b)culturally relevant pedagogy and critical race theory (Ladson-Billings, 1995a, 1995b); (c)reflective practice (Schon, 1990); (d)21 st century skills (Partnership for 21 st Century Skills, 2007); (e)second language acquisition theories and bilingual/bicultural development (e.g., Cummins, 1991, 2001).
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Findings The student populations most frequently affected by initiatives: a)Students at the elementary level b) English learners (who may or may not also be immigrant children or children of immigrants) c) Socioeconomically disadvantaged students
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Model of Innovation (Honigsfeld & Cohan, 2011)
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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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