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Author: almonday

This author has written 49 articles

De Jong, L., Meirink, J., & Admiraal, W. (2022). School-based collaboration as a learning context for teachers: A systematic review. International Journal of Educational Research, 112, 101927.

Implementation of school-based collaboration is both complex and contextual. In this article, the authors conducted a systematic review of the literature to identify the factors that facilitate or discourage school-based collaboration in secondary schools. As a result, they identified 50 studies that highlight the complexities of fostering effective teacher collaboration in secondary schools. Reviewing the studies, they identified three types of collaborative learning activities: sharing, experimenting, and designing. Despite the…

Continue ReadingDe Jong, L., Meirink, J., & Admiraal, W. (2022). School-based collaboration as a learning context for teachers: A systematic review. International Journal of Educational Research, 112, 101927.

Dove Ed D, M., & Honigsfeld Ed D, A. (2023). Co-Teaching with multilingual learners: Key themes from emerging research. NYS Tesol Journal, 10 (1), 19-29.

This article reviews papers published in the last ten years about co-teaching for MLs. The authors identified six elements that are fundamental for collaborative instructional practices for ML success. The first element is the involvement and support of school leaders: leadership is instrumental in creating opportunities to collaborate during instruction in addition to co-planning and co-assessing. The second element is co-planning time and process: in most collaborations, there is little…

Continue ReadingDove Ed D, M., & Honigsfeld Ed D, A. (2023). Co-Teaching with multilingual learners: Key themes from emerging research. NYS Tesol Journal, 10 (1), 19-29.

García, O., & Wei, L. (2015). Translanguaging, bilingualism, and bilingual education. The handbook of bilingual and multilingual education, 223-240

In this chapter, García and Li Wei (2015) explore the concept of translanguaging within bilingual and multilingual education, challenging traditional bilingual education models such as subtractive and additive bilingualism. Translanguaging is defined as the dynamic and fluid use of multiple languages by bilingual individuals, which transcends conventional linguistic boundaries. The authors argue that translanguaging should be central to bilingual education as it reflects the natural language practices of multilingual individuals…

Continue ReadingGarcía, O., & Wei, L. (2015). Translanguaging, bilingualism, and bilingual education. The handbook of bilingual and multilingual education, 223-240

Genesee, F., Paradis, J., & Crago, M. B. (2004). Dual language development & disorders: A handbook on bilingualism & second language learning. Paul H Brookes Publishing.

The book Dual Language Development and Disorders: A Handbook on Bilingualism and Second Language Learning (3rd Edition) provides a comprehensive overview of bilingual and second language development in children. It emphasizes that dual language development is a natural and beneficial process, offering children cognitive, social, and cultural advantages. The book distinguishes between simultaneous bilinguals (learning two languages from birth) and sequential bilinguals (learning a second language after establishing the first),…

Continue ReadingGenesee, F., Paradis, J., & Crago, M. B. (2004). Dual language development & disorders: A handbook on bilingualism & second language learning. Paul H Brookes Publishing.

Goddard, Y. L., Miller, R., Larsen, R., Goddard, R., Madsen, J., & Schroeder, P. (2010). Connecting principal leadership, teacher collaboration, and student achievement. Paper presented at the Annual Meeting of the American Educational Research Association, Denver, CO.

This paper analyzes the relationship between leadership, teacher collaboration, and student achievement in elementary schools. Across 96 elementary schools, this study included treatment and control schools, drawing on 1,600 surveys conducted with teachers. The authors highlighted three important findings. First, schools where principals engaged in shared instructional leadership increased rates of teacher collaboration. School leaders are instrumental in fostering an environment where teachers work together to make pedagogical improvements. Second,…

Continue ReadingGoddard, Y. L., Miller, R., Larsen, R., Goddard, R., Madsen, J., & Schroeder, P. (2010). Connecting principal leadership, teacher collaboration, and student achievement. Paper presented at the Annual Meeting of the American Educational Research Association, Denver, CO.

Gonzalez, J. E., Durán, L., Linan-Thompson, S., Jimerson, S. R. (2022). Unlocking the Promise of Multitiered Systems of Support (MTSS) for Linguistically Diverse Students: Advancing Science, Practice, and Equity

This article explores the potential of Multitiered Systems of Support (MTSS) to address the academic needs of culturally and linguistically diverse (CLD) students. The authors emphasize that while MTSS offers a promising framework through early identification, data-based interventions, and progress monitoring, its implementation must be equitable to fully benefit CLD students. Several key themes are highlighted across the article, such as the need for validated assessment tools that account for…

Continue ReadingGonzalez, J. E., Durán, L., Linan-Thompson, S., Jimerson, S. R. (2022). Unlocking the Promise of Multitiered Systems of Support (MTSS) for Linguistically Diverse Students: Advancing Science, Practice, and Equity

Greenberg Motamedi, J., Vazquez, M., Gandhi, E. V., & Holmgren, M. (2019). Beaverton School District English language development minutes, models, and outcomes. Portland, OR: Education Northwest.

The Beaverton School District study examined the relationship between ELD instruction time, program models, and student outcomes. Researchers found that while students received an average of 47 minutes of ELD daily, increased ELD time did not correlate with improved English proficiency test scores. The report suggests that the quality and type of ELD instruction are more influential than the quantity of time. Dual language and co-teaching programs were found to…

Continue ReadingGreenberg Motamedi, J., Vazquez, M., Gandhi, E. V., & Holmgren, M. (2019). Beaverton School District English language development minutes, models, and outcomes. Portland, OR: Education Northwest.

Hamayan, E., Marler, M. and Sanchez-Lopez, C. (2013). Special Education Considerations for English Language Learners. Caslon Publishing.

This book provides a comprehensive guide to identifying and meeting the special education needs of English language learners (ELLs). The authors discuss the challenges that ELLs face in school, including language barriers, cultural differences, and limited access to high-quality instruction. They then provide a framework for assessing ELLs' special education needs, and they discuss a variety of effective interventions that can be used to support ELLs' academic achievement. The authors…

Continue ReadingHamayan, E., Marler, M. and Sanchez-Lopez, C. (2013). Special Education Considerations for English Language Learners. Caslon Publishing.

Hargreaves, A. (2019). Teacher collaboration: 30 years of research on its nature, forms, limitations and effects. Policy, Teacher Education and the Quality of Teachers and Teaching, 25 (5), 103-121.

In this paper, the author synthesized his 30-year work on collaboration to describe the formal and informal approaches to collaboration that are available to teachers. He highlights that when a culture of individualism is transferred to a culture of collaboration, it has a positive effect on student achievement, and teacher motivation and engagement. The most important part of the collaboration is the collaboration away from the classroom unlike the time…

Continue ReadingHargreaves, A. (2019). Teacher collaboration: 30 years of research on its nature, forms, limitations and effects. Policy, Teacher Education and the Quality of Teachers and Teaching, 25 (5), 103-121.

Honigsfeld, A., & Nordmeyer, J. (2020). Better Together: Evidence for Co-teaching and Collaboration in Today’s Classrooms. AAIE InterEd Journal, 48, 129.

This article summarizes recent research regarding the importance and impact of collaborative practices, with a particular focus on the role of school leaders in international schools. The authors outline reasons why collaboration is essential to support multilingual learners, including facilitation of students’ language development and their academic achievement and its positive impact on teachers’ professional learning. The article includes a table which describes practical actions that teachers and leaders can…

Continue ReadingHonigsfeld, A., & Nordmeyer, J. (2020). Better Together: Evidence for Co-teaching and Collaboration in Today’s Classrooms. AAIE InterEd Journal, 48, 129.

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