Felice Atesoglu Russell

Central Connecticut State University | CCSU · Curriculum and Instruction

This qualitative case study presents findings from research focused on the preparation of elementary teacher candidates (TCs) and the instruction of English learners (ELs) in the general education classroom. Set within the context of a literacy methods course on second language acquisition, this inquiry goes on to explore the influence of such expe...

In this article, we present findings from our qualitative, self-study research on the development and implementation of two course assignments (community asset maps and oral histories) designed to support practicing teachers’ praxis in working with English learner (EL) students within the context of family and community engagement. Providing an exa...

This study examines how ESOL (English to speakers of other languages) and third-grade co-teaching pairs made sense of collaborative models of teaching across one school year. Findings from this qualitative case study of one elementary school highlight challenges faced by co-teaching pairs, as well as routines that developed to support both successf...

As today’s K-12 schools become increasingly diverse, many teachers are struggling to meet the needs of English language learners and teach them in a culturally and linguistically responsive manner. The authors provide a pair of examples to illustrate specific ways teacher leaders can be effective advocates for better instruction and services for En...

This article examines the context for content teachers’ professional learning concerning English learners (ELs), paying particular attention to the role of leadership in supporting and constraining this capacity development. The contextual features of the school are analyzed, specifically the leadership of the principal and an EL facilitator, as we...

This article examines a pilot project that engaged a university-based teacher educator as a collaborating partner within a local school district. The partnership was established to provide English to Speakers of Other Languages teachers with professional development in a school district with a growing English learner population. The process for dev...

As a field, we have a limited understanding and a dearth of empirical research concerning the role of high school instructional coaches focused on English learners (ELs). This paper examines one EL facilitator’s work as an instructional coach and resource for supporting mainstream content teachers as they learn to meet the needs of adolescent ELs i...

The number of English learners (ELs) in our schools continues to increase, and at the same time, the academic achievement of ELs consistently lags behind the achievement of native-English-speaking peers (Goldenberg & Coleman, 2010). These second language learners bring with them a set of special needs for teaching and learning, especially for mains...

As more English learners (ELs) are included in mainstream content classrooms at the secondary level, the need to understand how teachers collaborate to meet the particular instructional needs of ELs is essential. This paper presents findings from a qualitative case study that investigated the collaborative work that engaged a group of literacy teac...

Drawing on findings from a national study of learning-focused lead­ership in challenging urban settings, this article examines the work of teacher leadernhip in urban high schools. In this context, a recently emerging cadre of nonsupervisory teacher leaders, working in collaboration with superv;sory leaders, exercises a form nf "distributed instruc...

This article details a study that focused on the supports that enabled an English language learner (ELL) facilitator to contribute to a culture of collaboration between the English as a Second Language (ESL) and Language Arts Departments to more effectively meet the instructional needs of ELLs in one culturally and linguistically diverse high schoo...