Daniella Molle
Biographic Data
| ID | 5742192 |
|---|---|
| NAME | Daniella Molle |
| GIVEN NAMES | Daniella |
| FAMILY NAME | Molle |
| SIGNATURE | MOLLE D |
| AFFILIATIONS | University of Wisconsin–Madison |
| ORCID | 0000-0002-3684-9343 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 16 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
How Educational Leaders Sustain Equity Work in a Politically Hostile Environment
Beginning in 2021, legislation targeting Critical Race Theory was introduced and adopted across the United States. Over time, these efforts expanded to include banning books and dismantling diversity, equity, and inclusion (DEI) initiatives in K-12 and higher education. While external pressure has led some educators to scale back their equity-oriented practices, less is known about how equity-focused efforts are maintained in this hostile environ…
Infusing equity in continuous improvement
Introduction This paper is a case study of equity-centered continuous improvement that informed school leader professional learning. The work is a collaboration between researchers and district leaders in Columbus City Schools, USA. The continuous improvement process took place in the context of a multi-year, grant-funded initiative aimed at expanding school leaders’ capacity to advance equity in their buildings. Methods Our findings are based on…
Dynamics in District–University Partnerships Focused on Leadership for Equity
This paper discusses the development of district–university partnerships at the onset of a multi-year grant-funded initiative focused on leadership for equity. Using three illustrative partnership cases, we investigated district–university collaboration through the lens of mutualism, or the mutually beneficial nature of the relationship. Our data analysis revealed the following dynamics as important for the development of mutualism: shared commit…
A close look at teacher learning
Content‐Area Teachers’ Appropriation of Language Development Practices During Professional Learning
Persistent inequalities in the education of multilingual students make the effective integration of content and language instruction an urgent issue for theory and practice. This article contributes to the literature on content and language integration by exploring empirically the relationship between teacher learning and changes in teacher practice. The study was situated in a professional learning program for middle school content‐area teachers…
Promoting Multilingual Students’ Disciplinary and Language Learning Through the Wida Framework for Equitable Instruction
This article explores the development of a guidance document titled the “Framework for Equitable Instruction” (Framework), which aims to support multilingual students’ content-area learning and language development. The Framework was developed by WIDA, a national consortium of states, as part of its system of language standards, assessments, and professional learning. The article discusses the Framework using a protocol originally created for the…
Teacher Data Analysis and Assets-Based Discourses about Multilingual Youth
Context The pervasiveness of deficit-based discourses about multilingual students has long been documented in the scholarly literature. Such discourses severely erode the learning and well-being of multilingual youth. One of the spaces in which deficit-based discourses about students may be transformed is professional development. Focus of the Study The study connects a key practice of high-quality professional development, the analysis of classr…
Opportunities for academic language and literacy development for emergent bilingual students during group work
The present paper argues for a shift in teacher knowledge and beliefs about the role of group work in the teaching and learning of emergent bilingual students. Using case study data from an eighth grade classroom, the authors analyze the role of collaboration in the interaction with grade-level text of emergent bilingual students. The analysis demonstrates that the quality of collaboration mediates in significant ways the opportunities available …
Facilitating professional development for teachers of English language learners
Videoconferencing with strangers
The aim of this study is to determine the teachability and learnability of English verbal backchannel signals and reactive expressions during a two-hour videoconference lesson on English conversation strategies. The lesson was given by ESL teachers (n = 2) in the United States to EFL students (n = 35) in Japan. Five of the students participated in the videoconference. The remaining thirty were mostly observers. The paper reports on the collaborat…
Multimodal Genre Systems in EAP Writing Pedagogy
This article reports on a genre‐based needs analysis for a graduate course in English for academic purposes (EAP) at a large public U.S. university. In particular, it describes the theoretical reconceptualizations of genre analysis that the data provoked. Using ethnographic methods, an investigation of academic genres in several classrooms in three academic disciplines (civil and environmental engineering, architecture, and music) found three com…
Facilitating professional development for teachers of English language learners
Multimodal Genre Systems in EAP Writing Pedagogy
This article reports on a genre‐based needs analysis for a graduate course in English for academic purposes (EAP) at a large public U.S. university. In particular, it describes the theoretical reconceptualizations of genre analysis that the data provoked. Using ethnographic methods, an investigation of academic genres in several classrooms in three academic disciplines (civil and environmental engineering, architecture, and music) found three com…
A close look at teacher learning
Promoting Multilingual Students’ Disciplinary and Language Learning Through the Wida Framework for Equitable Instruction
This article explores the development of a guidance document titled the “Framework for Equitable Instruction” (Framework), which aims to support multilingual students’ content-area learning and language development. The Framework was developed by WIDA, a national consortium of states, as part of its system of language standards, assessments, and professional learning. The article discusses the Framework using a protocol originally created for the…
Videoconferencing with strangers
The aim of this study is to determine the teachability and learnability of English verbal backchannel signals and reactive expressions during a two-hour videoconference lesson on English conversation strategies. The lesson was given by ESL teachers (n = 2) in the United States to EFL students (n = 35) in Japan. Five of the students participated in the videoconference. The remaining thirty were mostly observers. The paper reports on the collaborat…
Multimodal Genre Systems in EAP Writing Pedagogy
This article reports on a genre‐based needs analysis for a graduate course in English for academic purposes (EAP) at a large public U.S. university. In particular, it describes the theoretical reconceptualizations of genre analysis that the data provoked. Using ethnographic methods, an investigation of academic genres in several classrooms in three academic disciplines (civil and environmental engineering, architecture, and music) found three com…
Videoconferencing with strangers
The aim of this study is to determine the teachability and learnability of English verbal backchannel signals and reactive expressions during a two-hour videoconference lesson on English conversation strategies. The lesson was given by ESL teachers (n = 2) in the United States to EFL students (n = 35) in Japan. Five of the students participated in the videoconference. The remaining thirty were mostly observers. The paper reports on the collaborat…
Facilitating professional development for teachers of English language learners
Opportunities for academic language and literacy development for emergent bilingual students during group work
The present paper argues for a shift in teacher knowledge and beliefs about the role of group work in the teaching and learning of emergent bilingual students. Using case study data from an eighth grade classroom, the authors analyze the role of collaboration in the interaction with grade-level text of emergent bilingual students. The analysis demonstrates that the quality of collaboration mediates in significant ways the opportunities available …
Teacher Data Analysis and Assets-Based Discourses about Multilingual Youth
Context The pervasiveness of deficit-based discourses about multilingual students has long been documented in the scholarly literature. Such discourses severely erode the learning and well-being of multilingual youth. One of the spaces in which deficit-based discourses about students may be transformed is professional development. Focus of the Study The study connects a key practice of high-quality professional development, the analysis of classr…
A close look at teacher learning
Content‐Area Teachers’ Appropriation of Language Development Practices During Professional Learning
Persistent inequalities in the education of multilingual students make the effective integration of content and language instruction an urgent issue for theory and practice. This article contributes to the literature on content and language integration by exploring empirically the relationship between teacher learning and changes in teacher practice. The study was situated in a professional learning program for middle school content‐area teachers…
Promoting Multilingual Students’ Disciplinary and Language Learning Through the Wida Framework for Equitable Instruction
This article explores the development of a guidance document titled the “Framework for Equitable Instruction” (Framework), which aims to support multilingual students’ content-area learning and language development. The Framework was developed by WIDA, a national consortium of states, as part of its system of language standards, assessments, and professional learning. The article discusses the Framework using a protocol originally created for the…
Dynamics in District–University Partnerships Focused on Leadership for Equity
This paper discusses the development of district–university partnerships at the onset of a multi-year grant-funded initiative focused on leadership for equity. Using three illustrative partnership cases, we investigated district–university collaboration through the lens of mutualism, or the mutually beneficial nature of the relationship. Our data analysis revealed the following dynamics as important for the development of mutualism: shared commit…
Infusing equity in continuous improvement
Introduction This paper is a case study of equity-centered continuous improvement that informed school leader professional learning. The work is a collaboration between researchers and district leaders in Columbus City Schools, USA. The continuous improvement process took place in the context of a multi-year, grant-funded initiative aimed at expanding school leaders’ capacity to advance equity in their buildings. Methods Our findings are based on…
How Educational Leaders Sustain Equity Work in a Politically Hostile Environment
Beginning in 2021, legislation targeting Critical Race Theory was introduced and adopted across the United States. Over time, these efforts expanded to include banning books and dismantling diversity, equity, and inclusion (DEI) initiatives in K-12 and higher education. While external pressure has led some educators to scale back their equity-oriented practices, less is known about how equity-focused efforts are maintained in this hostile environ…
Pedagogy (9 works) · Psychology (8 works) · Mathematics education (7 works) · Sociology (7 works) · Computer Science (6 works) · EFL/ESL Teaching and Learning (6 works) · Second Language Learning and Teaching (5 works) · Discipline (4 works) · Multilingual Education and Policy (4 works) · Professional development (4 works)