The authors examined the effectiveness of a 2-year (kindergarten and first grade) oral English intervention provided to 534 Hispanic English-language learners in transitional bilingual education (TBE) and structured English immersion (SEI) programs. Using latent growth modeling, the authors compared instructional programs in relation to growth trajectories and rates in academic English oracy. The findings revealed that students in all four programs (treatment TBE, control TBE, treatment SEI, and control SEI) improved significantly ( p < .05) in a linear pattern over 2 years, and students receiving the intervention developed at a faster rate than those receiving typical instruction ( p < .05, effect sizes >0.46). The authors concluded that (a) first-language instruction did not impede the learning of a second language, and (b) enhancements and best practices in TBE and SEI programs are needed to accelerate oral English acquisition to remove the initial disadvantage of low levels of English proficiency.

The authors examined the impact of 2 subsequent, longitudinal interdisciplinary interventions for 58 Hispanic English language learners (ELLs): (a) Grade 5 science with English language/reading embedded (i.e., science intervention) and (b) K–3 English language/reading with science embedded (i.e., language/reading intervention). Results revealed that (a) in the science intervention treatment ELLs outperformed their counterparts in English-reading fluency, knowledge of word meaning, and science and reading achievement; (b) in the language/reading intervention treatment ELLs continued to develop faster than their peers in English oracy, reading fluency, and comprehension; (c) ELLs benefited more from the science intervention if they received the prior language/reading intervention. We conclude that for ELLs, the integration of science and English language/reading should primarily focus on reading in elementary grades and science in Grade 5.

(2012). Editor’s Overview: Mentoring, Tutoring, and Coaching. Mentoring & Tutoring: Partnership in Learning: Vol. 20, No. 3, pp. 297-301.

Modernist theories in leadership were traditionally dominated by masculine incorporation and lacked feminine presence in development and language. The synergistic theory of leadership (SLT) seeks to explicate the need for a post‐modernist leadership theory by providing an alternative to, and not a replacement for, traditional theories. Six aspects particular to the SLT influence the ideas and include issues concerning diversity and the inclusion of the female voice in the theory. Four factors are key to the relational and interactive nature of the theory, which provides a useful framework for building and understanding the interdependent relationships. In a tetrahedron model, the theory uses four factors, including leadership behavior, organizational structure, external forces, and attitudes, beliefs, and values to demonstrate aspects not only of leadership but its effects on various institutions and positions. Developed through a qualitative approach, the theory has been validated qualitatively and quantitatively nationwide and is currently being validated internationally.