Felice Atesoglu Russell

Felice Atesoglu Russell

Assistant Professor, Department of Education
Faculty, Graduate Study in Education

Specialty:English Learners, English as a New Language, Teacher Development, Teacher Professional Learning, Teacher Collaboration, Teacher Leadership
Phone:(607) 274-5105
E-mail:frussell@ithaca.edu
Office:194Q Phillips Hall
Ithaca, NY 14850

Degrees:

Ph.D., University of Washington

M.Ed., Portland State University

B.S., Cornell University

Research and Teaching Interests:

Felice Atesoglu Russell is an Assistant Professor in the Department of Education at Ithaca College. She joined Ithaca College after serving on the faculty at Kennesaw State University (Metro Atlanta, GA). Dr. Russell earned her Ph.D. from the University of Washington where she conducted education research with the Center for the Study of Teaching and Policy. A former middle and high school English language arts, social studies, and ENL teacher, Dr. Russell teaches undergraduate and graduate courses in education with a focus on the instruction of English learners and teacher preparation. She brings expertise in partnering with and studying K-12 teachers and leaders to promote professional learning and collaboration with the purpose of including culturally and linguistically diverse learners and the educators that advocate for and work with these students.

Dr. Russell's research interests include teacher learning and collaboration, teacher leadership, and the preparation and support for general educators to work with English learners. She has published in peer-reviewed, scholarly journals such as Teacher Education Quarterly, Teachers and Teaching: Theory and Practice, and TESOL Journal. In addition, with the goal of connecting theory to the practice of teaching, Dr. Russell has also published in practitioner-oriented journals such as Phi Delta Kappan

Selected Recent Publications:

Russell, F.A. (2019). ESOL and mainstream teacher collaboration: Overcoming challenges through developing routines. NYS TESOL Journal, 6(1), 19-33.

Russell, F.A. (2018). Context for content teachers’ learning: Leadership and supports in a  linguistically diverse high school. Journal of School Leadership, 28(2), 229-258.

Russell, F.A. (2018). A university and district ESOL coaching partnership: Collaboration within the context of Common Core State Standards implementation. Education and Urban Society, 50(4), 351-375. doi: 10.1177/0013124517713246

Russell, F.A. & Von Esch, K. (2018, April). Teacher leadership to support English language learners. Phi Delta Kappan, 99(7), 52-56.

Russell, F.A. (2017). The role of the English learner facilitator in developing teacher capacity for the instruction of English learners. Teachers and Teaching: Theory and Practice23(3), 312-331. doi: 10.1080/13540602.2016.1204287

Russell, F.A. (2016). How do I teach English learners? The challenges content teachers face - and what school leaders can do to support them. Journal of Staff Development, 37(5), 24-27, 35.

Russell, F.A. (2015). Learning to teach English learners: Instructional coaching and developing novice high school teacher capacity. Teacher Education Quarterly, 42(1), 27-47.

Russell, F.A. (2014). Collaborative literacy work in a high school: Enhancing teacher capacity for English learner instruction in the mainstream. International Journal
of Inclusive Education
, 18(11), 1189-1207. doi: 10.1080/13603116.2014.884642  

Russell, F.A. & Klune, J. (2014). Instructional advocacy for English learners: The role of a teacher leader in breaking down traditional high school silos. NABE Perspectives, 36(1), 22-25.

Russell, F.A. (2012). A culture of collaboration: Meeting the instructional needs of adolescent English language learners. TESOL Journal, 3(3), 445-468. doi: 10.1002/tesj.24