Assistant Professor of Elementary Education
Professional Title: Assistant Professor of Elementary Education
Areas of Academic Focus and Expertise: My research interests focus on teachers’ use of systemic functional linguistics (SFL) to inform writing pedagogy, school-university partnerships, teacher professionalism, and teacher leadership and school reform.
Area of Work and Concentration at Lesley: Elementary Education
Representative List of Recent Courses Taught: Elementary Education; Senior Practicum and Seminar; Language Arts and Literature; Teaching, Learning and Social Responsibility; Literacy; The Integration of the Language Arts; The Teaching of Writing K-12
Education: BS, University of Vermont; MEd, PhD, Boston College
Representative List of Recent Publications / Exhibitions:
Daniello, F. (In Press). Elementary grade teachers using systemic functional linguistics to inform genre-based writing instruction. In L. Oliveira, & J. Iddings (Eds.), Genre pedagogy across the curriculum: Theory and application in US classrooms and contexts.
Daniello, F., Turgut, G. & Brisk, M. E. (In Press). Applying systemic functional linguistics to build educators’ knowledge of academic English for the teaching of writing. In A. Mahboob, & L. Barratt (Eds.), English in a multilingual context: Language variation and education.
Daniello, F. (2013). Language in the Common Core: One cannot live on seeds alone. Journal of Pedagogy, Pluralism, and Practice, 5(1), 1-17.
Friedman, A. A. & Daniello, F. (2010). Professionalism > politics + policy + pedagogy: The power of professionalism. In A. Stairs, & K. Donnell (Eds.), Research on urban teacher learning: Examining contextual factors over time (p. 169-189). Charlotte, NC: Information Age Publishing, Inc.
Lesley University Faculty Development Grant, 2013-2014. Daniello, F. (PI). A Case Study Investigating the Teaching of Exposition Writing: Applying Systemic Functional Linguistics to Teach Culturally and Linguistically Diverse Pupils. This is a one year project with the Morrison Elementary School, a traditionally underperforming urban school. This project endeavors to understand how teachers using systemic functional linguistics teach exposition writing to diverse students, and to identify how these students incorporate aspects of this genre into their writing.
Daniello, F. (Accepted for March, 2014). Harnessing the Power of Systemic Functional Linguistics and the Common Core State Standards in the Teaching of Writing K-12. Presentation at the American Association for Applied Linguistics, Portland, OR.
Daniello, F. (July, 2013). Infusing SFL Theory into Schooling Practices by Employing Six Principles for Change. Presentation at the 40th International Systemic Functional Congress (ISFC40), Guangzhou, China.
Daniello, F. (July, 2013). A Quantitative Case Study Comparing Student Writing Performance using an SFL Analytic with a Holistic Rubric: Is it Feasible to Apply SFL to Evaluate Large Corpuses of Writing in Education? Presentation at the 40th International Systemic Functional Congress (ISFC40), Guangzhou, China.
Daniello, F. (March, 2013). Applying Linguistic Theory to Inform Genre-Based Writing Pedagogy in an Urban Elementary School: A Longitudinal Case Study using Mixed Methodology. Presentation at the Community of Scholars Day at Lesley University. Cambridge, MA.
Daniello, F. (June, 2012). Genre Educated Teachers: Enacting Effective Changes to Writing Pedagogy Using SFL Theory. Presentation at Genre 2012 an International Conference on Genre Studies, Ottawa, Canada.
Brisk, M. E., Daniello. F. & Pavlak, C. (March, 2012). Using SFL Theory to Develop Writing Assessments: A Professional Development Process. Presentation at the American Association for Applied Linguistics, Boston, MA.
Brisk, M. E. & Daniello, F. (July, 2011). SFL/Genre Theory Knowledge Leads to Good Instructional Practice. Presentation at the 38th International Systemic Functional Congress (ISFC38), Lisbon, Portugal.
Daniello, F. & Pavlak, C. (October, 2010). A School University Partnership: Collaborative Professional Learning and Inquiry. Presentation at Northeastern Educational Research Association Annual Meeting, Rocky Hill, CT.
Daniello, F. & McQuillan, J. P. (May, 2010). Complexity Theory as a Lens for Conceptualizing Change in the Delivery of Professional Development. Presentation at American Educational Research Association Annual Meeting, Denver, CO.
Daniello, F., Homza, A. & Sallis, K. (October, 2009). Professional Development Evaluation: Reading and Writing for English Language Learners in Sheltered Elementary Classrooms. Presentation at Northeastern Educational Research Association Annual Meeting, Rocky Hill, CT.
I am passionate about urban education and committed to education for social justice.
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Dual Degree Programs
Credit Toward Graduate Education - Lesley Dividend
College of Liberal Arts and Sciences
Oxford Street Players Theatre Group
The Child Homelessness Initiative
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