COVID-19 Guidance
In response to COVID-19, all courses are now online and employees are working remotely.

Frank Daniello

Associate Professor

faculty Frank Daniello

Frank Daniello is passionate about education and committed to education for social justice. His research interests focus on teachers’ use of systemic functional linguistics (SFL) to inform writing pedagogy, school-university partnerships, teacher professionalism, teacher leadership, and school reform.

He has a B.S. from the University of Vermont and M.Ed. and Ph.D. from Boston College.

Publications

  • Daniello, F. & Acquaviva, C. (2019). A faculty member learning with and from an undergraduate teaching assistant: Critical reflection in higher education. International Journal for Students as Partners, 3(2), 109-117.
  • O’Connor, M. & Daniello, F. (2019). From implications to naming: Reconceptualizing school-community partnership literature using a framework nested in social justice. School Community Journal, 29(1), 297-316.
  • Daniello, F. (2017). Engaging children in social emotional learning [Review of Your child’s social and emotional well-being: A complete guide for parents and those who help them, by J. S. Dacey, L. B. Fiore & S. Brion-Meisels]. Journal of Pedagogy, Pluralism, and Practice, 9(1), 301-303.
  • Daniello, F. (2014). 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 (p. 41-56). Bristol, CT: Equinox Publishing.
  • Daniello, F., Turgut, G. & Brisk, M. E. (2014). 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 (p.183-203). New York, NY: Springer.
  • 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.

Presentations

  • Acquaviva, C. & Daniello, F (March, 2019). A Student-Faculty Partnership Aimed at Enhancing Teaching Practice Using Critical Reflection. Presentation at the Community of Scholars Day at Lesley University. Cambridge, MA.
  • Benoit, M., Daniello, F., Fiore, L., *Gimmi, S., *Kaur, S., *Kyn, G., *Ma, L., *Murray, A., *Netburn, E., *Schuyler, I., Scott, J., *Scott, L., *Southwick, T., *Yirui, S., *Ward, E., *Warner, M., & *Williams, S. (March, 2019). Learning about the Finnish Education System: Myths and Realities. Panel at the Community of Scholars Day at Lesley University. Cambridge, MA.
  • Daniello, F. & Eisenbach, B. (March, 2019). It’s Genius: Sharing and Learning with Preservice Teachers. Presentation at the New England League of Middle Schools (NELMS), Providence, RI.
  • Daniello, F. & *Acquaviva, C. (October, 2018). Improving College Instruction through a Student-Faculty Partnership. Presentation at the Northeastern Educational Research Association (NERA), Trumbull, CT.
  • Daniello, F. & Hodgson-Drysdale, T. (July, 2018). Deconstructing, Refining, and Ultimately Improving Writing Assessment Prompts using SFL Metafunctions. Presentation at the 45th International Systemic Functional Congress (ISFC45), Boston, MA.
  • 澳门皇冠体育_500 Internal Server Error

    Internal Server Error

    The server encountered an internal error and was unable to complete your request. Either the server is overloaded or there is an error in the application.

  • Daniello, F. (March, 2017). Fostering and Supporting Teacher Engagement in Schooling Change Approaches. Presentation at the Community of Scholars Day at Lesley University. Cambridge, MA.
  • Daniello, K. & Daniello, F. (April, 2016). Learner-Centered Quality Improvement Projects: Improving Resident Learning and Patient Care. Poster Presentation at the Association of American Medical Colleges: Northeast Group on Educational Affairs, Providence, RI.
  • Daniello, F. (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. Poster Presentation at Northeastern Educational Research Association Annual Meeting, Rocky Hill, CT.

Funded Research

  • Daniello, F. (PI). Student-Faculty Partnerships for Improving College Instruction. 澳门皇冠体育_500 Internal Server Error

    Internal Server Error

    The server encountered an internal error and was unable to complete your request. Either the server is overloaded or there is an error in the application.

  • Daniello, F. (PI). Demystifying Nonfiction Genres of Writing. This project centers on my scholarship, specifically the writing of a book manuscript. This book coauthored with Dr. Hodgson-Drysdale is intended for elementary classroom teachers who want a resource for further developing their teaching of nonfiction genres of writing with an emphasis on teaching language. Lesley University, 2017-2018.
  • Daniello, F. (PI). Teacher Education and Mobile Learning: Preparing the Next Generation of K-12 Teachers to Harness the Learning Power of iPads. This project integrates mobile learning in the form of iPads into the undergraduate teacher education licensure programs at Lesley University. The goal is to better prepare teacher candidates for using technology to augment schooling content and to more effectively support all learners. Lesley University, 2014-2015.
  • Daniello, F. (PI). A Case Study Investigating the Teaching of Exposition Writing: Applying Systemic Functional Linguistics to Teach Culturally and Linguistically Diverse Pupils. This project endeavors to understand how teachers using systemic functional linguistics teach exposition writing to diverse elementary grade students, and to identify how these students incorporate aspects of the genre into their writing. Lesley University, 2013-2014.