Andrea   Honigsfeld

  • Why I Love Teaching at Molloy College

    What attracted me to Molloy over 11 years ago and has kept me inspired ever since is its strong sense of community and commitment to academic excellence.

  • Academic Interests

    My research interests are broad-based and include cultural and linguistic diversity, preservice and inservice teacher education, more specifically, English as a Second language methodology, collaborative service delivery to support English learners, differentiated instruction, and learning styles.

  • What I am working on

    Following the recent publication of Collaboration and Co-teaching: Strategies for English Learners with Dr. Maria Dove, and two co-edited books entitled Breaking the Mold of School Instruction and Organization: Innovative and Successful Practices for the Twenty-first Century and Breaking the Mold of Preservice and Inservice Teacher Education: Innovative and Successful Practices for the Twenty-first Century with Dr. Audrey Cohan, I am working on follow up volumes to these publications.  Additionally, I have been the guest editor of two special journal issues, contributed chapters to several edited volumes, and authored and coauthored numerous articles selected by an editor or editorial board for publication, as well as many articles published in peer-reviewed journals, in conference proceedings, or as online publications.

  • Educational Philosophy

    I believe that the cornerstone of teacher education is to guide teacher candidates in their process of gaining the knowledge, skills, and dispositions necessary to effectively reach all their students. As a teacher educator, I consider my ultimate objective to be the preparation of future teachers who:

    1. have the fundamental knowledge both in their content area and in pedagogy;

    2. acquire effective teaching skills that promote active learning; 

    3. collaborate with their colleagues;

    4. reflect on their practice and continually assess and reassess their students' needs and their own effectiveness; and

    5. become life-long learners. 

    How do I try to meet this rather challenging, multifaceted objective in my own teaching? I have found that the most effective way is through facilitation, modeling, and mentoring. I deeply believe that teaching is an art and science in one. My role as a teacher educator is to facilitate, model, and promote the fusion of a firm knowledge base, multifarious pedagogical skills, and passion for teaching.

  • Educational Background

    I received my Doctoral Degree in Instructional Leadership from St. John's University in January 2001. I was the recipient of several awards, including the Outstanding Doctoral Research Award, and Certificate of Academic Excellence from St. John's University and the Certificate of Merit from the School of Education and Human Services of St. John's University.

  • Additional Information

    Select Awards

    • Faculty Recognition Award (given by the Graduating Class of 2010)
    • Ten-Year Service Award, Molloy College, 2010
    • Research Achievement Award, Molloy College, 2009
    • Distinguished Service Medal, Molloy College, 2008
    • Admittance to the Fulbright Senior Scholar Roster, 2007
    • Outstanding ESL Educator Award, NYS TESOL, 2007
    • Long Island ESOL Institute's Service to ESL Community Recognition Award, 2006
    • Molloy College, St. Martin De Porres Community Awareness Award, 2006
    • Certificate of Merit, New York State Assembly, 2006
    • Molloy College, Professional Education Unit's Award for Scholarship, 2005
    • Fulbright Lecturer Award, Iceland University of Education, Fall of 2002
    • Outstanding Doctoral Research Award, St. John's University, 2001
    • Certificate of Academic Excellence, St. John's University, 2001
    • Certificate of Merit, School of Education and Human Services, St. John's University, 2001
    • United States Achievement Academy National Award, USAA, 2001
    • Doctoral Fellowship Award, St. John's University, 1997-2000
    • The Graduate Elaine Goran Newman Memorial Award, Queens College, 1997
    • Graduate Honors in Teaching English as a Second Language, Queens College, 1997
    • Departmental Honors for Outstanding Academic Achievement, Queens College, 1997
    • Recognition of Outstanding Contribution to the ESL Program, CSD 24, NYC, 1997
    • Valedictory Honors Degree, Kossuth Lajos University, 1987
    • Hungarian People's Republic Scholarship, Kossuth Lajos University, 1984-1987
  • Publications/Presentations

    Books:
    Rundle, S., Honigsfeld, A. & Dunn, R. (2005). An educator's guide to the learning individual. Rochester, NY: Performance Concepts International.

    La Delle Dillon, J., Honigsfeld, A., Rundle, S. M., &  Watson, W. E., & (2005). Building Excellence through students:          Freshman seminar textbook. Rochester, NY: Performance Concepts International.

    Dunn, R., & Honigsfeld, A. (2009). Differentiated instruction for at-risk students: What to Do and How to Do it. Lanham, MD: Rowman & Littlefield.

    Honigsfeld, A., & Cohan, A. (Eds.). (2010). Breaking the mold of school instruction and organization: Innovative and successful practices for the 21st century. Lanham, MD: Rowman and Littlefield.

    Honigsfeld, A., & Dove, M. G. (2010). Collaboration and co-teaching: Strategies for English learners. Thousand Oaks, CA: Corwin.

    Cohan, A., & Honigsfeld, A. (Eds.) (2011). Breaking the mold of pre-service and in-service teacher education: Innovative and successful practices for the 21st  century. Lanham, MDRowman and Littlefield.

    Honigsfeld, A., & Cohan, A. (Eds.) (Forthcoming). Breaking the mold for culturally and linguistically diverse students: Innovative and successful practices for the 21st century. Lanham, MDRowman and Littlefield. 

    Honigsfeld, A., & Dove, M. (Eds.) (Forthcoming). Co-teaching and other collaborative practices in the EFL/ESL classroom: Rationale, research, reflections, and recommendations. Charlotte, NC: Information Age Publishing. 

    Cohan, A., & Honigsfeld, A. (Eds.) (In contract). Breaking the mold of classroom organization and management: Innovative and successful practices for the 21st century. Lanham, MDRowman and Littlefield. 

    Book Chapters: 
    Honigsfeld, A., & Dunn, R. (1999). Penny Todd Claudis: Curriculum supervisor and learning-styles coordinator, Shreveport, Louisiana. In R. Dunn & T. C. DeBello (Eds.),  Improved test scores, attitudes, and behaviors in America's schools: Supervisors' success stories (pp. 32-36). Westport, CT: Greenwood Publishing Group.

    Honigsfeld, A., & Dunn, R. (1999). Mary Laffey: Missouri's "Principal of the Year". In R. Dunn & T. C. DeBello (Eds.), Improved test scores, attitudes, and behaviors in America's schools: Supervisors' success stories (pp. 56-60). Westport, CT: Greenwood Publishing Group.

    Honigsfeld, A., & Dunn, R. (1999). Ann Braio: Big city director of Special Education. In R. Dunn & T. C. DeBello (Eds.), Improved test scores, attitudes, and behaviors in America's schools: Supervisors' success stories (pp. 61-65). Westport, CT: Greenwood Publishing Group.

    Honigsfeld, A. (2003). Overview of international research on adolescents' learning styles. In R. Dunn & S. Griggs (Eds.). Synthesis of the Dunn and Dunn Learning Styles Model research: Who what, when, where, and so what? (pp. 121-122). Jamaica, NY: St. John's University.  

    Honigsfeld, A. (2003). Learning styles of Hungarian adolescents. In R. Dunn & S. Griggs (Eds.). Synthesis of the Dunn and Dunn Learning Styles Model research: Who what, when, where, and so what? (pp. 145-150). Jamaica, NY: St. John's University.

    Honigsfeld, A. & Lister, D. (2003). Learning styles of Bermudian adolescents. In R. Dunn & S. Griggs (Eds.). Synthesis of the Dunn and Dunn Learning Styles Model research: Who what, when, where, and so what? (pp. 123-130).  Jamaica, NY: St. John's University.

    Honigsfeld, A. & Cooper, A. (2003). Learning styles of New Zealand adolescents. In R. Dunn & S. Griggs (Eds.). Synthesis of the Dunn and Dunn Learning Styles Model research: Who what, when, where, and so what? (pp. 151-154). Jamaica, NY: St. John's University.

    Honigsfeld, A., & Gard, A. (2003). Learning styles of Swedish adolescents. In R. Dunn & S. Griggs (Eds.). Synthesis of the Dunn and Dunn Learning Styles Model research: Who what, when, where, and so what? (pp. 155-158). Jamaica, NY: St. John's University.

    Dunn, R., & Honigsfeld, A. (2007). What if students were grouped for instruction by gender? In R. Dunn  & S. A. Griggs (Eds.). What if ...? A guide to improving Schools. Lanham, MD: Rowman & Littlefield.

    Honigsfeld, A. (2007). What if instruction were differentiated by academic achievement level? In R. Dunn  & S. A. Griggs (Eds.).What if ...? A guide to improving schools. Lanham, MD: Rowman & Littlefield.

    Honigsfeld, A. (2008). Teaching young children to read through planning trips and vacations. In R. Dunn, & B. E. Blake (Eds.). Teaching every child to read (pp. 75-82). Lanham, MD: Rowman & Littlefield.

    Dunn, R., & Honigsfeld, A. (2010). Differentiating instruction for at-risk students: Rationale, assessment tools, alternative approaches, and research documentation. In E. Cools, & S. Raynor (Eds.). Style differences in cognition, learning, and management: Theory, research, and practice. London, UK: Routledge.

    Gebbia, M. & Honigsfeld, A. (2011). Intellectual styles and student developmental outcomes. In L-F. Zhang, R. Sternberg, & S. Raynor, S. (Eds.) Handbook of intellectual styles: Preferences in cognition, learning, and Thinking. London, UK: Routledge.

    Dissertation:
    Honigsfeld, A. M. (2001). A comparative analysis of the learning styles of adolescents from diverse nations by age, gender, academic achievement level, and nationality. (Doctoral Dissertation, St. John's University) Dissertation Abstract International, DAI-A 62/03, p. 969.

    Monographs and Research Reports:
    Dunn, R., Thies, A. P., & Honigsfeld, A. (2001). Synthesis of the Dunn and Dunn Learning-Style Model research: Analysis from a neuropsychological perspective. Jamaica, NY: St. John's University, Center for the Study of Learning and Teaching Styles. 

    Honigsfeld, A., Martel, L., Price, G. E., & Dunn, R. (2001). The learning-style characteristics of JROTC cadets and instructors.  A research report prepared for the Junior Reserve Officer Training Corps Cadet Command. Fort Monroe, VA: National Academy of Integrative Learning.

    Dunn, R., Honigsfeld, A., & Martel, L. D. (2001). Learning-style characteristics of JROTC cadets and instructors: Implications for training and instruction. Fort Monroe, VA: US Army Cadet Command Junior ROTC Operations.

    Select Articles:
    Wertheimer, C., & Honigsfeld, A. (2000). Preparing ESL students to meet the new standards. TESOL Journal, 9(1), 23-28.

    Honigsfeld, A. (2000). The learning styles of high-achieving and creative adolescents in Hungary. Gifted and Talented International, 15(1), 39-51.

    Honigsfeld, A. (2000). Successful avenues for meeting the reading standards: Learning styles is the road to take! IMPACT on Instructional Improvement, 29(2), 21-27.

    Shea Doolan, L., & Honigsfeld, A. (2000). Illuminating the new standards with learning style: Striking a perfect match. The Clearing House, 73, 274-278.

    Honigsfeld, A., Shea Doolan, L., & Sulner, I. (2002). The true story of three women's journey to success. Women in Higher Education, 10(1), 34-35.

    Honigsfeld, A., & Dunn, R. (2003). High school male and female learning-style similarities and differences in diverse nations.Journal of Educational Research, 96, 195-206.  

    Honigsfeld, A. (2003). Magyar tizenévesek tanulási stílusbeli preferenciái: a kor, a nem és a teljesítményszint hatásai. [Hungarian adolescents' learning style preferences by age, gender, and academic achievement.] Magyar Pedagógia, 103, 175-187.

    Honigsfeld, A., & Lister, D. (2004). The learning styles of Bermudian adolescents. Caribbean Educational Research Journal, 1(1),39-56.

    Honigsfeld, A., & Schiering, M. (2004). Diverse approaches to the diversity of learning styles in   teacher education. Educational Psychology, 24, 487-507.

    Dunn, R., & Honigsfeld, A. (2004). Academic achievement level and learning styles:

    An international comparative study on adolescents in five countries. Journal of Global Education, 5(2), 27-49.

    Cohan, A., & Honigsfeld, A. (2005). Science teacher education: Assumptions, standards, and methodology of science instruction.ENC Online: http://www.enc.org/features/focus/archive/preservice/document.shtm?input=FOC-003859-index

    Pierson, H., & Honigsfeld, A. (2005). Analyzing the learning styles preferences of ESL college writers: A pilot study. Crosslinks in English Language Teaching, 2, 167-187.

    Honigsfeld, A., Rundle, S., & Pierson, H. (2005). Learning styles in the adult ESL writing class. Perspectives, 3(2), 13-32.

    Boyle, R. A., & Honigsfeld, A. (2005).  In response to the remarks by Lawrence H. Summers, presenting empirical data on the differences in learning styles between males and females. Cardozo Women's Law Journal, 11, 505-507.

    Honigsfeld, A., & Dunn, R.  (2006). Learning-style characteristics of adult learners. Delta Kappa Gamma Bulletin, 72(2), 14-17, 31.  

    Dunn, R., & Honigsfeld, A. (2006). What if young children were grouped for reading with learning-style responsive approaches? Reading Improvement, 43, 70-76. 

    Cohan, A., & Honigsfeld, A. (2006). Incorporating "Lesson Study" in teacher preparation. The Educational Forum, 71(1), 84-93.

    Honigsfeld, A., & Cohan, A. (2006). Lesson study meets SIOP: Linking two successful professional development models. (ERIC Document Reproduction Service No. ED491686)

    Honigsfeld, A., Dunn, R., & Rundle, S. (2006). International comparison of Freshmen learning styles: Statistically speaking about research vs. practice. Journal of Global Education, 7(4), 72-90. 

    Rundle, S., & Honigsfeld, A. (2007). Learning styles as a dimension of diversity training. BusinessDiversity.com, 1(2), 88-90.

    Honigsfeld, A., & Cohan, A. (2007). The power of two: Lesson study and SIOP help teachers instruct ELLs. Journal of Staff Development, 29(1), 24-28.

    Morton-Rias, D., Dunn, R., Terregrossa, R., Geisert, G., Mangione, R., Ortiz, S., & Honigsfeld, A. (2007-2008). Allied health students' learning styles identified with two different assessments. Journal of College Student Retention: Research, Theory & Practice, 9, 233-250.

    Honigsfeld, A., & Dove, M. (2008). Co-teaching in the ESL Classroom. The Delta Kappa Gamma Bulletin, 74(2), 8-14.

    Giouroukakis, V. & Honigsfeld, A. (2008). ESOL teacher candidates' knowledge, skills, and dispositions as reflected in one-on-one tutoring of English Language Learners. Excelsior, 2(2), 9-23.

    Dunn, R., Pratt-Johnson, Y., & Honigsfeld, A. (2008). Matching styles to learners. Language Magazine, 7(9), 28-34.

    Honigsfeld, A., & Cohan, A. (2008). Needs are Special. Language Magazine, 8(4), 18-21.

    Honigsfeld, A., & Dove, M. (2008).  Poetry in professional development. Delta Kappa Gamma Bulletin, 75(1), 10-13.

    Giouroukakis, V., Honigsfeld, A., Nenchin, J., & Peluso, L. (2008). Pre-service teacher's instructional discourse during one-on-one tutoring. English Language Teacher Education and Development (ELTED), 11, 9-14

    Dunn, R., Honigsfeld, A., & Shea Doolan, L. (2009). Impact of learning-style instructional strategies on students' achievement and attitudes: Perceptions of educators in diverse institutions. The Clearing House, 82, 135-140.

    Parris, S. R., & Honigsfeld, A. (2009) Learning-styles-based differentiated instruction. Academic Exchange Quarterly, 13(1), 223-227.

    Honigsfeld, A., Giouroukakis, V., Cohan, A., & Walsh, M. (2009). Ten ways to incorporate technology in ESOL Education.Contemporary Issues in Technology and Teacher Education Journal (CITE), 9(2). 9-11

    Honigsfeld, A. (2009). Capitalizing on students' learning styles: Design the best teaching strategies. Insights on Learning Disabilities, 6(1), 13-20.

    Honigsfeld, A. (2009). The Fulbright experience: How it shaped two Delta Kappa Gamma members' professional lives: An interview with Dr. Sigrún Klara Hannesdóttir and Michelle K. Ramsey. Delta Kappa Gamma Bulletin, 75(3), 43-45.

    Honigsfeld, A. (Summer 2009). Say "Cheese" and more: ELLs, cameras and language development. New Teacher Advocate,16(4), 10-11.

    Boyle, R. A., Minotti, J., & Honigsfeld, A. (2009). Law students are different from the general population: Empirical findings and implications for law teaching. Perspectives: teaching Legal research and Writing and, 17(3), 153, 155-160.

    Honigsfeld, A. (2009). ESL Programs: Not "One size fits all" KDP Record, 45(4), 166-171.

    Dunn, R., & Honigsfeld, A. (2009). Learning-style-responsive approaches for teaching typically performing and at-risk adolescents. The Clearing House, 82(5), 220-224.

    Perna, M., Dunn, R., & Honigsfeld, A. (2009). Matching learning to styles. Language Magazine, 9(2), 21-23.

    Donovan, B., Honigsfeld, A., & Cohan, A. (2009). The four pillars of the Catholic Dominican tradition: How they support reflective dispositions in a teacher preparation program. Journal of Christian Education, 52(1), 56-65.

    Dunn, R., & Honigsfeld, A. (Fall 2009). What do we know about perceptual learning-style strengths and to what extent can that knowledge contribute to student retention? Long Island Education Review, 47-55.

    Dumas-Landisi, M., & Honigsfeld, A. (2010). ELL instruction that works for all. NYSUT Educator's Voice3, 74-81.

    Honigsfeld, A., & Dove, M. (2010). Co-teaching 201: How to support ELLs. New Teacher Advocate, 17(3), 4-5.

    Honigsfeld, A., & Dove, M. (2010). From isolation to partnership: ESL co-teaching leads to teacher leadership. Teachers Teaching Teachers (T3), 5(6), 1-4.

    Dove, M. G., & Honigsfeld, A. (2010). ESL co-teaching and collaboration: Opportunities to develop teacher leadership and enhance student learning. TESOL Journal, 1(1), 3-22.

    Honigsfeld, A. (2010). Twenty-first century schools: Where environment matters. An interview with Dr. Cynthia Uline. Delta Kappa Gamma Bulletin, 76(3), 32-36. 

    Honigsfeld, A., & Lupeke, S. (2010). Enhancing emotional competency in the ESL/EFL classroom. Language Magazine, 9(5), 18-21.

    Honigsfeld, A., & Allen, C. (2010). Self-reflection and life review theory: A cross-cultural, interdisciplinary experience for pre-service and in-service teachers. Race, Gender, and Class, 17(1-2), 128-134.

    Honigsfeld, A., & Cohan, A. (2010). Piloting a pre-referral data collection tool: A documentary account. Insights on Learning Disabilities: From Prevailing Theories to Validated Practices, 7(1), 15-28.

    Honigsfeld, A. (2010). Teachers explore the 21st century immigrant experience. Social Studies Docket, 40(2), 56.

    Giouroukakis, V., Honigsfeld, A., & Garfinkel, J. (2010). Multicultural literature in middle school: Developing students' self- and cross- cultural understanding. Journal of Multiculturalism in Education, 6(1). Available at http://www.multiculturaljournal.com/volumes/6/1/

    Cohan, A., & Honigsfeld, A. (2010). Turning the tide. Language Magazine, 9(9),  30-35.

    Giouroukakis, V., & Honigsfeld. (2010). High-stakes testing and English language learners: Using alternative instructional literacy strategies in the high school English classroom. TESOL Journal, 4(1), 470-499.

    Honigsfeld, A., Giouroukakis, V., & Garfinkel, J. (2011). Immigrant literature in the secondary English classroom: Rationale and recommendations. The California Reader.

    Giouroukakis, V., Cohan, A., Nenchin, J., & Honigsfeld, A. (in press). A successful external partnership: A classroom-based staff development model using a classroom observation tool. Learning Forward.