Marilee Coles-Ritchie, Ph.D.
M.A. School for International Training
Ph.D. University of Utah
Marilee Coles-Ritchie has experience working in the field of language acquisition and multicultural education for over 20 years. She has taught English learners in many diverse settings including a public high school in Douglas, Arizona, a bilingual secondary school in Quito, Ecuador, and an elementary school in the Navajo Nation. She has a Masters of Teaching degree in TESOL (Teaching English to Speakers of Other Languages) and a Ph.D. in Cultural and Social Foundations of Education. As Associate Professor at Westminster College, she teaches educational foundations, qualitative research methods, and ESL endorsement courses.
Jobe, J. & Coles-Ritchie, M. (2016). A high school teacher's examination of third space for English learners through post colonial theory. NABE Journal of Research and Practice, 7,(1). https://www2.nau.edu/nabej-p/ojs/index.php/njrp/article/view/151
Coles-Ritchie, M., Monson, B., & Moses, C. (2015). Drawing on dynamic local knowledge through student-generated photography. Equity & Excellence in Education, 48(2), 266-282.
Coles-Ritchie, M. (2013). Reading and analyzing ethnographies through literature circles: A praxis model for encouraging multicultural educators. International Journal of Multicultural Education, 15(1). http://ijme-journal.org/index.php/ijme/article/view/616/pdf
Coles-Ritchie, M. & Charles, W. (2013). Teachers drawing on the power of place to indigenize assessment. In Marlow, P. & Siekman, S. (Eds.), Communities of Practice: An Alaskan Native Model for Language Teaching and Learning. Tucson, AZ: University of Arizona Press.
Marlow, P., Coles-Ritchie, M. Siekman, S. & Parker Webster, J. (2013). Conversations. In Marlow, P. & Siekman, S. (Eds.), Communities of Practice: An Alaskan Native Model for Language Teaching and Learning. Tucson, AZ: University of Arizona Press. http://www.uapress.arizona.edu/Books/bid2413.htm
Coles-Ritchie, M. & Charles, W. (2011). Indigenizing assessment using community funds of knowledge: A critical action research study. Journal of American Indian Education, 50, 3, 24-39.
Coles-Ritchie, M. & Lugo, J. (2010). Developing a Spanish for Heritage Speakers course in an English-only state: A secondary teacher’s journey. Educational Action Research Journal, 18, 2. 197-212.
Coles-Ritchie, M. (2009) Inciting change in secondary programs for English learners: The Case of Cherry High School. New York: Palgrave Macmillan. http://www.palgrave.com/us/book/9780230606104