Education Commons^™

A Correlational Study Of Culturally Responsive Christian School Leadership And Its Impact On Culturally Marginalized Students, Denecia B. Anderson

Doctoral Dissertations and Projects

According to the National Center for Education Statistics (2022), the Private School Universe Survey (PSS) was given and disclosed that 4.7 million students were served in private elementary and secondary schools in the fall of 2019. Approximately twenty-five percent of private schools in the United States of America are considered conservative Christian schools (National Center for Education Statistics, 2022). Within the conservative Christian schools, 0.7% of the students were American Indian, 5.3% were Asian, 68.6% were white, 11.2% were Black, 9.2% were Hispanic, 0.8% were Pacific Islander, and 4.3% were two or more races. Diversity in conservative Christian schools is …

Are They Ready? Do Teacher Preparation Programs Adequately Prepare Students To Implement Culturally Responsive Teaching?, Frances A. Aboushi

Seton Hall University Dissertations and Theses (ETDs)

A narrative study was used to examine the lived experiences of novice teachers and their knowledge base of culturally responsive pedagogy and its implementation in the classroom. Data was collected through semi-structured interviews of 12 participants who completed a teacher preparation program. Through coding analysis, data was analyzed around the tenets of culturally responsive pedagogy and the impact of self-efficacy in its implementation. Although their knowledge about culturally responsive pedagogy varied, their responses illustrated the need for teacher preparation programs to provide a framework of uniformity and accountability.

The level of training obtained substantially impacted their self-efficacy in adopting CRP …

Embracing Diversity To Increase Belongingness And Foster A Culture Of Success, Julia M. Soloman

The Dissertation in Practice at Western University

The importance of social relationships and belonging (a fundamental human need that must be satisfied to enable positive relationship-building skills and physical and mental wellness) have been studied for decades. Research shows a strong sense of belongingness for students can positively impact their academic performance. Belongingness, or a connection to school, peers, and teachers, is strongly indicative of improved performance for historically marginalized, racially and culturally diverse students. St. Kizito school (pseudonym), an elementary school in a large urban center in Alberta, has a diverse demographic of students including many first-generation Canadians, new Canadians, and refugee students. School-based data shows …

International Doctoral Student Experiences In Educational Administration Programs In The United States: A Phenomenological Study, Ping Robert

Electronic Theses and Dissertations

Background: In recent years, more international students are enrolling in Educational Administration (EA) programs in the United States. While EA programs wish to recruit and retain international students, more research is needed on supporting international graduate students in graduate education programs and EA programs specifically. Purpose: The present phenomenological study aims to understand the experience of international doctoral students in U.S. EA programs. The present research was guided by the question: “What is the essence of international postgraduate student experiences in EA programs in the United States?” Methodology: The present study used hermeneutic phenomenology to describe and interpret data from …

First Generation Preservice Teachers’ Self-Efficacy Regarding The Teaching Of Diverse Students And The Incorporation Of Diverse Topics Into Classroom Content, Roberto Ch. Nava, Peter M. Vigil, Jan P. Evenstad

The Interactive Journal of Global Leadership and Learning

The purpose for this study was to examine whether there is a difference in self-efficacy between first generation and non-first generation preservice teachers to address the teaching of diverse PK-12 students. Bandura’s (1997) concept of self-efficacy was employed as a framework to understand the results of the study. A cross-sectional design was used to analyze a self-efficacy survey that was administered to first generation and non-first generation preservice teachers. A total of 55 preservice teachers nearing completion of their teacher preparation at one university participated. The data demonstrates statistically significant differences of unequal self-efficacy development between first generation and non-first …

Increasing The Academic Achievement Of English Language Learning Students: An Inquiry Into Culturally Responsive Pedagogy, Kimberly A. Bartlett

The Dissertation in Practice at Western University

The English Language Learner (ELL) international boarding students at an independent, not-for-profit school have consistently demonstrated lower levels of academic achievement than their local peers. This Organizational Improvement Plan (OIP) proposes to address this Problem of Practice (PoP) by creating a professional learning community (PLC) to institute more culturally responsive pedagogy. This OIP suggests a compelling correlation between inclusiveness and academic success, and therefore the school needs to raise its level of cultural competency, introduce more equitable assessments, and increase coordination among the various departments and systems that support the ELL students. The implementation of the proposed solution relies on …

Improving The Beginning Teacher Induction Program Experience For African American Teachers Within The Green Pastures School District: An Applied Study, Uvonda Marie Willis

Doctoral Dissertations and Projects

The purpose of this applied study was to improve the BTI program for African American teachers in the Green Pastures School District by gathering information on the BTI program and formulating solutions. A multimethod design was used consisting of both qualitative and quantitative approaches. The first approach was semi-structured interviews with district and school site administrators. The second approach was conducting a focus group with African American beginning teachers. The third approach involved the development of a survey completed by district and school site administrators and African American beginning teachers. Based on the findings, this applied study identified several recommendations …

"It's A Part Of Who We Are" New Jersey Superintendents' Understandings Of And Approaches To Culturally Responsive District-Level Leadership, Danielle F. Mastrogiovanni

Seton Hall University Dissertations and Theses (ETDs)

A narrative study was used to examine the perspectives and experiences of Superintendents working towards educational justice by addressing the inequities found in schools. Data was collected through a series of semi-structured interviews representing a diverse participant pool of 23 superintendents and assistant superintendents who were currently employed in public school districts throughout the state of New Jersey. Using a primarily deductive coding scheme, the data was analyzed around the tenets of culturally responsive pedagogy and leadership.

Many participants described having impactful experiences as children that subsequently influenced their initial decision to become educators, as well as their leadership practices. …

Transforming Equity Into Lasting Solutions. An Examination Of The Effects Of Race On Culturally Relevant Pedagogy, Aliceia Varriale

Theses and Dissertations

Culturally relevant teaching is proposed as a powerful method for increasing student achievement and engagement and for reducing achievement gaps. Nevertheless, the research demonstrating its effectiveness consists primarily of case studies of exemplary classrooms. This research sought to find any disparities that may arise due to challenges in equity policies by examining teachers’ racially conscious belief in operationalizing culturally responsive teaching. Due to its constructivist nature, culturally relevant pedagogy (CRP) approach relies on the beliefs and attitudes of educators with respect to cultural efficacy, their view-points of the world and its cultures and their dispositions on race. The Culturally Responsive …

Disrupting The Status Quo: Leveraging Collective Teacher Efficacy For The Achievement And Wellbeing Of Bipoc And Low Socioeconomic Students, Marjorie E. Macdonald

The Dissertation in Practice at Western University

Abstract

At Mel Morgan Middle School (MMMS) a high percentage of students are of low socioeconomic status (SES). Compounding this problem is data which shows that students at MMMS also experience significant academic challenges. Educational challenges for students of low SES are like those experienced by Black, Indigenous, and People of Colour (BIPOC). Faculty beliefs and assumptions about how to effectively educate students from low SES and BIPOC communities are posited as a problem beyond their control. Despite the Legacy Regional Centre for Education’s (LRCE) commitment to student success through policies and documents such as student success planning, inclusive education, …

Shifting Individuals And An Organization Towards Social Justice: A Teacher Education Program Imperative, Jennifer L. Skelding

The Dissertation in Practice at Western University

Globalization is the interconnected national and international forces that shape and define nations, economies, and peoples and that extend to schools. Higher education institutions, and kindergarten to Grade 12 school systems, are impacted by the internationalization of teaching, research, and service in response to market- and ethically driven discourses of targeted international admissions policies. Teacher education programs are positioned to respond to the internationalized teaching and learning context to support nondominant teacher candidates and prepare future teachers for diverse classrooms post-graduation. This OIP problematizes an inconsistent strategic direction to prioritize culturally sustaining pedagogies in a diverse teacher education program located …

Intercultural Competence And Practice: The Contribution Of Teachers' Beliefs, Values, And Attitudes To The Implementation Of Culturally Responsive Practices And Mandated Eld Professional Development, Deborah Ormsby

Educational Leadership and Policy Studies: Doctoral Research Projects

Public school teachers in the State of Colorado are required to complete 45 hours of English language development (ELD) training to ensure that they are properly supporting the English learners in their school. The literature suggests that teachers’ beliefs, values, and attitudes (intercultural competence) toward English learners matter in their receptiveness to the training and their ability to engage in and implement culturally responsive practices. In order to understand how the ELD training might actually impact a teacher’s ability to support English learners, a mixed methods design comprised of the administration of Ponterotto’s Teacher Multicultural Attitudes Survey followed up by …

Instructional Coaching For Culturally Responsive Pedagogy, Kelly Shorb

Electronic Theses and Dissertations

Growing up with a global perspective and teaching in highly diverse schools has fueled my desire to understand how instructional coaching and Culturally Responsive Pedagogy work together in education. This case study examined the current practices of instructional coaches to understand how they incorporate components of Culturally Responsive Pedagogy. Through observations and interviews of three coaches and a director this study explored the interactions, behaviors and language of coaches as they engaged with teachers to explore and understand prior knowledge, beliefs and current incorporation of CRP with teachers. The literature review provides an in-depth description of each of the components …

Building Leadership Capacity For The Effective Implementation Of A Professional Development Tool In K-12 School In A Region In Arctic Canada, Sonia Osbourne

The Dissertation in Practice at Western University

This Organizational Improvement Plan (OIP) aims to identify and remediate the organizational factors that are presently leading to the faulty delivery of a professional development framework (PDFM) tool in an educational organization in the Canadian Arctic. Implementation of change initiatives in organizations is a complex undertaking and can be further complicated by contextual factors such as culture. In this region, a large percentage of students are Inuit, and teachers and school leaders are both Inuit and non-Inuit. Inuit Qaujimajatuqangit (IQ), translated as Inuit traditional knowledge, is a foundation upon which education is delivered in the region. Therefore, this organizational change …

Culturally Relevant Pedagogy And First-Generation Latinx Student Sense Of Belonging, Rachel Abel

Dissertations

This qualitative research study assessed the impact of culturally relevant pedagogy on first-generation Latinx student sense of belonging at an emerging Hispanic serving institution (HSI). This study adds to current literature around culturally relevant pedagogy, which focused on the close, meaningful relationships between faculty and students in the classroom (Ladson-Billings, Gay, Wlodkowski, & Ginsberg, Stembridge, et al.). The link to sense of belonging (Hurtado & Carter, 1997) demonstrated the importance of academic and non-academic setting connections that led to other social and academic outcomes, which include student satisfaction, motivation to study, and perseverance in completion of a post-secondary. A transformative …

Change-Makers: A Grassroots Approach To Culturally Responsive Leadership And Teaching, Abigail Amoako Kayser, Angel Miles Nash, Brian Kayser

Education Faculty Articles and Research

While achievement and opportunity gaps and systemic racism exist in the majority of school districts across the United States, not every school district authentically acknowledges and addresses these issues. In this case study, researchers examine a PreK–12 school district situated in a racially and economically diverse mid-Atlantic city in which race- and class-based discrimination have been well documented and recent episodes of extreme racial violence have affected the community. The school district, which employs 1,300 teachers and serves over 14,000 students, developed and implemented a grassroots approach by forming a district-wide culturally responsive leadership team. Through interviews with 10 culturally …

Towards Intercultural Understanding And Culturally Responsive Pedagogy: Building An Internationally Minded School, Meaghan Higginson

The Dissertation in Practice at Western University

As an International Baccalaureate school in a diverse Canadian city, Welton Academy’s (pseudonym) vision is to be a world-class, academic school with a focus on shaping students into globally minded, engaged citizens. The demographics of the school are changing, as the student body is becoming increasingly more ethnically diverse. Currently, one of the school’s strategic missions is focused on international mindedness. Although the school’s vision to promote international mindedness includes global engagement and multilingualism, the area of intercultural understanding is not identified. This Organizational Improvement Plan (OIP) explores a Problem of Practice (PoP) that highlights the need to develop intercultural …

Transformational Leadership For Access, Engagement, And Empowerment, Chris Colgren

National Youth Advocacy and Resilience Conference

Closing achievement gaps requires schools to provide all students with equitable opportunities to learn. It is necessary to increase students’ access to rigorous curricula and quality instruction, engage all learners both cognitively and affectively, and acknowledge the unique talents and cultural knowledge that all children possess. This session is designed to help educators address the challenge of eliminating achievement gaps.

Culturally Responsive Caring And Expectations For Academic Achievement In A Catholic School, Christian Dallavis

Journal of Catholic Education

This article draws from a larger dissertation study that applied ethnographic and historical research methods to explore the intersection of culturally responsive pedagogy and Catholic schooling in immigrant communities. In particular, this article presents qualitative data analysis to describe student achievement expectations at a contemporary urban Catholic elementary school. By examining teacher, student, and parent perspectives on academic achievement, the article explores the degree to which the caring demonstrated at the school is/is not consistent with a notion of “culturally responsive caring” in the scholarly literature surrounding theories of culturally responsive pedagogy.