Date of Graduation

5-2024

Document Type

Dissertation

Degree Name

Doctor of Education in Educational Leadership (EdD)

Degree Level

Graduate

Department

Curriculum and Instruction

Advisor/Mentor

Kara Lasater

Committee Member

Megan Duncan

Second Committee Member

Maria Smith

Keywords

Culturally responsive teaching; English learners; Professional development; Self-efficacy

Abstract

The purpose of this study sought to investigate the link between professional development and the implementation of professional learning to improve student performance. The purpose of this study was twofold. First, this study explored whether the professional development of culturally responsive teaching influenced classroom implementation. Second, this study examined the relationships between teachers’ implementation of culturally responsive strategies, teacher self-efficacy, and student performance. This approach (which contextualized academic knowledge and skills within a real-world setting) has been shown to lead to more meaningful experiences and increased interest in academic content (Gay, 2010; Ladson-Billings, 1995). The overarching questions that led this study were (1) How did professional development provided through Project SOAR influence teachers’ implementation of culturally responsive teaching practices?, (2) What is the relationship between teachers' participation in Project SOAR and their perceived self-efficacy in implementing culturally responsive teaching?, and (3) What is the relationship between culturally responsive teaching implementation in the classroom and student performance? The methodology used in this study was a mixed methods approach, incorporating various research methods, such as a self-efficacy survey, classroom observation, and semi-structured interviews with participants to gather comprehensive data and insights. The study highlights the impact of Project SOAR TESOL on educators' ability to implement culturally responsive teaching.

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