Author | Cooper, Robbin T | |
Date Accessioned | 2023-06-05T13:41:17Z | |
Date Available | 2023-06-05T13:41:17Z | |
Date Created | 2023-05 | |
Date of Issue | 2023-04-21 | |
xmlui.metadata.dc.date.submitted | May 2023 | |
Identifier (URI) | http://hdl.handle.net/10342/12802 | |
Description | Language should not be a hurdle for English language learners in mathematics. The
participatory action research study focused on how first-grade teachers identified, planned, and
implemented discourse strategies to support English Language Learners in math instruction. To
do so, I engaged three teachers who were English Language Learners as students and were
novice teachers in analyzing equitable academic discourse and culturally and linguistically
responsive pedagogy. Using improvement sciences and community learning exchange processes,
teachers developed a robust collegial network, engaged in inquiry cycles, examined culturally
responsive teaching, and planned and implemented instructional practices. To collect qualitative
data, I collected and analyzed field notes, teacher interviews, artifacts from our discussions,
classroom observations, and post-observation conversations. The findings confirmed that the
instructional leader's role in supporting teachers to transfer their beliefs into consistent practices
is critical. By relying on teachers' funds of knowledge and experiences, using data-driven
observational practices, engaging in collaborative conversations, and facilitating structured
professional learning, the teachers enacted their espoused beliefs; however, they needed
consistent input to make steady progress. The study has implications for practice, policy and
research as teachers need support to navigate conflicting district directions about instructional
practices in order to stay the course of using equitable practices for English language learners. | |
Mimetype | application/pdf | |
Language | en | |
Publisher | East Carolina University | |
Subject | Instructional Practices | |
Subject | Equity | |
Subject | English Language Learners | |
Subject | Funds of Knowledge | |
Subject | Translanguaging | |
Subject | Equitable Discourse Practices | |
Subject | Culturally and Linguistically Responsive Pedagogy (CLRP) in Mathematics | |
Title | LANGUAGE IS NOT MY HURDLE: IMPROVING EQUITABLE INSTRUCTIONAL PRACTICES ONE CLASSROOM AT A TIME | |
Type | Doctoral Dissertation | |
xmlui.metadata.dc.date.updated | 2023-06-02T15:39:07Z | |
Department | Educational Leadership | |
xmlui.metadata.dc.contributor.committeeMember | Militello, Matthew | |
xmlui.metadata.dc.degree.name | Ed.D. | |
xmlui.metadata.dc.degree.level | Doctoral | |
xmlui.metadata.dc.degree.discipline | EDD-Educational Leadership | |
xmlui.metadata.dc.degree.grantor | East Carolina University | |
xmlui.metadata.dc.degree.department | Educational Leadership | |
xmlui.metadata.dc.type.material | text | |