This qualitative descriptive study explored how K-12 special educators describe how their use of cultural competence--awareness, knowledge, attitude/beliefs, and skills-- influences how they assess and address the needs of culturally and linguistically diverse (CLD) students in the US. The critical multicultural education competency model is the…

The purpose of this self-study was to investigate the implementation of diversity, equity, inclusion, and belonging (DEIB) in the music classroom without a district-level music administrator. With two guiding research questions, the study involved using culturally responsive music education and a community of practice to implement DEIB music…

Effective instructional coaching programs have the potential to promote the development of reflective practices, cultural competence, and self-efficacy of educators, but require intentional professional development for coaches. This research inquiry examines instructional coach participants' reflective practices, cultural competence, and…

Reflective practice is extensively discussed in the field of teacher education, and it is rapidly increasing in the field of teaching English to speakers of other languages (TESOL). However, reflective practice is still underrepresented in the literature of English as a foreign language (EFL) instruction. The purpose of this study is to understand…

In a mideastern US school district, culturally and linguistically diverse elementary students were not meeting proficiency on the state reading assessments. Elementary teachers in the district were expected to use culturally relevant teaching (CRT) strategies during literacy instruction to help engage and motivate culturally and linguistically…

This dissertation examines the lived experiences of six early-career educators as they confront their district-assigned duties and the profound effects of Adverse Childhood Experiences (ACEs) within public elementary classrooms. Through an integrated analysis of teacher experiences and social-emotional learning (SEL), this research employs a…

America's educational system has historically provided the best advantages for learners to use their potential to reach their learning, social, and professional goals. In contrast, it has also marginalized and oppressed the rights and opportunities of culturally diverse groups, i.e. African-Americans and Latinos, through the misrepresentation of,…

In-service teachers in today's classroom are faced with a growlingly diverse student population. To better prepare in-service teachers to teach these diverse groups of students, teacher preparation programs have adopted a variety of options for pre-service teachers to experience culturally diverse groups and develop professional and personal…

This grounded theory study sought to understand how educators who have participated in a Punahou School-Wo International Center professional development program define components of global citizenship, integrate them into their teaching practices, and detect its presence. This qualitative study interviewed 20 educators (after reaching saturation)…

The purpose of this study was to explore one Indiana elementary teacher's perceptions of her Latino immigrant students as they become English-language proficient by providing an in-depth analysis of a 4th and 5th grade teacher at a local school. Findings are based on interviews with the focus teacher and with the personnel she works with such as…

Using technology to develop a collaborative-reflective teaching practice in a world language education methods course block for teaching certification creates unique opportunities for world language education undergraduates to learn to develop synthecultural competence for education. Such a program allows undergraduates to expand their capacity to…