Date of Award
6-2023
Document Type
Dissertation
Selected Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Degree Name
Doctor of Education (Ed.D.) in Educational Leadership for Diverse Learning Communities
Department
Education
School
School of Education and Human Services
Abstract
The number of multilingual learners (MLs) is on the rise in the United States, especially in schools located in New York State and Long Island. However, many general education teachers lack the necessary training and certification to teach these diverse students effectively. In response, New York State has developed the NYS Culturally Responsive-Sustaining (CR-S) Education Framework to address the gaps in teaching practices. The implementation varies across districts on Long Island. To gain a deeper understanding, I conducted this study to investigate the perceptions of MLs and their teachers regarding CR-S pedagogical approaches in mainstream classrooms. The study involved surveys and focus group interviews with both sets of participants, and the data were analyzed based on the four core components of the CR-S framework. The findings revealed significant differences in the perceptions of MLs and their teachers, particularly in the areas of Building Relationships/Welcoming and Affirming Environment and Ongoing Professional Learning. MLs’ responses displayed a lack in their teachers' effort to understand their cultural backgrounds, experiences, and prior knowledge. On the other hand, both MLs and teachers reported similar results for High Expectations and Rigorous Instruction, Inclusive Curriculum, and Assessment. Both MLs and teachers acknowledged the use of CR-S strategies but highlighted the need for more training and support. The study underscores the importance of targeted professional development and training opportunities for general education teachers to incorporate CR-S strategies and techniques for MLs effectively. School districts can use these findings to improve their teaching practices and provide better support for MLs' academic success.
Related Pillar(s)
Study
Recommended Citation
Gonias, Nicki K., "Multilingual Learners' and Their Teachers' Perceptions of Culturally Responsive-Sustaining Practices in the Mainstream Classroom: A Mixed-Method Approach" (2023). Theses & Dissertations. 183.
https://digitalcommons.molloy.edu/etd/183
