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Coaching Elementary Educators’ Culturally Sustaining Teaching

LaRosa, Denise (2021) Coaching Elementary Educators’ Culturally Sustaining Teaching. Doctoral Dissertation, University of Pittsburgh. (Unpublished)

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Many students of color must sacrifice their cultural identity in order to achieve academic
success in US Schools (Howard, 2010). I have not seen careful attention to students’ cultural
diversity in my school context. My work focuses on how I can productively support my colleagues
to begin to attend to students’ cultural diversity. Many scholars and educators have pursued how
to bring cultural awareness and relevance to classroom teaching and learning out of a general
awareness that white middle class norms tend to dominate K-12 schooling, and that this
disproportionately harms children of color. I sought to coach two 3rd grade teachers on culturally
sustaining instruction using adapted versions of existing instructional coaching models. Through
using improvement science methodology, I sought to answer two inquiry questions: When I seek
to coach elementary teachers toward culturally sustaining teaching, how will their instruction
change? How might my collaboration with focal teachers inform the development of a locally and
contextually specific approach for instructional change? In this Dissertation in Practice, I share
several key findings that emerged from my research, which include the importance of classroom
talk for culturally sustaining teaching, teachers’ development towards culturally sustaining
teaching, implications for professional development, and my role as an instructional coach.


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Item Type: University of Pittsburgh ETD
Status: Unpublished
CreatorsEmailPitt UsernameORCID
LaRosa, DeniseDNL23@pitt.eduDNL23
ETD Committee:
TitleMemberEmail AddressPitt UsernameORCID
Committee ChairRainey,
Committee MemberDelale O’Connor,
Committee MemberPerry,
Date: 31 August 2021
Date Type: Publication
Defense Date: 17 June 2021
Approval Date: 31 August 2021
Submission Date: 23 July 2021
Access Restriction: No restriction; Release the ETD for access worldwide immediately.
Number of Pages: 96
Institution: University of Pittsburgh
Schools and Programs: School of Education > Instruction and Learning
Degree: EdD - Doctor of Education
Thesis Type: Doctoral Dissertation
Refereed: Yes
Uncontrolled Keywords: culturally sustaining pedagogy, culturally sustaining teaching, culturally relevant teaching, culturally responsive teaching, instructional coaching, classroom discourse, improvement science
Date Deposited: 31 Aug 2021 17:33
Last Modified: 31 Aug 2021 17:33


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