Date of Award
Doctor of Education in Educational Leadership (Ed.D.)
David G. Title, Ed.D.
Suzanne Marmo, Ph.D.
Nancy C. Dowling, Principal (Retired) Bunnell High School
This Dissertation in Practice investigated to what extent professional learning impacted teacher perceptions, instruction, and self-efficacy of Culturally Sustaining Pedagogy (CSP) at a Catholic high school. The dissertation followed an Improvement Science framework to address a specific problem of practice: a lack of universal student connectedness at the high school level. As students begin ninth grade, the connectedness to school many experienced on the elementary level often wanes, with academic, social, and emotional impacts. To build connectedness, the researcher selected a specific change idea focused upon CSP. The intervention consisted of two professional development (PD) sessions and several opportunities for meetings with and individual coaching by a consultant. This explanatory sequential mixed methods study gathered quantitative data assessing teacher self-efficacy pre- and post-intervention. It also tracked teacher use of CSP over a four-week period. The researcher gathered qualitative data from participants during semi-structured interviews following the completion of the intervention. Data showed statistically significant growth in teacher self-efficacy scores and teacher use of nearly 2,300 culturally sustaining practices. Results also indicated largely favorable teacher feedback to CSP and the study’s intervention. Key findings of this study indicated a successful multi-faceted intervention model. The approach allowed teachers’ confidence in the use of CSP to increase and their self-efficacy to grow. Teachers also reported that culturally sustaining practices had a positive impact upon classroom culture and student learning. Teachers described improved classroom climate, growth in student engagement, and opportunities to learn more about students while strengthening student/teacher relationships. Teachers requested additional PD opportunities to implement specific CSP strategies and to ensure CSP use is authentic and addresses best practices. This study can serve as a model for other schools – both public and private – seeking to improve teacher use of culturally sustaining practices to build student connectedness.
Cipriano, C. F. (2022). The journey to improving student connectedness: Exploring teacher self-efficacy, use, and perceptions of culturally sustaining pedagogy [Doctoral dissertation, Sacred Heart University]. https://digitalcommons.sacredheart.edu/edd/1/
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.