Date of Award

Summer 2025

Document Type

Open Access Dissertation

Department

Educational Studies

First Advisor

Terrance McAdoo

Abstract

As student demographics become increasingly more diverse, it is imperative that classroom teachers are responsive to the needs of learners from varied backgrounds. The purpose of this study was to examine the impact of teachers’ cultural competence on their curriculum development in advanced English courses. This case study provided insight on the use of administrative instructional coaching as a professional learning approach to aid in teachers’ creation and implementation of culturally responsive curriculums based on the tenets of Culturally Relevant Pedagogy. The analysis and triangulation of survey, interview, document, and observation data yielded key themes regarding the considerations and conditions that must be accounted for when supporting teachers’ engagement in the work of designing and executing culturally responsive learning experiences.

The study provides insight on the influence of teachers’ cultural proficiency on their approach to curriculum design including their selection of instructional materials and strategies that affect both learner engagement and achievement as well as the overall learning environment. The findings of this study revealed that teachers’ backgrounds have an influence on their instructional decision making emphasizing the need for strategically planned instructional support by school administrators in the realms of cultural relevance and responsiveness.

Rights

© 2025, Rhine D. Kirkland

Download

Share

COinS