Date of Award

5-2024

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

College/School

College for Education and Engaged Learning

Department/Program

Teacher Education and Teacher Development

Thesis Sponsor/Dissertation Chair/Project Chair

Emily M. Hodge

Committee Member

Douglas B. Larkin

Committee Member

Mayida Zaal

Committee Member

Audrey Fisch

Abstract

Drawing upon principles of participatory action research, this study collected input from secondary school stakeholders (teachers, students, caregivers, alumni, staff, and administrators) to create a local definition of quality teaching for students at an urban charter school in the northeastern United States. Analysis of stakeholder input produced four themes, reflecting participants’ views of quality teaching: support for students’ individual differences, flexible learning structures, development of knowledge about students to engage and build relationships, and development and use of professional knowledge. The resulting definition of quality teaching partially overlaps with the principles of culturally sustaining pedagogy (Paris, 2012) with shortcomings that must be acknowledged in undertaking equitable change. The project presents a possible model for engaging school stakeholders in solidarity-driven codesign (Ishimaru et al., 2018) and important considerations for doing so, especially within institutional restrictions.

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