Culturally Responsive Instructional Coaching : Accessing Student Voice during a Co-Generated Lesson Plan
Date of Award
Doctor of Philosophy (PhD)
College of Education and Human Services
Teacher Education and Teacher Development
Thesis Sponsor/Dissertation Chair/Project Chair
In an increasingly diverse nation, rife with racial unrest and systemic inequities, it is the responsibility of educators to ensure the academic equity of all students. This participatory action research (PAR) sought to incorporate student voice into a culturally responsive coaching cycle in order to create equity and shared power between students and teachers. Through one phase of PAR and one coaching cycle (planning, observing, reflecting) that incorporated student voice, student-participants challenged traditional teaching structures and felt validation as a result. Additionally, teachers may have struggled with sharing power, but they demonstrated growth in their teaching practice. Finally, as an instructional coach, I helped to develop trust, interpret student voice into pedagogical strategies, while struggling with incorporating the components of cultural competency and sociopolitical consciousness.
Stone, Jacqueline, "Culturally Responsive Instructional Coaching : Accessing Student Voice during a Co-Generated Lesson Plan" (2021). Theses, Dissertations and Culminating Projects. 699.