Date of Award
1-2021
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
College/School
College of Education and Human Services
Department/Program
Teacher Education and Teacher Development
Thesis Sponsor/Dissertation Chair/Project Chair
Emily Klein
Committee Member
Kathryn Herr
Committee Member
Monica Taylor
Abstract
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.
File Format
Recommended Citation
Stone, Jacqueline, "Culturally Responsive Instructional Coaching : Accessing Student Voice during a Co-Generated Lesson Plan" (2021). Theses, Dissertations and Culminating Projects. 699.
https://digitalcommons.montclair.edu/etd/699