Intern teachers are more likely to be placed in hard-to-fill content areas, such as math, science, and special education, which exacerbates their initial teaching experiences as teachers of record. For new teachers in their intern credential program, these factors compound the stress of attending coursework while managing their experience as a novice in the classroom. Without proper mentoring and support in these placements, teachers of color may perceive themselves as feeling less successful in the classroom. In this mixed methods study, the researcher investigated the types of support intern teachers of color need in successfully completing their teacher preparation program. Quantitative data were collected using archival research to determine perceived levels of preparedness by intern teachers of color. In alignment with explanatory sequential method, interviews were conducted to gather qualitative context to explain the quantitative data. Three themes emerged from the data analyses that formed these theories: (a) as a new teacher, it is common to feel overwhelmed, confused, or frustrated while trying to balance multiple demands; (b) teaching racially diverse students presents unique challenges; and (c) to thrive as a teacher, it is crucial to seek support from colleagues, mentors, and support networks. Implications for practice include systematizing strong mentorships, implementing teacher team models, and training intern support networks on cultural awareness. These findings provide information to intern programs about the types of support needed to be culturally responsive to the needs of both diverse teachers and the students they serve.

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<p dir="ltr">In higher education environments, instructional design plays a pivotal role in creating user experiences and fostering learner-centeredness. The purpose of this three-manuscript dissertation is to explore the intersection of learner-centered instruction and instructional design through a theory to practice approach within higher education.</p><p dir="ltr">The first study in this dissertation establishes how learner-centered pedagogy, using geospatial tools, can be effectively translated into practice in higher education. Findings reveal that higher education instructors are confident in their technological knowledge (TK) and can adapt geospatial tools across various disciplines, enabling self-directed, project-based, and problem-solving oriented learning experiences. This approach is supported by strategies such as adaptation and flexibility, integration and use of culturally relevant examples, and cultivating a comprehensive understanding of GIS. The findings emphasize the importance of culturally relevant pedagogy, scaffolding, and fostering learner autonomy, which are crucial for preparing industry-ready learners across diverse disciplines and cultural contexts.</p><p dir="ltr">The second paper in this dissertation makes a conceptual contribution by focusing on culturally relevant pedagogy (CRP) within learner-centered pedagogy. The research highlights the salient literature in CRP as it pertains to instructional design and provides a working definition of CRP from an instructional designer's perspective. To mobilize CRP in practice, we offer the intersection of two approaches; Merrill’s First Principles of Instruction (Merrill, 2002; 2012). The study explores potential connections between CRP and instructional design, suggesting the adoption of a learner-centered approach that integrates CRP with Merrill’s First Principles of Instruction. This integration aims to guide higher education instructors in creating instructional materials that promote academic success, cultural competence, and sociopolitical consciousness.</p><p dir="ltr">The third study, a systematic review of literature, examines cases where instructors implemented learner-centered pedagogies that are culturally relevant, responsive, and sustaining. The results indicated that instructors in these studies place focus on embodying the purpose of these asset-based pedagogies and emphasize the unique needs of learners and instructional goals. The complexity of CRP instruction necessitates ongoing reflection and adjustment by the instructor, with curricular enactments aiming to challenge established norms while promoting student agency and relevance. Various spaces were identified for implementing these pedagogies, including community engagement, connecting concepts to students' lives, creating safe and caring spaces, and fostering critical discussion. Examples illustrating the conceptualization and implementation of these pedagogies in higher education offer instructors practical insights into bridging the gap between theory and practice within learner-centered instruction.</p>

This collective case study explores the nature of the relationship between teachers’ use of culturally responsive teaching (CRT) practices and students’ engagement in constructing viable arguments and critiquing the reasoning of others (SMP3). This study was informed by the Common Core State Standards Initiative related to developing mathematically proficient students through the use of student engagement practices consistent with the standards for mathematical practice. As a means to support teachers’ facilitating specific student engagement practices, professional development was provided. This study is situated in the growing body of research associated with student engagement and cultural identity. The case of two teachers was defined from interviews, classroom observations, journal prompts, and student artifacts. Data was collected before, during, and after professional development following a cross-case analysis. Four themes emerged: (a) shift in teacher practice; (b) depth and breadth of the knowledge of culturally responsive teaching and standard for mathematical practice three; (c) teacher reflection and reception; and (d) classroom management. The findings suggest that the shift in teacher practice can be supported by professional development focused on reflective practice. This shift is impacted by classroom management and teachers’ depth and breadth of their knowledge of CRT and SMP3.

The study of a foreign language can never be seen in isolation, but forms part of the social and cultural setting in which it functions. Therefore, teaching English to multicultural groups of adults in Qatar, cannot be done effectively and efficiently, without taking the influence of cultural diversities and values, as well as the requirements of the adult learner, into account. This research deals with how native English speaking lecturers at one specific language centre in Qatar acknowledge these cultural diversities and values and how they accommodate adult learners in the multicultural classroom environment, by means of a literature study and an empirical investigation. Qualitative data collection was done by open-ended questionnaires to lecturers and learners, focus group interviews with lecturers and learners, individual interviews with lecturers, classroom observations and keeping of field notes. Findings revealed that lecturers are aware of the cultural diversities and values of learners who come into the classroom from different nationalities, and accommodated these learners without bias. These differences however, did not necessarily influence their teaching styles and lecturers remained focussed on teaching English as effectively as possible. / Educational Studies / M. Ed. (Adult Education)

The study of a foreign language can never be seen in isolation, but forms part of the social and cultural setting in which it functions. Therefore, teaching English to multicultural groups of adults in Qatar, cannot be done effectively and efficiently, without taking the influence of cultural diversities and values, as well as the requirements of the adult learner, into account. This research deals with how native English speaking lecturers at one specific language centre in Qatar acknowledge these cultural diversities and values and how they accommodate adult learners in the multicultural classroom environment, by means of a literature study and an empirical investigation. Qualitative data collection was done by open-ended questionnaires to lecturers and learners, focus group interviews with lecturers and learners, individual interviews with lecturers, classroom observations and keeping of field notes. Findings revealed that lecturers are aware of the cultural diversities and values of learners who come into the classroom from different nationalities, and accommodated these learners without bias. These differences however, did not necessarily influence their teaching styles and lecturers remained focussed on teaching English as effectively as possible. / Educational Studies / M. Ed. (Adult Education)

The purpose of this qualitative research study employing a cross-case analysis on previous case studies is to better understand the engagement of Latino students in a small number of cultural sensitivity programs and the teaching practices that are factors in the development of their academic achievement. In the traditional infrastructure of public schools, assimilation is built on fundamental values aligned with the U.S. political establishment rather than on the value of adaptation to the demands and conflicts of other cultures. Thus, less-empowered groups are at a disadvantage resulting in subgroups abandoning their ideas and reducing their contributions to human capital. In this study, the focus is alternative programs, specifically programs in which a there is a balance in the learning process between the teacher and student emphasizing the development of enhanced understanding of the cultural contexts an integral part of academic learning for Mexican American students. Also included in the case studies are innovative intervention programs that specifically help students improve academic achievement in Grades 9-12, especially those for students who are Mexican immigrants or of Mexican American ancestry in the state of California. The literature discusses concepts of assimilation, enculturation, oppression, culture capital, and the high and low contexts within the theoretical framework. Empirical literature revealed a deeper understanding of the relationship between Latino student learning styles and the dominant Eurocentric traditional academic culture within classroom practices. In sum, in the cross-case analysis of the 21 case studies, various features emerged across the cases that were categorized into three general themes: (a) alternative interventions, (b) caring, and (c) culturally responsive teaching/pedagogy.

British Columbia (BC) is becoming increasingly diverse, so I began this research in an effort to understand the practices of other teachers across BC regarding the inclusion of musics that reflect the cultural diversity of their students. With the introduction of a new curriculum in BC beginning in 2015, music educators across the province can now meaningfully include musics that embrace the cultural diversity of their students. Additionally, Indigenous musics, worldviews, and teachings have their own elevated position as part of the new curriculum and are no longer grouped together with other musics as part of musics from a variety of cultural and social contexts. Thus, I surveyed BC music teachers to understand their current practices, experiences, and attitudes using a mixed-methods questionnaire using both open- and closed-ended questions. Decolonization and historical, philosophical, and theoretical supports for non-Western music education are the frameworks for this research. I distributed my questionnaire via the BC Music Educators’ Association listserve and conference, and I received eighty valid responses (N = 80). I discovered that 68% of participants currently utilize non-Western musics (nWM) in their own practices and of the 32% of participants who do not include nWM, 42% have used nWM in the past. Educators reported many benefits that they experienced through the inclusion of nWM, but they also reported some difficulties or barriers. Therefore, I will share the results of this exploration of the current practices, experiences, and attitudes of music educators in BC. / Graduate