Language, Literacy, and Sociocultural Studies ETDs

Publication Date

Spring 5-16-2026

Abstract

In this research report, I examine the benefits of a daily Advisory period at a southwestern, urban, dual-language middle school and explore the impact of the Culturally Responsive Advisory Framework (CRAF), a curriculum I developed as a researcher-practitioner. This work is situated within research on Advisory programs, urban schooling, and dual-language education, while addressing implementation challenges. Grounded in democratic learning theory, CRAF integrates social-emotional learning (SEL), social-cultural learning (SCL), and literacy. To evaluate its impact, I collected qualitative data through anonymous Google Surveys and semi-structured student interviews, supported by quantitative teacher and student surveys. Data were analyzed using open and axial coding. The study included students in grades 6–8. I attempted to answer the following research questions: 1) Do teachers and students at a southwestern, urban, dual-language middle school see benefits in having a daily Advisory period? If so, what benefits do they see? 2) Do teachers and students at a southwestern, urban, dual-language middle school see benefits in using the CRAF lessons during daily Advisory classes? If so, what benefits do they see in using CRAF during Advisory?

Keywords

Advisory, urban schools, urbanization continuum, social-emotional learning (SEL), social-cultural learning (SCL), literacy, CASEL, B6 dual-language framework, culturally responsive pedagogy, democratic education theory

Document Type

Dissertation

Language

English

Degree Name

Language, Literacy and Sociocultural Studies

Level of Degree

Doctoral

Department Name

Language, Literacy, and Sociocultural Studies

First Committee Member (Chair)

Mary Rice

Second Committee Member

Glenabah Martinez

Third Committee Member

Aijuan Cun

Fourth Committee Member

William T. Holmes

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