Teacher Education, Educational Leadership & Policy ETDs

Publication Date

Fall 12-16-2024

Abstract

This dissertation investigates teacher practices and beliefs related to project-based learning (PBL) and culturally and linguistically responsive teaching (CLRT), central to New Mexico’s educational reform efforts following Martinez & Yazzie v. New Mexico (2018). The study also explored teachers’ professional learning needs and their awareness of the state’s reform initiatives. I collected responses from 37 participants using an original questionnaire instrument. While the findings are not generalizable, they reveal that teachers practiced elements of PBL and CLRT with moderate frequency and generally believed in their efficacy for improving educational outcomes for diverse student groups. The results also highlighted varying levels of awareness and professional learning needs related to the state's reform agenda, underscoring the importance of targeted, differentiated professional development and improved communication to support the implementation of these pedagogical strategies.

Keywords

project-based learning, culturally responsive teaching, culturally sustaining pedagogy, New Mexico, education reform, survey research

Document Type

Dissertation

Language

English

Degree Name

Teaching, Learning and Teacher Education

Level of Degree

Doctoral

Department Name

Teacher Education, Educational Leadership & Policy

First Committee Member (Chair)

Marjori Krebs

Second Committee Member

Allison Borden

Third Committee Member

Yu-Yu Hsiao

Fourth Committee Member

Karla Kingsley

Fifth Committee Member

Mia Sosa-Provencio

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