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A Holistic Examination of How Professional Learning and Curriculum Relate to Ambitious and Culturally Relevant Instruction and Student Engagement

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Title: A Holistic Examination of How Professional Learning and Curriculum Relate to Ambitious and Culturally Relevant Instruction and Student Engagement
Language: English
Authors: Laura M. Desimone (ORCID 0000-0003-0184-8997), Nicholas S. Bell (ORCID 0000-0001-9276-1883), Arielle Lentz, Kirsten L. Hill (ORCID 0000-0001-9260-5178), Latrice Marianno (ORCID 0000-0001-6370-816X)
Source: AERA Open. 2025 11(1).
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 23
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Junior High Schools
Middle Schools
Secondary Education
High Schools
Descriptors: Middle School Teachers, High School Teachers, Faculty Development, Culturally Relevant Education, Minority Group Students, Learner Engagement, Curriculum Design, Self Esteem, Teacher Attitudes, Beliefs, Teaching Styles, Educational Policy, Role of Education, Conventional Instruction, Creative Teaching
ISSN: 2332-8584
Abstract: To shape professional learning (PL) and curriculum interventions for successfully transforming instruction, we need to better understand how multiple aspects of the system work. Applying structural equation modeling with a sample of 437 teachers in 153 middle and high schools in 11 districts serving 50% or more Black or Latinx students, we found that teachers are significantly more likely to use ambitious and culturally responsive (CR) instruction in the classroom and that student engagement increases when PL and curriculum adoption are (1) targeted toward ambitious and CR instruction, (2) provide clear, specific directions to teachers, (3) are aligned with each other, (4) are supported by teachers, and (5) are accompanied by incentives. PL worked through fostering stronger beliefs in and confidence using CR instruction. The curriculum and PL had both independent and interactive effects on bolstering the use of ambitious and CR instruction.
Abstractor: As Provided
Notes: https://www.openicpsr.org/openicpsr/project/212322/version/V1/view
Entry Date: 2026
Accession Number: EJ1494738
Database: ERIC
FullText Text:
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  Data: A Holistic Examination of How Professional Learning and Curriculum Relate to Ambitious and Culturally Relevant Instruction and Student Engagement
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  Data: <searchLink fieldCode="AR" term="%22Laura+M%2E+Desimone%22">Laura M. Desimone</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0184-8997">0000-0003-0184-8997</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nicholas+S%2E+Bell%22">Nicholas S. Bell</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9276-1883">0000-0001-9276-1883</externalLink>)<br /><searchLink fieldCode="AR" term="%22Arielle+Lentz%22">Arielle Lentz</searchLink><br /><searchLink fieldCode="AR" term="%22Kirsten+L%2E+Hill%22">Kirsten L. Hill</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9260-5178">0000-0001-9260-5178</externalLink>)<br /><searchLink fieldCode="AR" term="%22Latrice+Marianno%22">Latrice Marianno</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6370-816X">0000-0001-6370-816X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22AERA+Open%22"><i>AERA Open</i></searchLink>. 2025 11(1).
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Middle+School+Teachers%22">Middle School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Teachers%22">High School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Culturally+Relevant+Education%22">Culturally Relevant Education</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Students%22">Minority Group Students</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Design%22">Curriculum Design</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Esteem%22">Self Esteem</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Beliefs%22">Beliefs</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Styles%22">Teaching Styles</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Role+of+Education%22">Role of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Conventional+Instruction%22">Conventional Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Creative+Teaching%22">Creative Teaching</searchLink>
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  Data: 2332-8584
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  Data: To shape professional learning (PL) and curriculum interventions for successfully transforming instruction, we need to better understand how multiple aspects of the system work. Applying structural equation modeling with a sample of 437 teachers in 153 middle and high schools in 11 districts serving 50% or more Black or Latinx students, we found that teachers are significantly more likely to use ambitious and culturally responsive (CR) instruction in the classroom and that student engagement increases when PL and curriculum adoption are (1) targeted toward ambitious and CR instruction, (2) provide clear, specific directions to teachers, (3) are aligned with each other, (4) are supported by teachers, and (5) are accompanied by incentives. PL worked through fostering stronger beliefs in and confidence using CR instruction. The curriculum and PL had both independent and interactive effects on bolstering the use of ambitious and CR instruction.
– Name: AbstractInfo
  Label: Abstractor
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  Data: As Provided
– Name: Note
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  Data: https://www.openicpsr.org/openicpsr/project/212322/version/V1/view
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  Data: 2026
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  Label: Accession Number
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  Data: EJ1494738
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 23
    Subjects:
      – SubjectFull: Middle School Teachers
        Type: general
      – SubjectFull: High School Teachers
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Culturally Relevant Education
        Type: general
      – SubjectFull: Minority Group Students
        Type: general
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Curriculum Design
        Type: general
      – SubjectFull: Self Esteem
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Beliefs
        Type: general
      – SubjectFull: Teaching Styles
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      – SubjectFull: Educational Policy
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      – SubjectFull: Role of Education
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      – SubjectFull: Conventional Instruction
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      – SubjectFull: Creative Teaching
        Type: general
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      – TitleFull: A Holistic Examination of How Professional Learning and Curriculum Relate to Ambitious and Culturally Relevant Instruction and Student Engagement
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