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 |
| 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 |
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