The soil of transformation: grounding culturally responsive practices in a theory-driven coaching framework

Ramirez, Myeisha S

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https://hdl.handle.net/2142/132755 Copy

Description

Title

The soil of transformation: grounding culturally responsive practices in a theory-driven coaching framework

Author(s)

Ramirez, Myeisha S

Issue Date

2025-12-01

Director of Research (if dissertation) or Advisor (if thesis)

Pak, Yoon

Doctoral Committee Chair(s)

Pak, Yoon

Committee Member(s)

• Moton, Theopolies
• Hale, Jon
• Velasquez, Mirelsie

Department of Study

Educ Policy, Orgzn & Leadrshp

Discipline

Educ Policy, Orgzn & Leadrshp

Degree Granting Institution

University of Illinois Urbana-Champaign

Degree Name

Ed.D.

Degree Level

Dissertation

Keyword(s)

Culturally Responsive Teaching, Culturally Relevant Pedagogy, Culturally Sustaining Pedagogy, Equity-Centered Coaching, Instructional Coaching, Teacher Efficacy, Adult Learning Theory, Constructivist Learning Theory, Reflective Practice, Decolonial Theory, Cultivation Culture Coaching Framework, Equity-Focused Professional Development

Abstract

Persistent inequities in K–12 education continue to undermine the academic and social experiences of marginalized students, despite decades of reform efforts. While Culturally Relevant Pedagogy, Culturally Responsive Teaching, and Culturally Sustaining Pedagogy have expanded the theoretical discourse on equity and identity-affirming practice, their implementation in schools remains inconsistent and often superficial. This dissertation introduces and validates the Cultivation Culture Coaching Framework, an original, theory-driven model designed to bridge the gap between equity-based theory and practical application in educator professional development and instructional coaching. Grounded in adult learning theory, constructivist and cognitive learning theory, situated learning, reflective practice, and teacher efficacy, the framework provides a cyclical and context-responsive structure for educator growth. Using a qualitative theory validation methodology, this study employs document analysis and saturation logic to examine the alignment between the framework and more than 240 peer-reviewed sources across educational theory and practice. The findings indicate that the Cultivation Culture Coaching Framework offers a viable, research-based approach for supporting educators in cultivating identity-conscious, equity-centered, and sustainable instructional change. The framework contributes to the field by positioning equity as the foundational entry point for professional growth rather than as an optional component. Implications for leadership, coaching practice, and future research are discussed, with recommendations for applying the model in K–12 schools, higher education, and community-based professional learning contexts.

Graduation Semester

2025-12

Type of Resource

Thesis

Handle URL

https://hdl.handle.net/2142/132755

Copyright and License Information

Copyright 2025 Myeisha Ramirez

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