2026-09-21T13:23:16Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/132755 2026-03-24 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

application/pdf en text Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2027-12-01 The student, Myeisha Ramirez, accepted the attached license on 2025-11-27 at 21:50. The student, Myeisha Ramirez, submitted this Dissertation for approval on 2025-11-27 at 22:16. This Dissertation was approved for publication on 2025-12-01 at 14:28. DSpace SAF Submission Ingestion Package generated from Vireo submission #22849 on 2026-02-19 at 20:08:44 The soil of transformation: grounding culturally responsive practices in a theory-driven coaching framework Ramirez, Myeisha S 2025-12-01 Pak, Yoon Pak, Yoon Moton, Theopolies Hale, Jon Velasquez, Mirelsie 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 eng 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. 2025-12 Thesis https://hdl.handle.net/2142/132755 Copyright 2025 Myeisha Ramirez Educ Policy, Orgzn & Leadrshp Educ Policy, Orgzn & Leadrshp University of Illinois Urbana-Champaign Ed.D. Dissertation