Date of Conferral
8-17-2026
Date of Award
August 2026
Degree
Ph.D.
School
Education
Advisor
Michelle McCraney
Abstract
The problem that was addressed through this study was that little was known about how secondary science teachers use their training to implement culturally responsive teaching practices (CRTPs) during their early careers in classrooms with diverse student populations. Grounded in the culturally relevant pedagogy and the teacher identity development frameworks, the purpose of this basic qualitative study was to explore secondary science teachers’ perspectives on the use of their training to implement CRTPs during their early careers in classrooms with diverse student populations. Data were collected through semistructured interviews with 10 middle and high school science teachers who received certification through alternative and traditional teacher education programs (TEPs) in California, Georgia, Maryland, and South Carolina. Through thematic analysis, six themes emerged: teachers proactively sought external resources, developed authentic student–teacher relationships, implemented effective instructional strategies, lacked adequate diverse classroom exposure, identified gaps in training and education from TEPs, and offered meaningful and practical recommendations for TEP improvements. These results may contribute to positive social change by providing TEPs with insights to improve teacher training towards developing more culturally responsive teachers who use CRTPs to teach diverse student populations, which might contribute to academic success for all students.
Recommended Citation
Wilson-Pringle, Nicole D., "Teachers’ Perspectives About Early-Career Implementation of Culturally Responsive Teaching Practices in Secondary Science Classrooms" (2026). Walden Dissertations and Doctoral Studies. 20717.
https://scholarworks.waldenu.edu/dissertations/20717
