Dissertation - NLU Access
Ed.D. Doctor of Education
This policy advocacy document demonstrates the necessity for educator credential requirements policy to reflect the needs of culturally and linguistically diverse students with accountability measures to provide state legislators and governing education agencies with a data-informed implementation and assessment plan. The recommended policy change describes the rationale for requiring all educators to acquire, demonstrate, and continuously improve the skills necessary to meet the needs of culturally diverse students. To illuminate the issues, a research-based, critical need analysis is discussed concerning the educational, economic, social, political, moral, and ethical need for the proposed policy change followed by the pros and cons of adopting this policy. The time-phased, comprehensive implementation plan is accessed using the Growth Analysis of Performance (GAP) Model in addition to outcome-based sources of evidence that can be customized to fit the state board of education’s guidelines and accessible resources to determine the policy’s effectiveness.
Gibson, Amaesha E., "Transformational Practices in a Culture of Change: Advocating for Culturally Adaptive Practices in Educator Credential Requirements Policy" (2016). Dissertations. 181.