Term

Spring 2025

Capstone

Dissertation

Degree Name

EdD

Primary Advisor/Dissertation Chair

Karen Moroz

Abstract

This study explores the impact of equity-based professional development (PD) on educators’ perceptions of equity and instructional practices over time. Utilizing a concurrent triangulation design, there was a combination of quantitative and qualitative measures to conduct the study. The use of survey data, qualitative reflections, and exit ticket responses collected throughout the school year, reveal a significant evolution in educators’ understanding of equity. Many educators initially viewed equity in terms of fairness and equality, but through sustained PD throughout the school year, their perspectives shifted toward a deeper recognition of the need for individualized student support and culturally responsive teaching. Over time, participants demonstrated increased cultural competency, the adoption of inclusive instructional strategies, and a commitment to fostering a sense of belonging for all students. Additionally, the study highlights how educators increasingly leveraged data to inform instruction, ensuring that teaching practices addressed the diverse needs of students more effectively. While the results indicate meaningful growth in both perceptions and instructional approaches for the educators, challenges remain in fully embedding equity-driven practices at the school and district levels. Additionally, some of the educators still exhibited resistance to change and had concerns regarding the equitable implementation of policies. These findings reiterate the importance of ongoing, structured PD opportunities that encourage critical reflection, challenge misconceptions, and provide educators with actionable strategies for fostering inclusive learning environments. Furthermore, the study emphasizes the need for systemic changes in policy and curriculum to support sustained equity efforts beyond individual classrooms. By contributing to the broader discourse on educational equity, this research highlights the transformative potential of mindfully-planned PD, as well as reinforces the necessity of continued investment in equity-driven initiatives to ensure that all students have an inclusive and equitable education.

Keywords

Staff Development, Teachers/ Teaching, Equitable Classroom Practices

dc_type

text

dc_publisher

DigitalCommons@Hamline

dc_format

application/pdf

dc_source

School of Education Student Capstone Theses and Dissertations

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