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

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.

Name thesis:degree_name

Ed.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Educ Policy, Orgzn & Leadrshp

Grantor

University of Illinois Urbana-Champaign

Year dc:date

2025

Author dc:creator

• Ramirez, Myeisha S

Contributors dc:contributor

• 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

Statement dc:rights

• Copyright 2025 Myeisha Ramirez

Language dc:language

en

Handle dc:identifier

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

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/132755