A Holistic Examination of How Professional Learning and Curriculum Relate to Ambitious and Culturally Relevant Instruction and Student Engagement

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Author(s)Desimone, Laura M.
Author(s)Bell, Nick
Author(s)Lentz, Arielle
Author(s)Hill, Kirsten L.
Date Accessioned2025-01-17T20:22:17Z
Date Available2025-01-17T20:22:17Z
Publication Date2025-01-06
DescriptionThis article was originally published in AERA Open. The version of record is available at: https://doi.org/10.1177/23328584241310429. © The Author(s) 2025. https://journals.sagepub.com/home/ero. Article reuse guidelines: sagepub.com/journals-permissions. Creative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage).
AbstractTo shape professional learning (PL) and curriculum interventions for successfully transforming instruction, we need to better understand how multiple aspects of the system work. Applying structural equation modeling with a sample of 437 teachers in 153 middle and high schools in 11 districts serving 50% or more Black or Latinx students, we found that teachers are significantly more likely to use ambitious and culturally responsive (CR) instruction in the classroom and that student engagement increases when PL and curriculum adoption are (1) targeted toward ambitious and CR instruction, (2) provide clear, specific directions to teachers, (3) are aligned with each other, (4) are supported by teachers, and (5) are accompanied by incentives. PL worked through fostering stronger beliefs in and confidence using CR instruction. The curriculum and PL had both independent and interactive effects on bolstering the use of ambitious and CR instruction.
SponsorThis work was supported by the Bill & Melinda Gates Foundation (ID INV-000745).
CitationDesimone, L. M., Bell, N., Lentz, A., Hill, K. L., & Marianno, L. (2025). A Holistic Examination of How Professional Learning and Curriculum Relate to Ambitious and Culturally Relevant Instruction and Student Engagement. AERA Open, 11. https://doi.org/10.1177/23328584241310429
ISSN2332-8584
URLhttps://udspace.udel.edu/handle/19716/35734
Languageen_US
PublisherAERA Open
dc.rightsAttribution-NonCommercial 4.0 Internationalen
dc.rights.urihttp://creativecommons.org/licenses/by-nc/4.0/
Keywordscurriculum
Keywordseducational reform
Keywordsprofessional development
Keywordsinstructional practices
Keywordseducational policy
Keywordsschool/ teacher effectiveness
Keywordsstructural equation modeling
Keywordssurvey research
TitleA Holistic Examination of How Professional Learning and Curriculum Relate to Ambitious and Culturally Relevant Instruction and Student Engagement
TypeArticle
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