Date of Award

Spring 5-6-2024

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Middle and Secondary Education

First Advisor

David Stinson

Second Advisor

Christine Thomas

Third Advisor

Gertrude Tinker-Sachs

Fourth Advisor

Kevin Fortner

Abstract

International teachers (ITs) are increasing in numbers nationwide as federal and state governments are providing incentives to ITs to reduce teacher shortages and increase the number of high-quality teachers (HQTs) in classrooms. With data supporting an increasing trend of employing ITs in the United States, there is not a breadth of research conducted on their lived experiences in classrooms, their influence on student learning, and their path to becoming successful teachers. Although research on international mathematics teachers exists, most of the studies were conducted outside the United States (e.g., Cruickshank, 2004; Peeler & Jane, 2005).

The purpose of this narrative inquiry (see Connelly & Clandinin, 1990) study therefore was to explore how four international secondary mathematics teachers (ISMTs) navigated their classroom experiences to become successful teachers in the United States and their influence on student learning. Two research questions guided the study:

1. How do ISMTs negotiate their teaching practices relative to their teaching (and learning) experiences in their country of enculturation to become successful teachers in the United States?

2. How do ISMTs influence student learning in classrooms?

Danielson’s (2013, 2022) framework for teaching (FfT) was used to identify the teaching practices the ISMTs negotiated and their influence of student learning. Cultural fusion theory (CFT; Croucher & Kramer, 2017) explained the process of the ISMTs transforming their teaching practices. Using narrative inquiry for capturing stories and the lived experiences of the ISMTs, data were collected through a questionnaire, individual and group interviews, researcher interview notes, and ISMTs’ provided artifacts.

From the analysis of the data, the identified effective teaching practices from the FfT that challenged and transformed the ISMTs were: (a) knowing and valuing students, (b) using resources effectively, (c) cultivating respectful and affirming environments, (d) fostering a culture for learning, (e) supporting positive student behavior, (f) organizing spaces for learning, (g) engaging students in learning, (h) documenting student progress, (i) engaging families and communities, and (j) growing and developing professionally. The findings indicated that the success of ISMTs can be supported from the completion of a structured practicum, mentorship and collaboration, and guided professional development opportunities.

INDEX WORDS: Cultural Fusion Theory, Danielson Framework for Teaching, International Secondary Mathematics Teachers, Narrative Analysis

DOI

https://doi.org/10.57709/37015764

File Upload Confirmation

1

Share

COinS