The purpose of this research is to explore the efficacy and sustainability of instructional coaching for teachers of diverse learners. The research question for the study was are teachers, of an institution designed for students from low-income areas, multilingual, and multicultural located in a large district with high economic disparities, efficient when providing instructional coaching intervention. Data was collected using mixed methods, whereby qualitative data was used to explore quantitative data collected from a quasi-experimental study with 36 urban elementary teachers participating. The results showed that teachers were positive about the benefits of instructional coaching to students from low income and multicultural societies (Teemant, 2014).
The purpose of this research is to explore the implications for the development of supportive multicultural programs of learning at universities. The question that the research sought to answer was how learning institutions emphasize diversity enough in a multicultural society. Data was collected from 19 new GTA instructors, who completed the training. However, only 12 provided feedbacks. The results showed that instructors preferred removing barriers to integrating diversity issues into the educational experience of all students (Elicker, 2009).
The purpose of this study is to develop necessary competencies to implement successfully culturally responsive teaching amongst teachers in their classrooms.