03/11/2025
By Zakkiyya Witherspoon

The School of Education invites you to attend a doctoral dissertation defense by Faiza Iffat Khan "Using Professional Learning Communities to Increase High School Mathematics Teachers' Understanding and Use of Inclusive Practices for Their Asian Students”

Candidate: Faiza Iffat Khan
Degree: Doctoral- Leadership in Schooling
Defense Date: Tuesday, March 25, 2025
Time: 2 p.m.
Location: Remote Zoom link
Thesis/Dissertation Title: "Using Professional Learning Communities to Increase High School Mathematics Teachers Understanding and Use of Inclusive Practices for Their Asian Students”

Dissertation Committee
Dissertation Chair: William Goldsworthy, Ed.D., Adjunct Faculty, School of Education, University of Massachusetts Lowell
Dissertation Committee Member: Dr. Eleanor Abrams, Ph.D., Professor, School of Education, University of Massachusetts Lowell
Dissertation Committee Member: Dr. A.J. Angulo, Ed.D. Professor, School of Education, University of Massachusetts Lowell

Abstract
The lives, experiences, backgrounds, and situations of Asian students vary considerably, reflecting a broad spectrum of attributes including socio-economic and language barriers. This information is essential for the district and teacher to understand their Asian students and adequately meet their needs. Professional development (PD) and professional learning communities (PLCs) are essential for teachers since they facilitate teachers’ learning from their peers. This study’s problem under investigation was the district’s Asian students’ consistently low Grade 10 mathematics Massachusetts Comprehensive Assessment System (MCAS) scores compared to their state peers. One of the study’s research questions explored how PLCs can help mathematics teachers better understand Asian students. Another research question explored how participating in PLCs impacted the teachers’ use of culturally responsive teaching (CRT) strategies for Asian students. A sub-question asked how using Talking Points technology affected teachers' understanding of CRTs found effective for Asian students. This mixed-method research design study on four Grade 10 mathematics teachers explored how teachers worked in PLCs and to what extent they perceived and exhibited improvement in their competencies and implementation of CRT as a result of attending PDs and participating in a PLC. The study found that PD through the PLC approach helped mathematics teachers better understand their Asian students. It found a direct correlation between providing teachers with the PD and PLCs to increase their understanding of CRT strategies and their implementation in the classroom. PLCs increase teachers’ knowledge of their students and change teachers’ mindsets towards implementing CRT strategies through lesson planning and execution. The results and findings from this study can be applied to all grade levels.