Semester of Graduation
Summer 2026
Degree Type
Dissertation/Thesis
Degree Name
EDD in Teacher Leadership
Department
College of Education
Committee Chair/First Advisor
Dr. Jimenez
Second Advisor
Dr. Elue
Third Advisor
Dr. Clegorne
Abstract
Abstract
The current dialogue surrounding minoritized students in mathematics classrooms often focuses on deficit-based narratives that compare their competency to unrealistic norms. Such continuous negative narratives only serve to add another layer of marginalization to students who are already underserved, notably Black and Hispanic students, and subgroups comprising ELLs and SWDs. This qualitative case study explored the research-based strategies utilized by three co-teacher pairs to support ELLs and SWDs in Algebra inclusion classrooms. Vygotsky's (1978) social constructivist theory guided the study, which posits that learning occurs through social interactions, environmental influences, and support from more knowledgeable others. The data were collected from demographic surveys, semi-structured interviews, and a focus-group discussion and analyzed using the six-phase thematic analysis method (Braun & Clarke, 2006). Three major themes emerged from the analysis. Participants consistently emphasized the importance of building and sustaining teacher-to-teacher, teacher-to-student, and peer-to-peer relationships; implementing various instructional groupings; and selecting specific strategies to support ELLs and SWDs’ academic, social, and linguistic development while increasing access to the Algebra curriculum in inclusion classrooms.
Keywords: English for Speakers of Other Languages (ESOL), English Language Learners (ELLs), Students with Disabilities (SWDs), inclusion