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Introduction

In recent years, there has been a growing recognition of the importance of implementing culturally sustaining pedagogies in teacher professional development. Culturally sustaining pedagogy is an approach to teaching and learning that supports the cultural strengths, knowledge, and practices of students from diverse backgrounds. It aims to create inclusive and equitable learning environments that empower students to engage with their own cultural identities and communities.

This thesis examines the implementation of culturally sustaining pedagogies in teacher professional development. The focus is on how teachers can be supported and trained to effectively incorporate culturally sustaining practices into their teaching, with the goal of promoting student success and well-being.

Chapter 1: Introduction
1.1 Introduction
1.2 Background of study
1.3 Problem Statement
1.4 Objective of study
1.5 Limitation of study
1.6 Scope of study
1.7 Significance of study
1.8 Structure of the Thesis
1.9 Definition of terms

Chapter 2: Literature Review
2.1 Understanding culturally sustaining pedagogies
2.2 The impact of culturally relevant teaching on student outcomes
2.3 Approaches to teacher professional development in culturally sustaining pedagogies
2.4 Challenges and barriers to implementing culturally sustaining pedagogies
2.5 The role of school leadership in supporting culturally sustaining practices
2.6 Culturally sustaining pedagogies in diverse educational settings
2.7 Theoretical frameworks for culturally sustaining pedagogy
2.8 Best practices in teacher training for culturally sustaining pedagogy
2.9 Evidence-based strategies for implementing culturally sustaining pedagogies
2.10 Future directions for research in culturally sustaining pedagogies

Chapter 3: Research Methodology
3.1 Research design
3.2 Participants
3.3 Data collection methods
3.4 Data analysis procedures
3.5 Ethical considerations
3.6 Research limitations
3.7 Validity and reliability
3.8 Research implications

Chapter 4: Discussion of Findings
4.1 Summary of findings
4.2 Implications for practice
4.3 Recommendations for policy
4.4 Areas for future research
4.5 Strengths and limitations of the study
4.6 Conclusions

Chapter 5: Conclusion and Summary
5.1 Summary of key findings
5.2 Contributions to the field
5.3 Practical implications
5.4 Reflections on the research process
5.5 Suggestions for future research

Thesis Overview

Implementing culturally sustaining pedagogies in teacher professional development is a critical area of research that seeks to address the needs of diverse student populations in today’s educational landscape. This thesis aims to provide a comprehensive analysis of the current state of culturally sustaining pedagogy and its implementation in teacher training programs.

The introduction sets the stage for the thesis by outlining the background of the study, defining key terms, and establishing the significance of the research topic. The literature review highlights key trends, challenges, and best practices in culturally sustaining pedagogy, providing a foundation for the subsequent chapters.

The research methodology chapter details the design, participants, data collection methods, and analysis procedures used in the study. The discussion of findings chapter synthesizes the results of the research, offering insights into the impact of culturally sustaining pedagogies on teacher professional development.

The conclusion and summary chapter summarizes the key findings, contributions to the field, practical implications, and suggestions for future research. Overall, this thesis aims to contribute to the growing body of knowledge on culturally sustaining pedagogies and their potential to transform teacher training programs for the benefit of all students.

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