Date of Award

December 2025

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Hyonsuk Cho

Abstract

This dissertation-in-practice addresses the gap between teacher preparation and the rapidly growing multilingual learner population in U.S. public schools, where one in four students is classified as an English Learner yet only half of states mandate specialized teacher training for this population. Grounded in sociocultural learning theory, the know-do gap framework, and implementation science principles, this qualitative study investigates how the School-Wide English Learning (SWEL) peer coaching model bridges the divide between educators' theoretical knowledge and classroom application. Through focus group interviews with eleven general education teachers who participated in SWEL coaching for at least six months in Minnesota District 1925, the research examines perceived changes in instructional knowledge and skills for teaching multilingual learners. Thematic analysis of 177 minutes of focus group data revealed that sustained peer coaching enables teachers to strengthen connections between understanding and practice through three pathways: data-driven instruction, collaborative practices, and creating inclusive learning environments. Findings demonstrate that SWEL coaching successfully transforms teacher capacity through sustained, collaborative professional development, with participants reporting that strategies designed for multilingual learners enhance learning for all students. Based on these results, the dissertation presents a graduate-level course that translates effective SWEL coaching elements into a scalable format for preparing educators to create equitable learning opportunities for diverse student populations.

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