Date of Graduation

Spring 5-16-2025

Document Type

Thesis

Degree Name

Master of Arts in International and Multicultural Education (IME)

College/School

School of Education

Department/Program

International and Multicultural Education (IME)

First Advisor

Luz Navarrette

Abstract

As global migration diversifies classrooms, teachers face growing responsibility to meet the academic, social, and emotional needs of students navigating new cultural and linguistic contexts. Therefore, this thesis examines how teacher training programs shape educators’ ability to support newcomer students in U.S. schools. Chapter One outlines the research problem and objectives, highlighting the need for inclusive teaching practices that promote newcomer integration. Chapter Two reviews literature on newcomer student integration, instructional strategies, and teacher professional development, framed by Culturally Sustaining Pedagogy. Chapter Three outlines the qualitative methodology, which involved semi-structured interviews with five K–12 teachers. Chapter Four presents key findings, including five central themes: understanding students’ backgrounds, balancing diverse classroom needs, prioritizing emotional safety, modeling and scaffolding, and the role of collaboration. The study reveals that effective support requires more than technical strategies, it demands relational, reflective, and collaborative approaches. Chapter Five discusses the implications, emphasizing the need for ongoing, practical, and emotionally responsive teacher training. The study concludes that culturally grounded, hands-on preparation is essential for fostering newcomer student success.

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