03/04/2026
By Zakkiyya Witherspoon

The School of Education invites you to attend a doctoral dissertation defense by Adam William Parkinson “Cómo Enseñar a Multiplicar: A Fourth Grade Intrinsic Case Study Addressing Culturally Responsive Multiplication Instruction through Professional Development."

Candidate: Adam William Parkinson
Degree: Doctoral- Ed.D. Leadership in Schooling
Defense Date: March 16, 2026
Time: 3 p.m.
Location: Via Zoom
Thesis/Dissertation Title: Cómo Enseñar a Multiplicar: A Fourth Grade Intrinsic Case Study Addressing Culturally Responsive Multiplication Instruction through Professional Development

Dissertation Committee

  • Chair: William Goldsworthy, Ed.D., Adjunct Faculty, School of Education, University of Massachusetts Lowell
  • Committee Member: Linda Riley, Ed.D, Visiting Professor, School of Education, University of Massachusetts Lowell

Abstract
Statistics at different levels show that Hispanic students score lower than their White peers in mathematics. An intrinsic case study at Westin Elementary School (WES), an urban, predominantly Hispanic, public school in New Jersey, examines and addresses this problem of practice (POP) at the fourth grade level. Local data suggests multiplication is an area of weakness and teachers’ instruction is leaving students with lack of proficiency. Professional development (PD) on effective instructional strategies for Hispanic students is used to address the culturally responsive multiplication instruction with the two fourth grade math teachers at WES, and is described in a three-manuscript dissertation-in-practice (DIP) using improvement science. Manuscript 1 includes a literature review and an initial theory of improvement. Manuscript 2 offers a refined theory of improvement with a detailed Plan-Do-Study-Act (PDSA) cycle that uses a mixed methods approach including semi-structured focus group interviews, classroom walkthroughs, and pre/post surveys. The qualitative findings are analyzed using two cycles of coding followed by a thematic analysis, while the quantitative results are analyzed using descriptive statistics. The findings indicate that PD improved instruction increasing the use of group work, manipulatives, and inclusive word problems. Manuscript 3 includes recommendations including establishing committees, continuing PD, and making investments to sustain improvements made, as well as an action plan outlining steps to be taken. This DIP establishes a guide for educators to ensure math instruction connects with Hispanic students and bridges the achievement gap.

Keywords: Culturally responsive instruction, professional development, group work, manipulatives, inclusivity