03/05/2026
By Zakkiyya Witherspoon

The School of Education invites you to attend a doctoral dissertation defense by James Walter “Enhancing Science Teachers’ ELL Instructional Self-Efficacy Through Targeted Differentiated Instruction: A Collaborative PLC Approach."

Candidate:James Walter
Degree: Doctoral- Ed.D. Leadership in Schooling, STEM
Defense Date: March 17, 2026
Time: 4 P.M.
Location: Via Zoom 
Thesis/Dissertation Title: Enhancing Science Teachers’ ELL Instructional Self-Efficacy Through Targeted Differentiated Instruction: A Collaborative PLC Approach

Dissertation Committee

  • Chair: Michelle Scribner, Ed.D. Clinical Professor, School of Education, University of Massachusetts Lowell
  • Committee Member: John Hanron, Ed.D., Adjunct Professor, School of Education, University of Massachusetts Lowell
  • Committee Member: Tara Goodhue, Ed.D., Adjunct Professor, School of Education, University of Massachusetts Lowell

Abstract
National and state assessment trends continue to show that English Language Learners (ELLs) underperform relative to their non-ELL peers in secondary science. Science teachers report limited preparation, support, and confidence in developing instruction for ELLs. This three-manuscript dissertation-in-practice applies improvement science as a disciplined framework to investigate and address this equity-focused problem of practice. Manuscript 1 presents an extensive literature review examining macro-, meso-, and micro-level factors influencing ELL achievement in secondary science and integrates a local needs assessment to develop a theory of improvement. Manuscript 2 examines a six-week Professional Learning Community implemented through a Plan-Do-Study-Act cycle. Using a mixed-methods design, the study collected quantitative pre- and post-intervention survey data, as well as qualitative evidence from weekly teacher reflections and a post-intervention focus group. Results demonstrate a 28.8% increase in overall ELL instructional self-efficacy across three domains: instructional strategies and differentiation; assessment and feedback; and student engagement and classroom environment. Qualitative findings indicate expanded use of structured scaffolds and greater intentionality in planning and professional development for ELLs. Manuscript 3 outlines a strategic action plan for embedding ELL-responsive professional learning into departmental systems and sustaining continuous improvement efforts aligned to evolving science standards. This dissertation-in-practice underscores ELL instructional self-efficacy as a critical leverage point for narrowing science achievement gaps and advancing equitable instructional practice through collaborative, improvement-oriented leadership.
Keywords: English Language Learners; ELL instructional self-efficacy; improvement science; differentiated instruction; science education; educational equity