03/09/2026
By Zakkiyya Witherspoon

The School of Education invites you to attend a doctoral dissertation defense by Stephanie Vivas “La Ciencia Es Para Todos: Improving High School Science Teacher Self-Efficacy To Support Latino Multilingual Learners Through Collaborative Co-Planning Sessions."

Candidate: Stephanie Vivas
Degree: Doctoral- Ed.D. Leadership in Schooling, STEM
Defense Date: March 20, 2026
Time: 3 p.m.
Location: Via Zoom
Thesis/Dissertation Title: La Ciencia Es Para Todos: Improving High School Science Teacher Self-Efficacy To Support Latino Multilingual Learners Through Collaborative Co-Planning Sessions

Dissertation Committee

  • Chair: Michelle Scribner, Ed.D., Clinical Professor, School of Education, University of Massachusetts Lowell
  • Committee Member: Amie Milkowski, Ed.D., Adjunct Professor, School of Education, University of Massachusetts Lowell

Abstract
Students in Connecticut High School science classrooms are becoming increasingly diverse, with Latino multilingual (ML) students representing a rapidly growing population. Many science teachers are not well prepared to support these students, resulting in inequitable learning experiences. This mixed-methods improvement science study was designed using a Plan-Do-Study-Act cycle to examine how collaborative co-planning sessions between science teachers and multilingual specialists impacted science teachers’ ML education self-efficacy. Four high school science teachers participated in weekly collaborative co-planning sessions with multilingual specialists over four weeks. Quantitative data were collected using pre- and post-ML education self-efficacy scales, and qualitative data were collected through pre- and post-interviews, weekly participant reflections, and the researcher’s journal. The findings showed an improvement of 14.78% in the ML education self-efficacy among participating science teachers. Participants reported that limited preparation in multilingual pedagogy contributed to initial low perceived self-confidence. The collaborative co-planning sessions enhanced their perceived self-confidence and strengthened their use in inclusive multilingual instructional practices. However, insufficient planning time was identified as a barrier to sustaining these efforts. The recommendations include scheduling regular, ongoing collaboration between science teachers and multilingual specialists, providing structured opportunities for science teachers to share their experiences implementing ML instruction during department meetings, and prioritizing funding to hire additional multilingual teachers.
Key Words: Latino, Multilingual, Self-efficacy, Collaboration, Improvement Science