| The purpose of this qualitative study was to examine the developmental induction of new teachers in select Illinois high schools and understand the influence developmental induction has on their ability to respond to the needs of culturally diverse students. The conceptual framework for this study illustrates a belief that when the pedagogy of the teacher and the school curriculum are balanced in harmony with the exploration of the academic and social lived experience of all students and teachers, culturally responsive instruction occurs.;Academic achievement was not the only concern. Social adjustment was of equal importance. The student's social network can influence their academic success, and their academic success can influence their access to social constructs, such as student government, membership in after school clubs and activities, and participation in athletics.;A qualitative methodology was chosen to allow rich descriptions of data collected from official school documents, surveys, and interviews. Qualitative research provided insight into the challenges experienced by 18 new teachers working in schools where the student population was diverse.;The results of this study contribute to the current literature about developmental induction of new teachers in secondary schools. The findings reveal the perceptions and attitudes of new teachers' experience adapting to the needs of the culturally diverse students they teach. Also, the analysis of the data reflects the importance of developmental induction programming, as a component of professional development for new teachers, that (a) improves new teachers' pedagogy, (b) increases new teachers' understanding of the importance of integrating the curriculum with a multicultural perspective, and (c) emphasizes the importance of phenomenological inquiry and incorporation of each student's lived experience, as a means for developing culturally responsive instruction. |
