​​​​Thomas Pratz, Ed.D.

Dissertation​

​

Pratz, T. D. (2024). Educators’ Perceptions of World Language Curriculum Models, Curriculum Coherence, and Student Learning in New Jersey High School Spanish Programs (Doctoral dissertation). Rowan University, Glassboro. (View Dissertation)​

​

Master's Thesis​

​

Pratz, T. D. (2019). Curriculum Scope and Sequence of Spanish Foreign Language Programs (El campo y orden de programas de español como lengua extranjera). (Master's thesis). Universidad de Salamanca, Salamanca. (View Thesis)​

Work In Progress

​​​​

Pratz, T. D. Making World Language PD Matter: Teachers and Leaders in Action

​​

• Status: Preparing a submission to The Language Educator

• Focus: Examines the current state of World Language professional development and how educators and leaders can partner together to improve offerings and student learning.

​

Pratz, T. D. Spanish Curriculum Models and Student Learning.

​​

• Status: Preparing a submission to Foreign Language Annals

• Focus: Investigates how curriculum design impacts student proficiency growth in HS Spanish programs.​​

​

Pratz, T. D. Academia de Verbos (Nivels 1-3): A guide to contextualized Spanish Grammar and Structures.

​

• Status: Manuscripts in the final editing phase. Planned for independent publication (2025-26)

• Focus: Three-level Spanish grammar guidebook series, integrating research-backed communicative tasks and cultural literacy frameworks.

​

Applied Research & Pedagogical Studies

​​

Naimo, M., Pratz, T. D. & Tourian, P. (2023). Cultivating Culturally Responsive Pedagogy: A Framework for Inclusive Curriculum Design in Secondary Schools. Rowan University, Glassboro. (View Fact Sheet)

​​

• Study Type: Educational research project on equity-driven curriculum development.

• Contribution: Findings contributed to professional development initiatives on culturally responsive teaching and informed district-wide curriculum revisions aimed at improving equity and inclusivity in secondary schools.

​

Pratz, T. D. (2022). Assessing for Success: Teachers' Perspectives on AP Spanish Program Assessment Methods. Rowan University, Glassboro. (View Paper)

​

• Study Type: Qualitative (doctoral) research on AP Spanish assessment practices.

• Contribution: Findings contributed to understanding best practices for AP Spanish assessment, offering qualitative insights into student proficiency growth, instructional alignment, and evaluation frameworks. The study informed the qualitative methodology of my dissertation’s mixed-methods study on language program effectiveness.​​​​​​​