In this methodological article, the authors present a meta-framework—comprising several frameworks and models, as well as multiple research approaches—that they call an Instrument Development and Construct Validation (IDCV) process for optimizing the development of quantitative instruments. Using mixed research techniques, the IDCV contains 10 phases that detail the progression from an interdisciplinary review of the literature to the development of the instrument to the evaluation of the instrument development and construct validation process and product(s). Crossover analyses represent a key mechanism in the IDCV, wherein analysis types from one tradition (e.g., quantitative analysis) are used to analyze data from a different tradition (e.g., qualitative data). Finally, the authors provide a heuristic example of a rigorous way to develop a Likert-format scale.

The purpose of this phenomenological study was to identify potential culture-related stressors in intercultural marriages and uncover some of the conscious and unconscious strategies applied by couples to cope with these stressors. In-depth ethnographic interviews were conducted with five intercultural couples. Interview data were then analyzed using a phenomenological reduction process to synthesize the meanings and essences of participant experiences. Results revealed that the intercultural couples studied used similar coping strategies to manage marital stressors that might be attributed to or accentuated by cultural differences. Six primary coping strategies were identified: (a) gender-role flexibility; (b) humor; (c) cultural deference by one partner; (d) recognition of similarities; (e) cultural reframing or the development of blended values and expectations that redefined the intercultural relationship; and (f) a general appreciation for other cultures. These intercultural coping strategies were supported by prior empirical research in the fields of intercultural communication and marital counseling. Further research is needed to understand better the unique stressors and coping mechanisms experienced by intercultural couples. Practical considerations for therapists who counsel intercultural couples are discussed.

Purpose: The initial purpose of this mixed methods study was to assess the instrument fidelity and construct-related validity of a 33-item instrument called the Schoolwide Cultural Competence Observation Checklist (SCCOC) by eliciting school leaders' views. The SCCOC was designed as one tool for use in conducting school culture audits, which determine how well a school responds to the needs of diverse groups. The results revealed unexpected qualitative findings from school leaders' narrative responses to open-ended items. The implications of these findings for school leaders and school leader preparation are discussed. Research Design: On a Webbased questionnaire, practicing school leaders in two large western states responded to open-and closed-ended items on the relevance of SCCOC items to cultural competence in actual school settings. Participants' narrative responses were analyzed using an iterative process of coding and constant comparison to identify emerging themes. Themes were validated using intercoder reliability. Findings: Research team members reached consensus on four primary themes that emerged from analysis of narrative data: policy as a paradox, programs as instrumental to culturally competent practice, school culture and climate as integral to schoolwide cultural competence, Educational Administration Quarterly 45 (5) and numerous barriers to cultural competence. Under the theme of barriers, five subthemes were revealed. Conclusions: The findings inform future research and the need to focus school leader preparation on examining personal biases, privilege, and beliefs about others who are different, as well as guiding leaders to develop culturally responsive skills and knowledge and the ability to assess schoolwide cultural competence.

Although the American School Counselor Association National Model reflects the importance of high-quality school counseling core curriculum, or classroom guidance, as part of a comprehensive school counseling program, school counselors are often challenged by the complexities of designing an effective classroom guidance curriculum. This conceptual paper addresses these challenges by proposing the use of Understanding by Design, a research-based approach to curriculum design used widely in K-12 classrooms across the United States and internationally, to strengthen classroom guidance planning. We offer principles for developing a classroom guidance curriculum that yields more meaningful and powerful lessons, makes instruction more cohesive, and focuses on what is critical for student success.

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