Standards for Supervision of Curriculum Development

Badiali, Bernard

doi:10.4324/9781315855301-15

Cited by 2 publications

(7 citation statements)

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“…In the first iteration of the CPCQ, teacher interns were asked to tally up the sum of the ratings in each column that represented each level of the Continuum. I replicated this process from Badiali’s (2005) q-sort, as previously described, but found via observations, critical friends, and teacher interns that there was no need to have participants tally their scores. Specifically, I found that the tallying process detracted from the initial aims of the CPCQ, which was to assess PSTs’ cultural competence via a dialogic process.…”

Section: Methodology (With Embedded Findings)mentioning

confidence: 82%

“…The Educational Philosophy Q-Sort* (see Badiali, 2005) was used as a structure to guide the backward design of the CPCQ. Q is a process by which respondents are forced to rank/sort ideas that illuminated their subjectivities about a given topic (e.g., teaching beliefs or practice; Prasad, 2001; Stephenson, 1935).…”

Section: Methodology (With Embedded Findings)mentioning

confidence: 99%

“…In addition, Q-sorts, particularly those that are static worksheets, have additional components (Badiali, 2005). These additions are designed to increase the usefulness and mobility of the Q-sort.…”

Section: Procedures For Designing the Cultural Proficiency Continuum mentioning

confidence: 99%

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Assessing Preservice Teachers’ Cultural Competence With the Cultural Proficiency Continuum Q-Sort

Cormier

2020

Educational Researcher

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This article describes an educational design research program situated within a professional development school that led to the development of the Cultural Proficiency Continuum Q-Sort (CPCQ). The CPCQ is a tool that enables teacher educators to systematically examine preservice teachers’ cultural competence concerning students who are minoritized, marginalized, and otherized within PreK–12 schools. The author provides background and rationales for the need of the CPCQ together with a discussion of the educational design research program that facilitated the design of the CPCQ. Findings for this study are discussed discursively addressing the following question: (a) What are the rationales and chain of decisions that warranted advancing the development of the CPCQ through each phase of an educational design research program? and (b) What are participants’ perceptions of the emerging tool’s effectiveness for facilitating critical self-reflection, inquiry, and dialogue concerning students who are minoritized, marginalized, and othered within PreK–12 schools? This study demonstrated that educational design research together with professional development schools are an ideal context to develop tools in a real-world setting aimed to address issues around racial and social justice and cultural competence within teacher education programs and PreK–12 schools and classrooms.

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Section: Methodology (With Embedded Findings)mentioning

confidence: 82%

Section: Methodology (With Embedded Findings)mentioning

confidence: 99%

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Assessing Preservice Teachers’ Cultural Competence With the Cultural Proficiency Continuum Q-Sort

Cormier

2020

Educational Researcher

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“…All interviews were conducted in the teachers' schools and after the second classroom visit had taken place for each teacher. The interviews started with the Curriculum Platform Q-sort (Badiali, 2005; Appendix D). The Curriculum Platform Q-sort asked the participants to order various statements in four groups (aims of education, nature of knowledge, teacher's role, and curriculum purpose) according to their beliefs.…”

Section: Data Collectionmentioning

confidence: 99%

“…The teacher focuses on relevance of knowledge by connecting science to students' own experiences and perceptions of the natural world, rather than presenting it in isolation. `rithmetic) and major content areas (English, science, math, history, foreign language) D. ---Curriculum centers on examining social, economic, and political problems, from present/ future, national/international perspectives E. ---Curriculum centers on student interests; involves the application of human problems; subject matter is interdisciplinary Scoring guide for curriculum philosophy Q-sort (Badiali, 2005) When you have completed the Q-sort exercise, go back and look at each category. Place the number that you assigned to each statement in the space provided in the following rubric.…”

Section: D2: Instructional Practicesmentioning

confidence: 99%

Untitled

2021

AJE

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MissionATINER is an Athens-based World Association of Academics and Researchers based in Athens. ATINER is an independent and non-profit Association with a Mission to become a forum where Academics and Researchers from all over the world can meet in Athens, exchange ideas on their research and discuss future developments in their disciplines, as well as engage with professionals from other fields. Athens was chosen because of its long history of academic gatherings, which go back thousands of years to Plato's Academy and Aristotle's Lyceum. Both these historic places are within walking distance from ATINER"s downtown offices. Since antiquity, Athens was an open city. In the words of Pericles,Athens"…is open to the world, we never expel a foreigner from learning or seeing". ("Pericles" Funeral Oration", in Thucydides, The History of the Peloponnesian War). It is ATINER"s mission to revive the glory of Ancient Athens by inviting the World Academic Community to the city, to learn from each other in an environment of freedom and respect for other people"s opinions and beliefs. After all, the free expression of one"s opinion formed the basis for the development of democracy, and Athens was its cradle. As it turned out, the Golden Age of Athens was in fact, the Golden Age of the Western Civilization. Education and (Re)searching for the "truth" are the pillars of any free (democratic) society. This is the reason why Education and Research are the two core words in ATINER"s name.

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Standards for Supervision of Curriculum Development

Cited by 2 publications

References 0 publications

Assessing Preservice Teachers’ Cultural Competence With the Cultural Proficiency Continuum Q-Sort

Assessing Preservice Teachers’ Cultural Competence With the Cultural Proficiency Continuum Q-Sort

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