THE CULTURAL PROFICIENCY CONTINUUM DIALOGIC PROTOCOL: AN EMERGING TOOL FOR EXAMINING PRESERVICE TEACHERS' SOCIOCULTURAL CONSCIOUSNESS CONCERNING MAJORITY-MINORITY SCHOOLS AND STUDENT POPULATIONS

Restricted (Penn State Only)
Author:
Cormier, Dwayne Ray
Graduate Program:
Curriculum and Instruction
Degree:
Doctor of Education
Document Type:
Dissertation
Date of Defense:
March 28, 2019
Committee Members:
  • Bernard Joel Badiali, Dissertation Advisor
  • Bernard Joel Badiali, Committee Chair
  • Ravinder Koul, Committee Member
  • Scott P Mcdonald, Committee Member
  • Raymond Keith Gilyard, Outside Member
  • Jamie Myers , Special Member
Keywords:
  • Multicultural Education
  • Educational Design Research
  • Sociocultural Theory
  • Teachers' Beliefs
  • Cultural Proficiency
  • School-University Partnerships
  • Socially Mediated Structure
  • Supervision
Abstract:
The Cultural Proficiency Continuum Dialogic Protocol (CPCDP) is an emergent tool developed to examine, identify, and mediate preservice teachers’ sociocultural gaps and competencies, i.e., their sociocultural consciousness. Essentially, the CPCDP is a tool that generates data, i.e., a primary data source, that gives teacher educators the capacity to systematically examine teachers’ beliefs regarding the various sociocultural interactions that take place within majority-minority PreK-12 schools and student populations. The CPCDP was conceptualized and designed using the Compleat Cycle of Design Research (CCDR; Lamberg & Middleton, 2009; Middleton, Gorard, Taylor, & Bannan-Ritland, 2008), together with Q-Methodology (Brown, 1986, 1993, 2008; Stephenson, 1935) and two Multicultural Education frameworks and texts: Cultural Proficiency (Lindsey, Robins, & Terrell, 1999, 2009) and Courageous Conversations About Race (Singleton, 2015). Embedded within the CCDR are methods for designing pedagogical artifacts together with a means to implement them within real-world conditions, e.g., teacher education programs and professional development (PD) for preservice teachers. In this study, findings are discussed regarding the process and methods used for designing, developing, and implementing the CPCDP within various teacher education and PD contexts. Findings are also discussed regarding the CPCDP’s effect on participants together with the tool's capacity to facilitate meaning-making of participants’ cultural competence regarding a range of sociocultural interactions that take place within majority-minority PreK-12 schools and student populations.