THE CULTURAL PROFICIENCY CONTINUUM DIALOGIC PROTOCOL: AN EMERGING TOOL FOR EXAMINING PRESERVICE TEACHERS' SOCIOCULTURAL CONSCIOUSNESS CONCERNING MAJORITY-MINORITY SCHOOLS AND STUDENT POPULATIONS
Open Access
- 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/Co-Advisor
Bernard Joel Badiali, Committee Chair/Co-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.