Allison W. McCulloch

Developing and Using a Codebook for the Analysis of Interview Data: An Example from a Professional Development Research Project

This article gives specific steps on how to create a codebook for coding interview data. The authors examine the development of theory- and data-driven codes through the discussion of a professional development (PD) research project. They also discuss how to train others to code using the codebook, including how to establish reliability. The authors end with practical suggestions from their experiences in creating a codebook.

Using Mixed Methods to Analyze Video Data: A Mathematics Teacher Professional Development Example.

This article uses data from 65 teachers participating in a K-2 mathematics professional development research project as an example of how to analyze video recordings of teachers’ classroom lessons using mixed methods. Through their discussion, the authors demonstrate how using a mixed methods approach to classroom video analysis allows researchers to draw more comprehensive conclusions about participants both collectively and individually. Implications for using a mixed methods approach to analyze classroom video research are provided.

In Search of Professional Dispositions that Yield Cultural Relevance in Primary Grade Pedagogy: A Cautionary Tale of One Kindergarten Teacher

Abstract Primary grade teachers are challenged to establish firm learning foundations for all children, yet for manyteachers cultural diversity makes this a complex pedagogical challenge. It is widely assumed that the successwith which teachers meet this challenge is reflected in their dispositions toward diversity, and ultimatelytoward culturally relevant pedagogy as a professional orientation. This article describes a multi-year study ofcultural relevance in early mathematics teaching. Using the case of one kindergarten teacher who exhibitedpositive dispositions toward cultural relevance, the authors examine factors that seemed to work against itsadoption in her pedagogy. Keywords Cultural pluralism, Culturally relevant pedagogy, Early mathematics, Mathematics – Study and teaching(Primary), Multicultural education, Professional development, Teachers – Training of Cover Page Footnote The research was supported by a grant from the National Science Foundation (Award # 0353412). Anyopinions, findings, and conclusions or recommendations reported herein are those of the authors and do notnecessarily reflect the views of the National Science Foundation.