Patricia L. Marshall

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.

Four Misconceptions about Multicultural Education that Impede Understanding

Abstract The core of multicultural education is formed by critical analyses of many issues. Among these are matters related to race, socio-economic class, and sex. These and other factors act singly, and in tandem, to impact the lives and choices of individuals and groups in schools and society-at-large. Because of its multifaceted nature, misconceptions about multicultural education exist that seriously impede understanding and appreciation of its true purposes. In this article the author discusses four of these misconceptions. Each is examined for the manner in which it distorts the goals of multicultural education. Challenges for teacher educators are examined.

Multicultural Education in a Post-Race Political Age: Our Movement at Risk?.

The 2008 elections ushered in a new era in U.S. politics with implications for race relations and social justice activity. Drawing parallels between the contemporary African American community and splintering undercurrents in the National Association for Multicultural Education (NAME), the author urges cross-generational coalescence around an organizational agenda accentuating critical multicultural education for this new era.

No More Playing in the Dark: Twenty-First Century Citizenship, Critical Race Theory, and the Future of the Social Studies Methods Course

In this chapter we explain how, through drawing on concepts of critical race theory, the secondary methods course can be structured to promote critical understanding among teacher candidates about the role and place of race in contemporary social studies curricular content. We conclude with broad descriptions of learning activities that can facilitate teacher candidates’ critical understanding of foundation concepts in critical race theory.

Moodle as a Data Portal in a Study of Cultural Relevance in K–2 Mathematics

Abstract This article describes a multiyear research project involving practicing K–2 teachers and the incorporation of Moodle as a qualitative data portal. Utilizing a case study of two participants, findings from the Moodle-facilitated data point known as “e-forum” are used to examine whether the community-building goal of the research was realized, and to describe the nature of each teachers orientation toward cultural relevance, a central theme of the study.

Research Reports: Teachers Reflect on Charter Schools

n recent years, some politiI cians and state boards of education have embraced the charter school concept. Whether charter schools are the answer to problems facing public education remains to be seen. Strangely, ideas for innovation in the education profession almost always come from outside the classroom. When this happens, too often teachers know the least about-and therefore are least committed to-the innovation. As elementary school teachers, we wondered what our colleagues knew and thought about charter schools. This article discusses our survey findings on the topic and their implications.

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.