Abstract
This chapter presents a culturally responsive research rubric for experimental intervention studies and the methodology of its development. It aims to operationalize culturally responsive experimental intervention research and to expand the conceptualization of methodological rigor to include the role of culture in special education research. The chapter examines experimental special education intervention research as a cultural activity system with its naturalized, taken-for-granted practices, artifacts, and assumptions. It aims to curate the rubric as a methodological tool to remediate the discourse on rigor in experimental interventions. The chapter discusses the rationale for developing the present rubric in more detail. It identifies the theoretical foundations of the rubric that employ a dialectical, process-oriented view of culture. The chapter explores the method for development of the rubric, using existing quality indicators for special education research. It discusses specific rubric items and related implications.
| Original language | English (US) |
|---|---|
| Title of host publication | World Yearbook of Education 2017 |
| Subtitle of host publication | Assessment Inequalities |
| Publisher | Taylor and Francis |
| Pages | 237-277 |
| Number of pages | 41 |
| ISBN (Electronic) | 9781315517360 |
| ISBN (Print) | 9781138699229 |
| DOIs | |
| State | Published - Jan 1 2016 |
ASJC Scopus subject areas
- General Social Sciences