Decolonizing Qualitative Instruments: Adapting Qualitative Instruments for Meaningful and Culturally Appropriate Data Collection in Schools with Indigenous Majority Populations

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Decolonizing Qualitative Instruments: Adapting Qualitative Instruments for Meaningful and Culturally Appropriate Data Collection in Schools with Indigenous Majority Populations

Please use this identifier to cite or link to this item: http://hdl.handle.net/10355/3485

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Title: Decolonizing Qualitative Instruments: Adapting Qualitative Instruments for Meaningful and Culturally Appropriate Data Collection in Schools with Indigenous Majority Populations
Author: Valentine, Jerry; Cockrell, Karen S.; Douglass, Mary
Date: 2008-01
Citation: “Principals Make a Difference: An Analysis of Principal Leadership in High and Low Achieving Middle Level Schools.” National Middle School Association, Annual Convention, Houston, November 2007. (Paper session: Jerry Valentine with Karen Cockrell and Mary Douglass) (Jerry Valentine was unable to participate in this session)
Abstract: The purpose of this research project is to explore decolonizing an observational assessment process and consider its utility for use in diverse school settings. To meet this research goal, the research team selected the Instructional Practices Inventory (IPI), a process for profiling student engaged learning for school improvement. The research team will examine: 1) the vocabulary used in the instrument, 2) the criteria used to classify observations, 3) the recommended procedures for facilitating faculty analysis and problem-solving, and 4) the utilization of cultural interpreters from the target populations.
URI: http://hdl.handle.net/10355/3485

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