action research, Accommodation Readiness Spiral, professional capacity building potential, etic framework for assessment
This study utilized qualitative research to examine student work for evidence of language exemplifying the progressive levels of the Accommodation Readiness Spiral (ARS). The goal of this research is was to consider how the ARS could be utilized as a purposive framework for the assessment of professional, capacity building potential as related to a teacher’s readiness for the accommodation of culturally and linguistically diverse (CLD) students. Thus, we intended to explore the question, what examples of text within ECM participants’ action research plans appear to correspond to levels of the ARS if used as a framework of evaluation for professional capacity building potential?
The student text used for these purposes was a culminating action research plan required for graduation in a masters program in education. The topic of the project was unique to each student, but was constrained to addressing a social/educational issue in their home country and preparing an action research proposal capable of exploring such an issue, including their role as an advocate for the marginalized population. The findings of content analysis conducted on one such proposal indicate the utility of this six-level theoretical framework for analyzing readiness within scholarly work. The particulars of even the most complex levels appeared to organize the author’s thinking about challenging aspects of the action research plan. Such scaffolding may prove especially beneficial for teacher preparation programs and professional development for practitioners in areas related to teaching CLD students, reflective practices regarding teacher perception, and the role of an educator as an advocate.
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Recommended CitationMcCutcheon, S., Sponberg, E., Mena Pazmiño, J., Murry, K., & Herrera, S. (2018). Case Study of the Accommodation Readiness Spiral as an Evaluative Framework for Action Research Plans. Prairie Journal of Educational Research, 2(1). https://doi.org/10.4148/2373-0994.1003
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