Browsing by Subject "cultural intelligence"

Now showing 1 - 2 of 2
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    Coaching in a Diverse World: Coaches’ perceptions of culture and intercultural competence in coaching
    (2017-07) Maeker, Akiko
    The current study employed a mixed method approach to explore two research questions: How do coaches, at various stages of intercultural competence development (i.e., Monocultural, Transitional, and Intercultural), perceive the role of culture in their work? How do coaches, at various stages of intercultural competence development (i.e., Monocultural, Transitional, and Intercultural), perceive intercultural competence and its relevance to their work? To explore these questions, data were collected from 21 participants, using the Intercultural Development Inventory (IDI) and individual qualitative interviews. The interviews yielded 1,137 minutes (18 hours and 57 minutes) of transcribed data. Through inductive analysis of these data and creating groupings using the IDI scores, 46 themes under 13 domains emerged. The results presented a general trend in each domain and throughout the domains that the coaches with more interculturally developed orientations viewed and talked about culture with more interest and rigor as well as considered intercultural competence to play an important role in coaching and discussed it with more complexity.
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    Teachers' Beliefs and Their Manifestations: An Exploratory Mixed Methods Study of Cultural Intelligence in Pedagogical Practice
    (2016-09) Kennedy, Douglas
    This study utilized mixed methods to investigate the beliefs and practices of 18 classroom teachers within a single school site and explored the applicability of Cultural Intelligence (CQ) to unpack the teachers’ navigation of cultural diversity within their classrooms. The study employed a demographic survey, CQ assessment instrument, semi-structured interviews, and classroom observations to address the four research questions: How do teachers at different levels of CQ development teach culturally diverse students? How do teachers at different levels of CQ development enact intercultural capabilities? To what extent does the construct of CQ align with the beliefs and practices of effective culturally relevant teachers? What is the nature of the relationship between CQ and culturally relevant pedagogy? The CQ assessment score data was utilized to differentiate and categorize participants into high-, medium-, and low-CQ groups. The groups interview and observation data were analyzed for differences, if any, between groups, convergence and divergence with the CQ construct, and applicability of CQ to understanding teachers’ beliefs and practices. The results present some convergence with the CQ construct and differences between teacher CQ groups in regards to teachers’ beliefs and practices with cultural diversity in their classrooms. Teachers within the high-CQ teacher group expressed more nuance understanding of culture and its role in teaching than their lower-CQ colleagues. Teachers in the high-CQ group also enacted more classroom practices that were closely aligned with culturally relevant pedagogy than their lower-CQ peers. The research may indicate a potential new direction for preparing teachers to understand the role of culture and navigate cultural diversity within their classrooms.