Research News

Article​ from UW’s Bal presents rubric for culturally responsive intervention studies

May 31, 2016

UW-Madison's Aydin Bal is the lead author of an article that was recently published in the journal Review of Educational Research (RER).

The article is titled, “Culturally Responsive Experimental Intervention Studies: The Development of a Rubric for Paradigm Expansion.”

Bal explains that the article presents a rubric for culturally responsive experimental intervention studies and its underlying theoretical framework. The rubric operationalizes cultural responsiveness in the context of experimental intervention research.

Aydin Bal
Bal
Bal is an assistant professor of special education with the School of Education's Department of Rehabilitation Psychology and Special Education. He also is a researcher at the Wisconsin Center for Education Research. This article is co-authored with New York University’s Audrey Trainor.

According to the article’s abstract: “Neither legislative demand for evidence-based practices nor a focus on experimental designs for educational interventions has ameliorated the disparate educational opportunities and outcomes for youth from nondominant cultural and linguistic backgrounds. Recent initiatives to increase the rigor of intervention research in special education have largely ignored the implications of culture and its role in experimental research. The extent to which the experimental intervention studies are culturally responsive remains unexplored.”

The abstract continues: “We developed a rubric, modeled after prior rubrics for quality indicators of special education research, identifying criteria for culturally responsive research. Rubric items were created following a systematic review of literature and gathering feedback from experts. The 15-item rubric uses culture as a generative concept that mediates each aspect of experimental intervention research. Implications include expanding the field’s dominant empirical paradigm and increasing reflexivity and responsivity in knowledge production that may contribute to a paradigm expansion in special education research.”

RER is an American Educational Research Association (AERA) journal. According the journal website, RER ranks No. 1 out of 224 in Education & Educational Research.