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In this article, the author summarizes his efforts to design the Cultural Proficiency Continuum Dialogic Protocol (CPCDP), a tool purposed to assess and codify educators' cultural competence. The design and development of the CPCDP took place within four school-university partnerships (e.g., Professional Development School and Hybrid Partnership). This study used an Educational Design Research (EDR) methodology, which empowered participants (n=20) to offer feedback (e.g., process and affect) used to increase the usefulness of the CPCDP. Findings from this study are discursive and embedded within the procedures used in the design and development of the CPCDP. This study provides insights into how stakeholders within school-university partnerships can use EDR to design and develop curricula and pedagogical artifacts to develop preservice teachers' cultural competence.

This article describes an educational design research program situated within a professional development school that led to the development of the Cultural Proficiency Continuum Q-Sort (CPCQ). The CPCQ is a tool that enables teacher educators to systematically examine preservice teachers' cultural competence concerning students who are minoritized, marginalized, and otherized within PreK-12 schools. The author provides background and rationales for the need of the CPCQ together with a discussion of the educational design research program that facilitated the design of the CPCQ. Findings for this study are discussed discursively addressing the following question: (a) What are the rationales and chain of decisions that warranted advancing the development of the CPCQ through each phase of an educational design research program? and (b) What are participants' perceptions of the emerging tool's effectiveness for facilitating critical self-reflection, inquiry, and dialogue concerning students who are minoritized, marginalized, and othered within PreK-12 schools? This study demonstrated that educational design research together with professional development schools are an ideal context to develop tools in a real-world setting aimed to address issues around racial and social justice and cultural competence within teacher education programs and PreK-12 schools and classrooms.

Loss of attachment as measured by a portion of Ramfjord's Index (PDI) was determined in 383, 12-16-year-old schoolchildren in rural Juniata County, PA. Prevalence and distributions were tabulated for sex, last dental visit, and type of treatment received. Dental knowledge test scores, toothbrushing effectiveness periodontal status and oral cleanliness were determined at annual intervals from Spring '75 to Spring'79. Mean scores were contrasted with bone loss measurements. 47.3% had loss of attachment (greater than 1 mm) including 24.5% with 2mm or more of attachment loss per mouth. Females (41.0%) ahd significantly lower prevalence rates than males (52.7%). Students who visited a dentist in the last 6 months and who received scaling had less bone loss, lower GI, PII, PI, and QHI scores. An inverse relationship was found between dental knowledge and the other variables measured. Similar patterns were seen with high, medium and low bone loss groups. Many variables in this study were associated with bone loss, including: plaque, dental knowledge, dental behavior (toothbrushing and visiting a dental clinic), recent treatment received and sex. None appeared more significant than the others.