Methodological Training in Special Education Doctoral Programs: A Mixed-Methods Exploration

Autor/inn/en	Corr, Catherine; Love, Hailey; Snodgrass, Melinda R.; Kern, Justin L.; Chudzik, Mia
Titel	Methodological Training in Special Education Doctoral Programs: A Mixed-Methods Exploration
Quelle	In: Teacher Education and Special Education, 46 (2023) 2, S.108-126 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Corr, Catherine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/08884064221103902
Schlagwörter	Doctoral Programs; Special Education; Doctoral Students; Research Universities; Research Methodology; Evaluative Thinking; Educational Research; Research Training + Suchen Sie Ihr Suchwort? Doktorandenprogramm; Special needs education; Sonderpädagogik; Sonderschulwesen; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Forschungseinrichtung; Research method; Forschungsmethode; Bildungsforschung; Pädagogische Forschung
Abstract	Doctoral education is the primary time in which scholars learn about research methodologies and begin to develop their own research agendas and skills. Yet, to date, few research studies have examined graduate students' perceived value of, and access to, training in multiple research methodologies. The purpose of this study was to explore special education doctoral students' experiences at research-intensive universities in relation to mixed methods, quantitative, and qualitative methodologies. Using a mixed-methods research design, we explore the extent to which research judgments, skills, paradigmatic values, and methodological identities are diverse and how those features interact when doctoral students judge research. First, doctoral students were invited to participate in a survey (replicating McKim, 2017). Then, students who volunteered during the survey were individually interviewed about their methodological training and identity. We present the results and discuss how they can inform personnel preparation for the next generation of research scholars and consumers. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01