Preparing Doctoral Students in Special Education: What Do We Really Know?

Abstract

This exploratory review was conducted to examine recent literature regarding the preparation of doctoral students in special education. Specifically, articles included in this search focused on doctoral preparation in special education between 2005 and 2020. A total of 15 articles were identified and coded for type of study design and themes were developed using qualitative research methods. Results of the qualitative analysis suggest three overarching themes related to special education doctoral preparation. Implications for developing and revising doctoral programs are discussed.

Addressing the Resource-Based View: Determinants That Drive Chinese Universities to Offer MOOCs

“…The second factor was represented by two variables-the number of master programs and the number of doctoral programs. We named this factor lifelong learning, given that the master programs (professional and academic) and doctoral programs were aimed at training people for pursuing careers (McCorkle et al, 2023). The third and final factor was represented by one variable, namely the distance to…”

“…As the existing literature has demonstrated, lifelong learning participants are mainly graduates rather than other groups of people (Brooks & Everett, 2008). Furthermore, graduate programs are aimed at training people for pursuing academic careers (McCorkle et al, 2023), which have been traditionally offered through face-to-face instruction rather than virtual. Additionally, academic procrastination has been one of the barriers for lifelong learning in HEIs (Barnová & Krásna, 2018).…”