Research Training and Experiences in Special Education Doctoral Programs

Abstract

We are on the threshold of a new decade-one that promises to test our national resolve to meet the educatioal needs of all exceptional Several factors influence research training in special education. Our concept of research, the value placed on scholarship, and the research needs of the field are fundamental at MOUNT ALLISON UNIV on June 20, 2015 tes.sagepub.com Downloaded from

Special Education Dissertation Research in Early Childhood

“…From the wide diversity of investigative methods, topics, and subjects, it appears that research training in ECSE is heeding the call for an emphasis on empirical investigation. The number of methodologies and the wide variety of data collection procedures used bodes well for the profession (Prehm, 1980). And, while a substantial proportion of studies incorporated experimental designs (39.2%), ECSE dissertation research also reflected a broad research perspective by including qualitative research methods (see Stainback &C Stainback, 1984).…”

“…We did not evaluate the quality of this research (i.e., the "depth" of each study) nor was that our intent. As noted by Prehm (1980) and Rousseau et al (1984), the dissertation is the one research product required of doctoral students. The nuances of any individual dissertation remain the purview of the doctoral candidate, the research advisor, the dissertation committee, and the university community at large.…”

“…In turn, descriptive information on recent ECSE dissertations addresses Prehm's (1980) call that the profession prepare educators who problem solve using a "wide variety of research approaches." The variables in this analysis (see Table 1) were selected to show the diversity of the research approaches employed.…”

“…For example, Arlin (1977) found that the typical doctoral graduate in education published only one study during her or his career. In special education, Prehm (1980) found that most doctoral training programs have prepared teacher educators and/or administrators; scholarship and research preparation have received minimal attention. This may be seen as a lack of commitment to using graduate programs to prepare scholars (Rousseau, Shores, Hasselbring, & Cunningham, 1984).…”

“…This may be seen as a lack of commitment to using graduate programs to prepare scholars (Rousseau, Shores, Hasselbring, & Cunningham, 1984). Prehm (1980) posited that an understanding of research is a necessity in scholarship. A diverse background of issues; the ability to read, analyze, and integrate literature; and the ability to employ various investigative methods allow future leaders in special education to seek empirically sound solutions to the problems facing the field.…”