Methodological Training in Special Education Doctoral Programs: The Skills, Perceptions, and Values of the Next Generation of Scholars

• In Event: AERA Poster Session 10
  In Poster Session: Preparing the Next Generation of Experts

Abstract

The field of special education has historically privileged quantitatively-derived knowledge (Baglieri et al., 2011). Expanding methodological traditions, particularly increasing qualitative and mixed-methods research, increases the diversity of research questions that can be addressed and helps the field better inform practice (Klingner and Boardman, 2011; Kozleski, 2017). Doctoral programs are key to such efforts because doctoral training is the primary process by which scholars learn research methods (Hutchinson & Lovell, 2004; Saunders et al., 2016). Accordingly, the present study examines how doctoral programs influence graduate students’ methodological skills and perceptions. Doctoral students completed a survey and interview exploring their skills in employing and judging methods, methodological values, and methodological identities. Findings have implications for how special education programs prepare future scholars.

Authors

• Hailey Love, University of Wisconsin-Madison

• Catherine Corr, University of Illinois at Urbana-Champaign

• Melinda R. Snodgrass, Illinois State University

• Justin L. Kern, University of Illinois at Urbana-Champaign