Exploring the Intersection of Disability and Methodology in Education Research Through Mixed Methods

• In Event: The Role of Equity in Mixed-Methods Research

Abstract

Education has long been characterized by, and criticized for, siloing its various subfields. Similarly, research methodologies have also operated in silos in educational research. We conducted a prevalence study of mixed methods in three education subfields (curriculum and instruction, special education, and disability studies in education) and the prevalence of disability within that mixed methods work across subfields. The purpose of this study was to explore how publication trends in each subfield do or do not reflect the siloing of both methodology and disability content. We describe interesting observations of mixed methods publication prevalence by subfield and by journal and of the extent to which disability is addressed through mixed methods work across these subfields.

Authors

• Melinda R. Snodgrass, Illinois State University

• Carly A. Roberts, University of Washington

• Hailey Love, University of Wisconsin - Madison

• Carly B. Gilson, Texas A&M University

• Xueyan Yang, National Institute of Education - Nanyang Technological University

• Natalie Badgett, University of North Florida