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29.072 - Using Mixed-Methods Approaches in Teacher Education and Special Education Research
Fri, April 17, 10:35am to 12:05pm, Marriott, Floor: Sixth Level, Purdue/WisconsinSession Type: Symposium
Abstract
This symposium highlights five papers that reveal outcomes, impacts, challenges, and successes in mixed methods approaches within teacher education and special education research. These papers examine ways to utilize mixed methods approaches to (a) support and prepare teachers to teach in complex contexts and (b) examine perspectives of and ways to support postsecondary students with disabilities. Together, these papers highlight the diverse applications of mixed methods approaches within teacher education and special education research.
Sub Unit
Chair
Papers
Preservice Teachers' Perceptions of and Self-Efficacy to Teach Students With Learning Disabilities: Using Mixed Methods to Examine the Effectiveness of Special Education Coursework - Megan Mackey, University of St. Joseph; Renee Greenfield, University of Hartford
Autism Educators' Perceptions of Preparedness: A Mixed-Methods Study - Elizabeth Stringer Keefe, Stonehill College
Modeling the "Write" Teaching Practices: Instructor Influences on Preservice Teachers - Tracey S. Hodges, University of Alabama; Erin M. McTigue, Texas A&M University; Nancy Dubinski Weber, Texas A&M University - College Station; April Gayle Douglass, Texas A&M University; Katherine Landau Wright, Texas A&M University - College Station
Longitudinal Study of Assistive Technology in Postsecondary Education - Thomas W. Christ, University of Bridgeport