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Methodological Training in Special Education Doctoral Programs: A Mixed-Methods Exploration
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- Additional Information
- Availability:
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:
[email protected]; Web site: https://sagepub.com
- Peer Reviewed:
Y
- Source:
19
- Education Level:
Higher Education
Postsecondary Education
- Subject Terms:
- Accession Number:
10.1177/08884064221103902
- ISSN:
0888-4064
1944-4931
- Abstract:
Doctoral education is the primary time in which scholars learn about research methodologies and begin to develop their own research agendas and skills. Yet, to date, few research studies have examined graduate students' perceived value of, and access to, training in multiple research methodologies. The purpose of this study was to explore special education doctoral students' experiences at research-intensive universities in relation to mixed methods, quantitative, and qualitative methodologies. Using a mixed-methods research design, we explore the extent to which research judgments, skills, paradigmatic values, and methodological identities are diverse and how those features interact when doctoral students judge research. First, doctoral students were invited to participate in a survey (replicating McKim, 2017). Then, students who volunteered during the survey were individually interviewed about their methodological training and identity. We present the results and discuss how they can inform personnel preparation for the next generation of research scholars and consumers.
- Abstract:
As Provided
- Publication Date:
2023
- Accession Number:
EJ1375140
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