Mixed-Methods Approaches in Special Education Research

IF 1.9 3区 教育学 Q1 EDUCATION, SPECIAL Learning Disabilities Research & Practice Pub Date : 2022-12-28 DOI:10.1111/ldrp.12295
Hailey R. Love, Bryan G. Cook, Lysandra Cook
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引用次数: 3

Abstract

Mixed-methods research can uniquely inform special education practice by combining qualitative and quantitative research approaches. However, its distinct features can also make mixed-methods research difficult to understand and apply. In this article, we provide an introduction to mixed-methods research purposes, designs, and quality considerations to help practitioners critically consume and apply this type of research when working with students with learning disabilities and their families. We describe three sample research studies to illustrate mixed-methods designs and contributions. Our take-home message is that mixed-methods research (a) requires unique research practices to meaningfully combine qualitative and quantitative research approaches in a single study and (b) can be particularly useful for informing special education practice in real-world contexts.

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特殊教育研究中的混合方法
混合方法研究可以通过结合定性和定量研究方法,为特殊教育实践提供独特的信息。然而,其独特的特点也会使混合方法研究难以理解和应用。在这篇文章中,我们介绍了混合方法的研究目的、设计和质量考虑,以帮助从业者在与有学习障碍的学生及其家人合作时批判性地消费和应用这类研究。我们描述了三个样本研究,以说明混合方法的设计和贡献。我们要传达的信息是,混合方法研究(a)需要独特的研究实践,才能在一项研究中有意义地结合定性和定量研究方法,(b)对于在现实世界中为特殊教育实践提供信息特别有用。
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来源期刊
CiteScore
2.60
自引率
11.10%
发文量
21
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