Pub Date : 2023-05-18DOI: 10.1177/08884064231170573
Morgan M. Strimel, Sarah A. Nagro, P. Baker, Colleen A. Thoma
Despite the availability of disability resource centers and reasonable accommodations to facilitate access among teacher candidates with disabilities, research has shown that access alone may not be conducive to equitable educational experiences that promote program retention and completion. The purpose of this systematic review of the literature was to synthesize existing research on the experiences of teacher candidates with disabilities in teacher preparation programs and present implications and future directions for research, policy, and practice in higher education disability resources and special education teacher preparation to advance both access and equity in these settings. Results from five total articles showed that teacher candidates with disabilities experienced several barriers to access in their teacher preparation programs that negatively impacted their personal and professional outcomes. The authors conclude with a discussion of future directions for research, policy, and practice in both special education teacher preparation and higher education disability resources.
{"title":"The Experiences of Teacher Candidates With Disabilities: A Systematic Literature Review","authors":"Morgan M. Strimel, Sarah A. Nagro, P. Baker, Colleen A. Thoma","doi":"10.1177/08884064231170573","DOIUrl":"https://doi.org/10.1177/08884064231170573","url":null,"abstract":"Despite the availability of disability resource centers and reasonable accommodations to facilitate access among teacher candidates with disabilities, research has shown that access alone may not be conducive to equitable educational experiences that promote program retention and completion. The purpose of this systematic review of the literature was to synthesize existing research on the experiences of teacher candidates with disabilities in teacher preparation programs and present implications and future directions for research, policy, and practice in higher education disability resources and special education teacher preparation to advance both access and equity in these settings. Results from five total articles showed that teacher candidates with disabilities experienced several barriers to access in their teacher preparation programs that negatively impacted their personal and professional outcomes. The authors conclude with a discussion of future directions for research, policy, and practice in both special education teacher preparation and higher education disability resources.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"46 1","pages":"243 - 259"},"PeriodicalIF":2.9,"publicationDate":"2023-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42845058","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-18DOI: 10.1177/08884064231170577
Peter A. Youngs, S. Hirsch, Sarah A. Nagro, M. Kennedy
Research demonstrates a clear link between implementing proactive classroom management practices and positive student outcomes. Thus, it is important to examine how teachers are prepared to enact such practices. In this qualitative study, the authors draw on interviews with 35 special education faculty members at 32 institutions of higher education (IHEs) to investigate how they helped teacher candidates acquire classroom management knowledge and skills. Their analyses reveal striking similarities with regard to participants’ course content and assessments. There is considerable variation, though, in participants’ use of research-based pedagogical practices in teaching classroom management. Most participants who use two or more research-based pedagogical practices place a strong emphasis on providing candidates with foundational knowledge about special education and/or addressing three or more inter-related classroom management topics in their work with candidates. In contrast, participants who use zero or one research-based pedagogical practices are more likely to rely on practical experience in teaching classroom management.
{"title":"Commonality and Variation in How Special Education Faculty Teach Classroom Management","authors":"Peter A. Youngs, S. Hirsch, Sarah A. Nagro, M. Kennedy","doi":"10.1177/08884064231170577","DOIUrl":"https://doi.org/10.1177/08884064231170577","url":null,"abstract":"Research demonstrates a clear link between implementing proactive classroom management practices and positive student outcomes. Thus, it is important to examine how teachers are prepared to enact such practices. In this qualitative study, the authors draw on interviews with 35 special education faculty members at 32 institutions of higher education (IHEs) to investigate how they helped teacher candidates acquire classroom management knowledge and skills. Their analyses reveal striking similarities with regard to participants’ course content and assessments. There is considerable variation, though, in participants’ use of research-based pedagogical practices in teaching classroom management. Most participants who use two or more research-based pedagogical practices place a strong emphasis on providing candidates with foundational knowledge about special education and/or addressing three or more inter-related classroom management topics in their work with candidates. In contrast, participants who use zero or one research-based pedagogical practices are more likely to rely on practical experience in teaching classroom management.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"9 1","pages":"284 - 299"},"PeriodicalIF":2.9,"publicationDate":"2023-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90915686","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-11DOI: 10.1177/08884064231160575
Amanda M. Borosh, Alexandra Newson, Rose A. Mason, Charissa D. Richards, Hannah Collins Crosley
Schools rely heavily on paraeducators to support the delivery of special education services for students with disabilities (SWDs). However, paraeducators often lack formal training in implementing evidence-based practices. Traditional methods of professional development are not effective at producing long-term changes in classroom staff. Prior research shows that paraeducators can implement skills with high fidelity when provided experiential training or coaching; however, most research has included researcher-as-trainer for paraeducators. Training delivered by special education teachers (SETs) may be a more sustainable training framework. We conducted a systematic and quality review of research on SET-delivered training to improve paraeducators’ implementation of skills for supporting SWDs. We identified 11 studies with moderate or high methodological rigor and found behavioral skills training was the most common method used by SETs to train paraeducators. Contextual variables including participant characteristics, target skills, and procedural fidelity were synthesized to provide a summary of strengths and gaps in the research.
{"title":"Special Education Teacher-Delivered Training for Paraeducators: A Systematic and Quality Review","authors":"Amanda M. Borosh, Alexandra Newson, Rose A. Mason, Charissa D. Richards, Hannah Collins Crosley","doi":"10.1177/08884064231160575","DOIUrl":"https://doi.org/10.1177/08884064231160575","url":null,"abstract":"Schools rely heavily on paraeducators to support the delivery of special education services for students with disabilities (SWDs). However, paraeducators often lack formal training in implementing evidence-based practices. Traditional methods of professional development are not effective at producing long-term changes in classroom staff. Prior research shows that paraeducators can implement skills with high fidelity when provided experiential training or coaching; however, most research has included researcher-as-trainer for paraeducators. Training delivered by special education teachers (SETs) may be a more sustainable training framework. We conducted a systematic and quality review of research on SET-delivered training to improve paraeducators’ implementation of skills for supporting SWDs. We identified 11 studies with moderate or high methodological rigor and found behavioral skills training was the most common method used by SETs to train paraeducators. Contextual variables including participant characteristics, target skills, and procedural fidelity were synthesized to provide a summary of strengths and gaps in the research.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"46 1","pages":"223 - 242"},"PeriodicalIF":2.9,"publicationDate":"2023-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41842249","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-15DOI: 10.1177/08884064231157804
Claire E. Lawrence, E. Carter, Emily R. Lanchak, Elise D. McMillan
Familiarity with local disability information and resources can impact the ways educators support students with disabilities and their families. We surveyed 462 educators regarding their awareness of and access to disability-related information and resources. Specifically, we examined (a) their familiarity with resources and services across multiple areas, (b) the sources of information they consider to be helpful in their work, and (c) the likelihood they would draw upon new resources designed to connect them to local information and resources. Overall, educators reported mixed familiarity with resources related to supporting important student experiences (e.g., having friends, being physically healthy, participating in recreational activities) and addressing key service needs (e.g., speech therapy, behavior supports, mental health care). Familiarity tended to be higher for resources related to student experiences than for service needs. Educators considered several sources of information to be most helpful in their work, including internet searches, fellow teachers or other school staff, and conferences or workshops. We address implications for teacher training programs, state-level educational leaders, and school districts.
{"title":"Educator Perspectives on Accessing Disability-Related Information and Resources","authors":"Claire E. Lawrence, E. Carter, Emily R. Lanchak, Elise D. McMillan","doi":"10.1177/08884064231157804","DOIUrl":"https://doi.org/10.1177/08884064231157804","url":null,"abstract":"Familiarity with local disability information and resources can impact the ways educators support students with disabilities and their families. We surveyed 462 educators regarding their awareness of and access to disability-related information and resources. Specifically, we examined (a) their familiarity with resources and services across multiple areas, (b) the sources of information they consider to be helpful in their work, and (c) the likelihood they would draw upon new resources designed to connect them to local information and resources. Overall, educators reported mixed familiarity with resources related to supporting important student experiences (e.g., having friends, being physically healthy, participating in recreational activities) and addressing key service needs (e.g., speech therapy, behavior supports, mental health care). Familiarity tended to be higher for resources related to student experiences than for service needs. Educators considered several sources of information to be most helpful in their work, including internet searches, fellow teachers or other school staff, and conferences or workshops. We address implications for teacher training programs, state-level educational leaders, and school districts.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"69 1","pages":"265 - 283"},"PeriodicalIF":2.9,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80695298","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-13DOI: 10.1177/08884064231154028
S. Hirsch, Catherine A. Griffith, Mya H. Kelley, Alex Carlson, Georgia McKown
To date, research on mixed-reality simulation (MRS) has focused on various skills including applied behavior analysis, but studies have not evaluated the role of preservice teachers’ perceived knowledge, confidence, usefulness, or actual practice related to data collection. To address this gap, we conducted two separate MRS studies, one for behavioral data collection, and one for sharing academic progress in an Individualized Education Program (IEP) meeting. Results of both studies indicate participants’ perceptions of their knowledge and confidence significantly increased as well as their actual knowledge or performance. Qualitative findings provide insight into how participants perceived the authenticity of the simulation experiences as well as suggestions regarding dosage and implementation. Limitations, implications for teacher education, and future research are discussed.
{"title":"Increasing Preservice Teachers’ Knowledge and Skills Using a Mixed-Reality Simulator: The Tale of Two Studies","authors":"S. Hirsch, Catherine A. Griffith, Mya H. Kelley, Alex Carlson, Georgia McKown","doi":"10.1177/08884064231154028","DOIUrl":"https://doi.org/10.1177/08884064231154028","url":null,"abstract":"To date, research on mixed-reality simulation (MRS) has focused on various skills including applied behavior analysis, but studies have not evaluated the role of preservice teachers’ perceived knowledge, confidence, usefulness, or actual practice related to data collection. To address this gap, we conducted two separate MRS studies, one for behavioral data collection, and one for sharing academic progress in an Individualized Education Program (IEP) meeting. Results of both studies indicate participants’ perceptions of their knowledge and confidence significantly increased as well as their actual knowledge or performance. Qualitative findings provide insight into how participants perceived the authenticity of the simulation experiences as well as suggestions regarding dosage and implementation. Limitations, implications for teacher education, and future research are discussed.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"46 1","pages":"204 - 222"},"PeriodicalIF":2.9,"publicationDate":"2023-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45224279","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-14DOI: 10.1177/08884064221134815
Laura S. McCorkle, A. Vestal, L. Diamond
This exploratory review was conducted to examine recent literature regarding the preparation of doctoral students in special education. Specifically, articles included in this search focused on doctoral preparation in special education between 2005 and 2020. A total of 15 articles were identified and coded for type of study design and themes were developed using qualitative research methods. Results of the qualitative analysis suggest three overarching themes related to special education doctoral preparation. Implications for developing and revising doctoral programs are discussed.
{"title":"Preparing Doctoral Students in Special Education: What Do We Really Know?","authors":"Laura S. McCorkle, A. Vestal, L. Diamond","doi":"10.1177/08884064221134815","DOIUrl":"https://doi.org/10.1177/08884064221134815","url":null,"abstract":"This exploratory review was conducted to examine recent literature regarding the preparation of doctoral students in special education. Specifically, articles included in this search focused on doctoral preparation in special education between 2005 and 2020. A total of 15 articles were identified and coded for type of study design and themes were developed using qualitative research methods. Results of the qualitative analysis suggest three overarching themes related to special education doctoral preparation. Implications for developing and revising doctoral programs are discussed.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"46 1","pages":"185 - 203"},"PeriodicalIF":2.9,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42050525","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-21DOI: 10.1177/08884064221119166
Andrew J. Wojcik, Michelle Hicks, LaRon A. Scott, Colleen A. Thoma, Rachel W. Bowman, Regina Frazier
We used 14 years of state licensure and classroom data from Virginia to follow 19,878 special education teachers (SETs) who completed either the alternative route (AR) internship or traditional programs. Findings reveal that a greater percentage of SETs of color participated in AR programs compared to traditional licensure programs, while a greater percentage of White SETs completed traditional programs. SETs of color attained approximately three fewer years of service time if they completed the AR program compared to traditional programs. For White SETs, a difference of less than 1 year was found. For SETs from AR programs who did not complete 27 credit hours of university coursework, attrition occurred at higher rates within the first 3 years of service. Implications for future research on AR internship programs and teachers of color are provided, informing both policy and practice.
{"title":"A Comparison of Service Time and Racial Categories within Traditional and Alternative Route Internship Programs for Special Education Licensure","authors":"Andrew J. Wojcik, Michelle Hicks, LaRon A. Scott, Colleen A. Thoma, Rachel W. Bowman, Regina Frazier","doi":"10.1177/08884064221119166","DOIUrl":"https://doi.org/10.1177/08884064221119166","url":null,"abstract":"We used 14 years of state licensure and classroom data from Virginia to follow 19,878 special education teachers (SETs) who completed either the alternative route (AR) internship or traditional programs. Findings reveal that a greater percentage of SETs of color participated in AR programs compared to traditional licensure programs, while a greater percentage of White SETs completed traditional programs. SETs of color attained approximately three fewer years of service time if they completed the AR program compared to traditional programs. For White SETs, a difference of less than 1 year was found. For SETs from AR programs who did not complete 27 credit hours of university coursework, attrition occurred at higher rates within the first 3 years of service. Implications for future research on AR internship programs and teachers of color are provided, informing both policy and practice.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"46 1","pages":"162 - 177"},"PeriodicalIF":2.9,"publicationDate":"2022-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49296976","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-28DOI: 10.1177/08884064221114130
Kara N. Shawbitz, Matthew E. Brock
Systematic prompting is a versatile evidence-based practice that can improve a range of outcomes for students with disabilities, but many teachers and paraeducators are not familiar with systematic prompting or may struggle with implementation. In this systematic review, the authors identified 28 articles that evaluated training practices for school practitioners implementing systematic prompting procedures in school settings. Fifteen studies focused on paraeducators and 13 on teachers, with an increased focus on paraeducators in more recently published studies. The authors found that a variety of training approaches were effective, and that all studies included two core strategies: didactic instruction and performance feedback. These two strategies represent only a subset of recommended practices from the broader staff training literature but may be sufficient for training basic practices like systematic prompting. Future research is needed to directly compare training approaches and identify the most efficient means for enabling educators to implement systematic prompting with fidelity.
{"title":"A Systematic Review of Training Educators to Implement Response Prompting","authors":"Kara N. Shawbitz, Matthew E. Brock","doi":"10.1177/08884064221114130","DOIUrl":"https://doi.org/10.1177/08884064221114130","url":null,"abstract":"Systematic prompting is a versatile evidence-based practice that can improve a range of outcomes for students with disabilities, but many teachers and paraeducators are not familiar with systematic prompting or may struggle with implementation. In this systematic review, the authors identified 28 articles that evaluated training practices for school practitioners implementing systematic prompting procedures in school settings. Fifteen studies focused on paraeducators and 13 on teachers, with an increased focus on paraeducators in more recently published studies. The authors found that a variety of training approaches were effective, and that all studies included two core strategies: didactic instruction and performance feedback. These two strategies represent only a subset of recommended practices from the broader staff training literature but may be sufficient for training basic practices like systematic prompting. Future research is needed to directly compare training approaches and identify the most efficient means for enabling educators to implement systematic prompting with fidelity.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"46 1","pages":"127 - 145"},"PeriodicalIF":2.9,"publicationDate":"2022-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45471976","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-25DOI: 10.1177/08884064221114133
A. Clausen, A. Anderson, F. Spooner, V. Walker, Julia Hujar
Students with extensive support needs (ESN) benefit from inclusion in general education settings with their same-age peers. Many teachers, however, report feeling overwhelmed and underprepared to effectively educate students with ESN within general education settings. To mitigate this, we must ensure that content related to the instruction and inclusion of students with ESN in general education settings is included in the introductory special education courses taken by preservice general education teachers, which we refer to as “SPED 101.” Our research team surveyed 302 instructors of SPED 101 courses in general education baccalaureate teacher preparation programs at institutions of higher education across the United States. Data suggest that most instructors cover content related to the instruction and the inclusion of students with ESN, although the extent to which content is addressed varies among instructors, indicating inconsistencies in course content, delivery, and instruction. Limitations, implications, and future research are discussed.
{"title":"Preparing General Education Teachers to Include Students With Extensive Support Needs: An Analysis of “SPED 101” Courses","authors":"A. Clausen, A. Anderson, F. Spooner, V. Walker, Julia Hujar","doi":"10.1177/08884064221114133","DOIUrl":"https://doi.org/10.1177/08884064221114133","url":null,"abstract":"Students with extensive support needs (ESN) benefit from inclusion in general education settings with their same-age peers. Many teachers, however, report feeling overwhelmed and underprepared to effectively educate students with ESN within general education settings. To mitigate this, we must ensure that content related to the instruction and inclusion of students with ESN in general education settings is included in the introductory special education courses taken by preservice general education teachers, which we refer to as “SPED 101.” Our research team surveyed 302 instructors of SPED 101 courses in general education baccalaureate teacher preparation programs at institutions of higher education across the United States. Data suggest that most instructors cover content related to the instruction and the inclusion of students with ESN, although the extent to which content is addressed varies among instructors, indicating inconsistencies in course content, delivery, and instruction. Limitations, implications, and future research are discussed.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"46 1","pages":"146 - 161"},"PeriodicalIF":2.9,"publicationDate":"2022-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44774640","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-25DOI: 10.1177/08884064221103902
Catherine Corr, Hailey R. Love, M. Snodgrass, Justin L. Kern, Mia Chudzik
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.
{"title":"Methodological Training in Special Education Doctoral Programs: A Mixed-Methods Exploration","authors":"Catherine Corr, Hailey R. Love, M. Snodgrass, Justin L. Kern, Mia Chudzik","doi":"10.1177/08884064221103902","DOIUrl":"https://doi.org/10.1177/08884064221103902","url":null,"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.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"46 1","pages":"108 - 126"},"PeriodicalIF":2.9,"publicationDate":"2022-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47815758","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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