Journal article
Prevalence of Research Design in Special Education: A Survey of Peer-Reviewed Journals
Remedial and special education, Vol.44(6), pp.480-494
12/2023
DOI: 10.1177/07419325231152453
Abstract
Special education policy and scholarship have increasingly emphasized the use of research, which encompasses interdependent methodological approaches designed to address specific questions. Consequently, the knowledge available to practitioners, policymakers, and other consumers is a function of the research designs featured in the literature. This study describes the prevalence of methodological approaches appearing in special education journals (n = 33). An assessment of a sample of articles (n = 12,669) published from 1999 to 2019 found that much of the published research (n = 9,543) emphasizes nonexperimental, quantitative inquiry (57.86%). Experimental research is comparatively less common (25.51%) and encompasses both single-case (14.22%) and group experimental designs (11.29%). Qualitative studies (9.38%) appear far less frequently. Patterns of publication vary based on journal emphasis. A description of results is followed by a discussion of implications for the consumption and generation of evidence in special education.
Details
- Title: Subtitle
- Prevalence of Research Design in Special Education: A Survey of Peer-Reviewed Journals
- Creators
- Seth King - University of IowaLanqi Wang - University of IowaBrendon Nylen - University of IowaOlivia Enders - University of Pittsburgh
- Resource Type
- Journal article
- Publication Details
- Remedial and special education, Vol.44(6), pp.480-494
- Publisher
- SAGE Publications; Los Angeles, CA
- DOI
- 10.1177/07419325231152453
- ISSN
- 0741-9325
- eISSN
- 1538-4756
- Language
- English
- Electronic publication date
- 02/16/2023
- Date published
- 12/2023
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9984371118402771
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