Research And Evaluation Methods In Special Education

Description:
'In an era when government policy emphasizes 'scientifically based research' (No Child Left Behind), this book provides an important resource in understanding what this means' - Diane Browder, Snyder Distinguished Professor of Special Education, University of North Carolina, Charlotte. 'This is a superb book. I learned by reading it, and I found myself rethinking some of my own thinking about research on individuals with disabilities' - James Ysseldyke, Professor, University of Minnesota.The purpose of this book is to enable the reader to use tools to design, conduct, and report research in a way that transforms, when appropriate, the delivery of special education. This book explores ways to adapt those research methods to the special education context by providing the reader with a framework for developing research questions and methods, as well as critically analyzing and conducting research focusing on the specific special education context. Unique contextual factors and populations in special education have implications for research conceptualization, design, implementation, interpretation, and reporting.Types of contextual issues specific to special education research that are addressed in this book are: The definition of who constitutes the special education population is not clear-cut; What are the implications of labeling someone 'at risk' or disabled? How can appropriate identifications be made for such populations as developmentally delayed or learning disabled? and, What are the implications of conducting or critiquing research that addresses different types of functional impairments?The audience for this book includes people who need information to support their decision-making. This includes those who set policy, administer and implement programmes, teach the students, and advocate for people with disabilities. For all these people, this book provides guidance in the conduct or critical analysis of research with special education populations. The populations that are included are primarily those that are eligible for funds under the federal government's classification system of special education students in the Individuals with Disabilities Education Act (IDEA) of 1997. Additionally, the text includes discussion of infants and toddlers with disabilities and persons with developmental delays and those at risk.

Review:
'In an era when government policy emphasizes 'scientifically based research' (No Child Left Behind), this book provides an important resource in understanding what this means.' -- Diane Browder, Snyder Distinguished Professor of Special Education 'This is a superb book. I learned by reading it, and I found myself rethinking some of my own thinking about research on individuals with disabilities.' -- James E. Ysseldyke, Professor 'The authors have set for themselves a challenging task--to enable readers to design, conduct, report, and understand research in a way that transforms (when appropriate) the delivery of special education. What is even more amazing is it appears they have developed a guide that makes this task a reality.' -- CHOICE, June 2004

Table of Contents:
Preface Acknowledgments About the Authors 1. Introduction Questions and Activities for Application and Discussion 2. Program Evaluation Questions and Activities for Application and Discussion 3. Literature Review Purposes of the Literature Review Resources to Support the Literature Review Reporting the Literature Review Method Aggregating Information for a Literature Review The Integrated Literature Review Questions to Critically Analyze the Literature Review Questions and Activities for Application and Discussion 4. Quantitative Research Methods: Questions of Impact Philosophical Assumptions Associated With Quantitative Research Questions and Activities for Application and Discussion 5. Other Quantitative Approaches: Casual Comparative, Correlational, Single Case, and Survey Research Causal Comparative and Correlational Research Questions for Critically Analyzing Causal Comparative and Correlational Research Questions for Critically Anaylzing Single-Case Designs Survey Research Questions for Critically Analyzing Survey Research Questions and Activities for Application and Discussion 6. Qualitative Methods Definition and Characteristics of Qualitative Methods Importance of Qualitative Methods in Special Education Research Philosophical Assumptions and Methodological Implications in Special Education Research Qualitative Methods and Data Collection Strategies Critically Analyzing Qualitative Research Questions for Critically Analyzing Qualitative Research Questions and Activities for Application and Discussion 7. Mixed Methods and Mixed Model Designs Definitions and Characteristics Questions and Activities for Application and Discussion 8. Identification and Selection of Research Participants Population and Sample Definition Designing and Selecting Samples Generalizability, External Validity, and Transferability Ethics and Confidentiality Questions for Critically Analyzing Sample Design and Implementation Questions and Activities for Application and Discussion 9. Information Collection The Purpose of Information Collection Technical Adequacy of Data Collection Instruments Selecting and Using a Measurement Device Questions for Critically Analyzing Information Collection Strategies and Instruments Questions and Activities for Application and Discussion 10. Data Analysis, Interpretation, and Use Quantitative Data Anaylsis Challenges in Analysis and Interpretation Responses to Analysis and Interpretation Challenges Qualitative Data Analysis and Interpretation Reporting Research Beyond Reporting: Using Research Results Questions for Critically Analyzing Data Analysis and Interpretation Questions and Activities for Discussion and Application Appendices 1. Federal Definitions for Individuals with Disabilities 2. Data Sources from Extant Data Bases 3. Definitions of Statistical Terms 4. Funding Resources 5. Proposal Outline References Index

Author Biography:
For the past 30 years, McLaughlin has been actively engaged in the design, delivery, and evaluation of programs in a variety of settings including federal, state, and local governments, as well as public and not-for-profit organizations. Over the past 10 years, McLaughlin has been responsible for facilitating the strategic planning processes in a variety of settings including public and private schools, as well as state and local governments. McLaughlin has been responsible for designing and implementing training and technical assistance opportunities for managers of federal, state, and local organizations as they migrated to a performance-based organization. He has been a member of several research teams whose work focused on the adoption and dissemination of an outcome-based management approach in a variety of public agencies, including education. McLaughlin was a recognized leader in the use of interagency collaboration as a vehicle for enhancing service delivery to persons with special needs. He has trained local and state interagency teams and has conducted evaluations of interagency collaboratives in a number of states and localities. McLaughlin has designed and implemented training for local teams of stakeholders to evaluate the effectiveness of local special education programs in numerous states. After serving nearly 30 years in higher education, McLaughlin is currently an independent consultant in strategic planning and performance measurement. He is an active member of the American Evaluation Association. Donna M. Mertens is Professor in the Department of Educational Foundations and Research at Gallaudet University. She teaches research methods and program evaluation to deaf and hearing students at the MA and PhD levels. She conducts research and evaluation studies on such topics as improvement of special education services in international settings, planning for the inclusion of students with disabilities in neighborhood schools, enhancing the educational experiences of students with disabilities, preventing sexual abuse in residential schools for deaf students, improving access to the court systems for deaf and hard-of-hearing people, and improving the preparation of teachers of the deaf through appropriate use of instructional technology. Her research focuses on improving methods of inquiry by integrating the perspectives of those who have experienced oppression in our society. She draws on the writings of feminists, minorities, people with disabilities, as well as indigenous peoples who have addressed the issues of power and oppression and their implications for research methodology. Dr. Mertens has made numerous presentations at the meetings of the American Educational Research Association, the American Evaluation Association, the Association for College Educators of the Deaf and Hard of Hearing, the International Sociological Association, International Mixed Methods Conference, the American Psychological Association, and other organizations that explore these themes. She served as President and Board member of the American Evaluation Association from 1997 to 2002 and as a member of the Board of Trustees for the International Organization for Cooperation in Evaluation 2002--2003. She is the co-editor for the Journal of Mixed Methods Research (with Max Bergman). Her publications include three edited volumes, Handbook of Social Research Ethics (coedited with Pauline Ginsberg), Creative Ideas for Teaching Evaluation and Research and Inequality (coedited with Carole Truman and Beth Humphries), and several books, including Transformative Research and Evaluation, Research and Evaluation Methods in Special Education (coauthored with John McLaughlin) and Parents and