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Disability Research in Counseling Psychology Journals: A 20-Year Content Analysis
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Foley-Nicpon, Megan; Lee, Sharon – Journal of Counseling Psychology, 2012
We conducted an exploratory content analysis of disability research in 5 major counseling psychology journals between 1990 and 2010. The goal was to review the counseling psychology literature to better understand the prevalence of disability research, identify research methods most often conducted, and elucidate the types of concerns most…
Descriptors: Disabilities, Cultural Pluralism, Content Analysis, Research Design
Implementing Randomized Controlled Trials in Preschool Settings That Include Young Children with Disabilities: Considering the Context of Strain and Bovey
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Snyder, Patricia – Topics in Early Childhood Special Education, 2011
In this commentary, developments related to conducting randomized controlled trials in authentic preschool settings that include young children with disabilities are discussed in relation to the Strain and Bovey study.
Descriptors: Disabilities, Young Children, Preschool Education, Research Methodology
Current Trends in Education: How Single-Subject Research Can Help Middle and High School Educators Keep up with the Zeitgeist
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Casey, Laura Baylot; Meindl, James N.; Frame, Kimberley; Elswick, Susan; Hayes, Jenny; Wyatt, Jenni – Clearing House: A Journal of Educational Strategies, Issues and Ideas, 2012
Trends in educational research, teaching practices, and teacher responsibilities change over time. There is currently a movement away from relying on summative assessment and large-group research to assessing individual students on a formative basis. This push is partially legal, and the 2004 Individuals with Disabilities Education Improvement Act…
Descriptors: Research Design, Educational Research, Research Methodology, Disabilities
Benefits of Teacher Collaboration across Varying Stages of the Research Process
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Lang, Russell; Page, Sue – Intervention in School and Clinic, 2011
Professionals mostly agree that scientific research should guide practice in education. The Individuals with Disabilities Education Improvement Act (IDEIA; 2004) and the No Child Left Behind Act (2002) require that students with disabilities receive research-based practices in the "least restrictive environment." Because the least…
Descriptors: Scientific Research, Federal Legislation, Disabilities, Teacher Collaboration