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Content Analysis of Evidence-Based Articles in 'The Journal of Special Education'

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Title: Content Analysis of Evidence-Based Articles in 'The Journal of Special Education'
Language: English
Authors: Fisher, Larry B., Spooner, Fr, Algozzine, Bob (ORCID 0000-0002-7936-1612), Anderson, Kelly M., Brosh, Chelsi R., Robertson, Colleen E.
Source: Journal of Special Education. Feb 2019 52(4):219-227.
Availability: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 9
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Secondary Education
Descriptors: Content Analysis, Evidence Based Practice, Elementary School Students, Secondary School Students, Disabilities, Special Education, Benchmarking, Comparative Analysis, Periodicals, General Education, Educational Benefits, Intervention, Academic Achievement, Teaching Methods, Research Reports
DOI: 10.1177/0022466918794952
ISSN: 0022-4669
Abstract: Conducting and supporting scientifically valid research activities and implementing evidence-based practices have driven recent hopes and efforts to achieve better outcomes for all students. In the context of ongoing internal review and continuous improvement, we were interested in how this evolution was reflected in empirical studies published in "The Journal of Special Education" ("JSE"). We coded key variables related to evidence-based research in articles published between 2004 and 2017. We found that most studies included elementary- or secondary-aged students with disabilities in general or special education classroom settings with teachers or researchers assessing the benefits of academic skill training interventions using single-case designs. We discuss implications for ongoing internal reviews and assessments as well as for comparisons, benchmarking, and evaluations within the field.
Abstractor: As Provided
Number of References: 31
Entry Date: 2019
Accession Number: EJ1203728
Database: ERIC
FullText Text:
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  Data: Content Analysis of Evidence-Based Articles in 'The Journal of Special Education'
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Fisher%2C+Larry+B%2E%22">Fisher, Larry B.</searchLink><br /><searchLink fieldCode="AR" term="%22Spooner%2C+Fr%22">Spooner, Fr</searchLink><br /><searchLink fieldCode="AR" term="%22Algozzine%2C+Bob%22">Algozzine, Bob</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7936-1612">0000-0002-7936-1612</externalLink>)<br /><searchLink fieldCode="AR" term="%22Anderson%2C+Kelly+M%2E%22">Anderson, Kelly M.</searchLink><br /><searchLink fieldCode="AR" term="%22Brosh%2C+Chelsi+R%2E%22">Brosh, Chelsi R.</searchLink><br /><searchLink fieldCode="AR" term="%22Robertson%2C+Colleen+E%2E%22">Robertson, Colleen E.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Special+Education%22"><i>Journal of Special Education</i></searchLink>. Feb 2019 52(4):219-227.
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  Data: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 9
– Name: DatePubCY
  Label: Publication Date
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  Data: 2019
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  Data: Journal Articles<br />Reports - Research
– Name: Audience
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Content+Analysis%22">Content Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence+Based+Practice%22">Evidence Based Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Disabilities%22">Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education%22">Special Education</searchLink><br /><searchLink fieldCode="DE" term="%22Benchmarking%22">Benchmarking</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Periodicals%22">Periodicals</searchLink><br /><searchLink fieldCode="DE" term="%22General+Education%22">General Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Benefits%22">Educational Benefits</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Research+Reports%22">Research Reports</searchLink>
– Name: DOI
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  Data: 10.1177/0022466918794952
– Name: ISSN
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  Data: 0022-4669
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Conducting and supporting scientifically valid research activities and implementing evidence-based practices have driven recent hopes and efforts to achieve better outcomes for all students. In the context of ongoing internal review and continuous improvement, we were interested in how this evolution was reflected in empirical studies published in "The Journal of Special Education" ("JSE"). We coded key variables related to evidence-based research in articles published between 2004 and 2017. We found that most studies included elementary- or secondary-aged students with disabilities in general or special education classroom settings with teachers or researchers assessing the benefits of academic skill training interventions using single-case designs. We discuss implications for ongoing internal reviews and assessments as well as for comparisons, benchmarking, and evaluations within the field.
– Name: AbstractInfo
  Label: Abstractor
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  Data: As Provided
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  Data: 31
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2019
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1203728
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1203728
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        Value: 10.1177/0022466918794952
    Languages:
      – Text: English
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      – SubjectFull: Evidence Based Practice
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      – SubjectFull: Elementary School Students
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      – SubjectFull: Secondary School Students
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      – SubjectFull: Disabilities
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      – SubjectFull: Special Education
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      – SubjectFull: Benchmarking
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      – SubjectFull: Comparative Analysis
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