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Mixed‐Methods Approaches in Special Education Research.

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Title: Mixed‐Methods Approaches in Special Education Research.
Authors: Love, Hailey R. (AUTHOR), Cook, Bryan G. (AUTHOR), Cook, Lysandra (AUTHOR)
Source: Learning Disabilities Research & Practice (Wiley-Blackwell). Nov2022, Vol. 37 Issue 4, p314-323. 10p. 1 Illustration, 1 Chart.
Subjects: Education research, Special education, Special education teachers, Learning disabilities, Quantitative research, Students with disabilities
Abstract: Mixed‐methods research can uniquely inform special education practice by combining qualitative and quantitative research approaches. However, its distinct features can also make mixed‐methods research difficult to understand and apply. In this article, we provide an introduction to mixed‐methods research purposes, designs, and quality considerations to help practitioners critically consume and apply this type of research when working with students with learning disabilities and their families. We describe three sample research studies to illustrate mixed‐methods designs and contributions. Our take‐home message is that mixed‐methods research (a) requires unique research practices to meaningfully combine qualitative and quantitative research approaches in a single study and (b) can be particularly useful for informing special education practice in real‐world contexts. [ABSTRACT FROM AUTHOR]
Copyright of Learning Disabilities Research & Practice (Wiley-Blackwell) is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Mixed‐Methods Approaches in Special Education Research.
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  Data: <searchLink fieldCode="AR" term="%22Love%2C+Hailey+R%2E%22">Love, Hailey R.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Cook%2C+Bryan+G%2E%22">Cook, Bryan G.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Cook%2C+Lysandra%22">Cook, Lysandra</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Learning+Disabilities+Research+%26+Practice+%28Wiley-Blackwell%29%22">Learning Disabilities Research & Practice (Wiley-Blackwell)</searchLink>. Nov2022, Vol. 37 Issue 4, p314-323. 10p. 1 Illustration, 1 Chart.
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  Data: <searchLink fieldCode="DE" term="%22Education+research%22">Education research</searchLink><br /><searchLink fieldCode="DE" term="%22Special+education%22">Special education</searchLink><br /><searchLink fieldCode="DE" term="%22Special+education+teachers%22">Special education teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+disabilities%22">Learning disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Quantitative+research%22">Quantitative research</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+disabilities%22">Students with disabilities</searchLink>
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  Data: Mixed‐methods research can uniquely inform special education practice by combining qualitative and quantitative research approaches. However, its distinct features can also make mixed‐methods research difficult to understand and apply. In this article, we provide an introduction to mixed‐methods research purposes, designs, and quality considerations to help practitioners critically consume and apply this type of research when working with students with learning disabilities and their families. We describe three sample research studies to illustrate mixed‐methods designs and contributions. Our take‐home message is that mixed‐methods research (a) requires unique research practices to meaningfully combine qualitative and quantitative research approaches in a single study and (b) can be particularly useful for informing special education practice in real‐world contexts. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Learning Disabilities Research & Practice (Wiley-Blackwell) is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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      – Type: doi
        Value: 10.1111/ldrp.12295
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      – Code: eng
        Text: English
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        PageCount: 10
        StartPage: 314
    Subjects:
      – SubjectFull: Education research
        Type: general
      – SubjectFull: Special education
        Type: general
      – SubjectFull: Special education teachers
        Type: general
      – SubjectFull: Learning disabilities
        Type: general
      – SubjectFull: Quantitative research
        Type: general
      – SubjectFull: Students with disabilities
        Type: general
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      – TitleFull: Mixed‐Methods Approaches in Special Education Research.
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              M: 11
              Text: Nov2022
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              Y: 2022
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              Value: 37
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