Methodological Training in Special Education Doctoral Programs: A Mixed-Methods Exploration

Catherine Corr, Hailey Love, Melinda R. Snodgrass, Justin L. Kern, Mia Chudzik

Research output: Contribution to journalArticlepeer-review


Doctoral education is the primary time in which scholars learn about research methodologies and begin to develop their own research agendas and skills. Yet, to date, few research studies have examined graduate students’ perceived value of, and access to, training in multiple research methodologies. The purpose of this study was to explore special education doctoral students’ experiences at research-intensive universities in relation to mixed methods, quantitative, and qualitative methodologies. Using a mixed-methods research design, we explore the extent to which research judgments, skills, paradigmatic values, and methodological identities are diverse and how those features interact when doctoral students judge research. First, doctoral students were invited to participate in a survey (replicating McKim, 2017). Then, students who volunteered during the survey were individually interviewed about their methodological training and identity. We present the results and discuss how they can inform personnel preparation for the next generation of research scholars and consumers.

Original languageEnglish (US)
Pages (from-to)108-126
Number of pages19
JournalTeacher Education and Special Education
Issue number2
StatePublished - May 2023


  • general special education
  • research methods
  • teacher knowledge

ASJC Scopus subject areas

  • Education


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