Twenty-one Questions: In Search of Truth?
- The very nature of special education research suggests that practical significance is more important than finding research significance (Cohen, 1994).
- Special education researchers can confidently use null hypothesis significance testing (NHST) to determine the impact and significance of their research. Essentially, NHST informs researchers and users of research, of what they want to know by addressing the question “Given these data, what is the probability that the null hypothesis (H0) is true?” (Cohen, 1994, p.997).
- Mixed research is not a distinct methodology per se. Mixed methods is comprised of quantitative and qualitative research paradigms fundamentally rooted in different incongruent epistemologies. Studies that use mixed methods can provide complimentary, yet separate, important findings (Onwuegbuzie, 2012).
- Grant funding agencies are places where good research ideas go to die.
- Given that special education addresses the needs of atypical students, meta-analyzing single-case design (SCD) research is necessary and appropriate. Issues of meta-analyzing SCD associated with determining causality, using the effect with one empirical estimate, and addressing issues related to internal-external validity, are minor considerations compared to providing the field and policy makers with EBPs using SCD studies (Burns, 2012).
- The use of the terms “qualitative research” and “quantitative research” are not useful categorizations of research. The two terms denote kinds of data rather than specific epistemologies, ontologies, designs, and methodologies (Biesta, 2010).
- While special education is increasingly embracing the idea of replication with or without extension, it is important that only established researchers conduct replication research. Doctoral students and new assistant professors should focus on new and innovative research to demonstrate their abilities as quality researchers. Furthermore, funding agencies, journal editors, tenure/promotion committees, and those hiring special education faculty members are biased toward those with novel research ideas (Makel & Plucker, 2014).
- For all practical purposes, “research design” is synonymous with “research methodology”(Daniel, 1996).
- Applied research is fundamentally more useful than basic research at understanding special education (i.e., the educational phenomena). Providing policy makers and frontline personnel with research that is practical should be the primary objective of special education researchers as a means of narrowing the research-to-practice gap (Daniel, 1996).
- Using a p-value of .05 and .01 as the cut-off for statistical significance was made up by a group of statisticians at a conference in a bar.
- Special education research ultimately is the search for truth.
- Quality general and special education research, when implemented with fidelity, will lead to greater homogeneity within classrooms and the overall school population. Quality research decreases the achievement gap between students with disabilities and those without disabilities (Kauffman, 2002).
- Special education research is rooted in quality instruction and civil rights (e.g., social justice). As such, special education research should focus on the unique characteristics of individuals with and without disabilities. Considering the overrepresentation of minorities (racism) and males (sexism) in special education, it is essential that the voices of these individuals be represented as equally valid ways of knowing (Kauffman & Sasso, 2003).
- The What Works Clearinghouse (WWC) study review guide only accounts for study fidelity by taking into consideration adherence. In contrast, those applying for IES grants should consider multi-dimensions of fidelity such as adaptation, exposure, and differentiation.
- Fidelity of implementation is synonymous with validity and reliability.
- The WWC study review guide evaluation process includes grey literature studies like dissertations but not studies conducted by publishers due to potential bias (WWC, 2014).
- Meta-analyses are effective and efficient means of providing the field with unbiased EBPs (Perry, Albert, & Tung, 2012).
- Private schools provide students with a better education than public schools for students without disabilities but not for students with disabilities (Berliner & Glass, 2014).
- Charter schools are private ventures that have mixed educational results for students with disabilities but reveal greater positive results for students without disabilities (Berliner & Glass).
- There is clear evidence that investment in education as a percentage of the Gross Domestic Product in the United States is substantially less as compared to other countries. Data clearly indicate that the lack of investment progressively declined since the 1980’s (FactCheck.org).
- The general contention is that universities are comprised of more liberal faculty members while school system personnel are often more conservative. Regardless of the political disposition of researchers or school personnel, issues related to the identification of disabilities (e.g., EBD) and the implementation of EBPs are politically neutral (Wiley, Kauffman, & Plageman, 2014).
Posted:
1 March, 2015
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