A Mixed Methods Study of K–12 Influences on College Participation for Students With Disabilities

2020 ◽  
Vol 43 (2) ◽  
pp. 101-114
Author(s):  
Elisabeth L. Kutscher ◽  
Elizabeth D. Tuckwiller
Keyword(s):  
Mixed Methods ◽  
Students With Disabilities ◽  
Postsecondary Education ◽  
Mixed Methods Research ◽  
Multiple Correspondence Analysis ◽  
College Participation ◽  
Quantitative Results ◽  
Education Participation ◽  
Transformative Mixed Methods ◽  
K 12

This study investigated K–12 experiences individuals with disabilities perceived as influencing their transition to and participation in postsecondary education. Using a convergent transformative mixed methods research design, the study integrated findings from interviews and surveys ( n = 13) using multiple correspondence analysis. Qualitative analyses yielded eight K–12 facilitators of postsecondary education participation. Quantitative results showed participants reported access to at least one previously identified high school predictor, high levels of self-determination, and neutral identification with a disability community. Finally, integrated findings revealed that endorsement of facilitators was associated with experiencing a challenging transition to postsecondary education. Research and practice implications are discussed.

Multicultural teaching competence among undergraduate faculty: a convergent mixed methods study

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Chandler Puhy ◽  
Nalini Prakash ◽  
Clarissa Lacson ◽  
Joke Bradt
Keyword(s):  
Mixed Methods ◽  
Qualitative Data ◽  
Teaching Practice ◽  
Mixed Methods Study ◽  
Student Diversity ◽  
Content Type ◽  
Knowledge And Skills ◽  
Teaching Competence ◽  
Quantitative Results ◽  
K 12

Purpose Increased student diversity in universities across the USA has increased the need for post-secondary educators to develop multicultural teaching competence (MTC). Most studies of MTC focus on educators teaching grades K-12. The purpose of this study is to determine how faculty members rate themselves in terms of MTC, what multicultural knowledge and skills faculty report and how they integrate these skills into their teaching practice and what barriers exist to developing and implementing MTC. The purpose of this study was to examine the factors that impact undergraduate faculty integration of multicultural awareness and attitudes into their teaching practices to enhance student learning. Design/methodology/approach A convergent mixed methods study used survey and interview data from undergraduate faculty. Select items from the MTC Inventory (MTCI) and social justice scales (SJS) were administered. Interviews (N = 7) were transcribed and analyzed using thematic analysis. Quantitative and qualitative data were compared to examine convergence and divergence. Findings Quantitative results revealed undergraduate faculty’s awareness, knowledge and skills as indicated by percent agreement with items from the MTCI and SJS instruments. Qualitative findings included the following four themes: knowledge building, addressing diversity in the classroom, barriers and challenges, and needs and recommendations. Qualitative data corroborated or explained many of the quantitative results and provided insight into these trends and barriers that impact MTC. Originality/value This is the first study of its kind, to our knowledge, that has used a mixed methods research design to examine factors that impact MTCs and associated barriers among a sample of undergraduate faculty across disciplines in one urban university.

A Transformative Mixed Methods Assessment of Educational Access and Opportunity for Undocumented College Students in the Southeastern United States

2016 ◽  
Vol 12 (4) ◽  
pp. 413-436 ◽  
Author(s):  
Cassie L. Barnhardt ◽  
Kimberly Reyes ◽  
Angela Vidal Rodriguez ◽  
Marisol Ramos
Keyword(s):  
United States ◽  
Mixed Methods ◽  
Postsecondary Education ◽  
Immigrant Students ◽  
Southeastern United States ◽  
Undocumented Immigrant ◽  
Mixed Methods Approach ◽  
Organizational Settings ◽  
Campus Administrators ◽  
Transformative Mixed Methods

The Southeastern United States is home to one of the most culturally resistant arenas for undocumented immigrant students to pursue postsecondary education. Using a transformative mixed methods approach, we explore the multidimensional dynamics of contention that are present as campus administrators navigate the process of serving a group of students who are marginalized due to their unresolved immigration status. Our article contributes to the methodological literature by exemplifying how transformative mixed methods are powerful tools for understanding how the oppression of vulnerable populations is institutionalized in organizational settings.

scholarly journals Disproportionality Among Postsecondary Students Seeking Evaluation to Document Disabilities

2011 ◽  
Vol 31 (2) ◽  
Author(s):  
Amanda Pellegrino ◽  
Beverly Sermons ◽  
George Shaver
Keyword(s):  
Students With Disabilities ◽  
Postsecondary Education ◽  
Psychological Disorders ◽  
Postsecondary Enrollment ◽  
Hyperactivity Disorder ◽  
Service Programs ◽  
American Students ◽  
Race Ethnicity ◽  
K 12 ◽  
National Trends

<p>The race/ethnicity disproportionality in identification of special education disability classifications in K-12 education and psychological disorders in the general population has been explored for many years. Other disproportionality trends exist in postsecondary enrollment. However, there is little exploration of the convergence of these phenomena and the representation of students with disabilities in postsecondary education disability service programs. Longitudinal data collected at an evaluation center serving thirteen colleges and universities in Georgia indicate that African-American students are significantly underrepresented in seeking documentation to receive accommodations for disabilities such as learning disabilities, Attention Deficit/Hyperactivity Disorder, and psychological disorders. This trend appears to contradict national trends of proportional representation of reporting disabilities among race/ethnicity groups at postsecondary institutions.</p>

Conducting Mixed Methods Research Systematic Methodological Reviews: A Review of Practice and Recommendations

2020 ◽  
pp. 155868982096762
Author(s):  
Michelle C. Howell Smith ◽  
Pamela Shanahan Bazis
Keyword(s):  
Mixed Methods ◽  
Best Practices ◽  
Mixed Methods Research ◽  
Quantitative Results ◽  
Current Practices

Mixed methods research (MMR) methodologists research the use of MMR by conducting systematic methodological reviews (SMR). Unfortunately, there is little guidance on how to conduct these types of reviews. This MMR-SMR of MMR-SMRs identifies a comprehensive pool of published MMR-SMRs ( n = 80), isolating best practices that will guide future reviews thereby increasing their quality and utility to the field of MMR. We summarize our quantitative codes descriptively and integrate the qualitative themes alongside the relevant quantitative results. We contribute to the field mixed methods research by identifying potential topics for future MMR-SMR, summarizing current practices in writing MMR-SMRs, and providing recommendations to consider when publishing future MMR-SMR.

Visual Representation in Mathematics: Special Education Teachers’ Knowledge and Emphasis for Instruction

2016 ◽  
Vol 41 (1) ◽  
pp. 7-23 ◽  
Author(s):  
Delinda van Garderen ◽  
Amy Scheuermann ◽  
Apryl Poch ◽  
Mary M. Murray
Keyword(s):  
Special Education ◽  
Mixed Methods ◽  
Problem Solving ◽  
Students With Disabilities ◽  
Research Design ◽  
Special Education Teachers ◽  
Online Survey ◽  
Special Educators ◽  
Visual Representations ◽  
K 12

The use of visual representations (VRs) in mathematics is a strongly recommended practice in special education. Although recommended, little is known about special educators’ knowledge of and instructional emphasis about VRs. Therefore, in this study, the authors examined special educators’ own knowledge of and their instructional emphasis with VRs in mathematics for students with disabilities (SWDs) in Grades K-12. A total of 146 teachers (pre- and in-service) responded to an online survey. A mixed methods triangulation research design was utilized. Findings include the following: (a) teachers hold conceptions about VRs and the roles they serve in problem solving; their ideas, however, lack depth and are narrow in perspective; (b) what teachers emphasize about VRs to SWDs tends to match their own conceptions, but the explanations they provide for SWDs need expanding and refinement; and (c) given their narrow conceptions, VRs may be limited to a peripheral role in special educators’ instruction.

Examining Postsecondary Education Predictors and Participation for Students With Learning Disabilities

2016 ◽  
Vol 50 (1) ◽  
pp. 3-13 ◽  
Author(s):  
Gauri S. Joshi ◽  
Emily C. Bouck
Keyword(s):  
Learning Disabilities ◽  
General Education ◽  
Students With Disabilities ◽  
Postsecondary Education ◽  
Content Area ◽  
Students With Learning Disabilities ◽  
Core Content ◽  
General Education Classroom ◽  
Education Participation ◽  
Content Area Instruction

Given the history of poor postschool outcomes for students with disabilities, researchers repeatedly sought to demonstrate the links between predictor variables and postschool outcomes for students with disabilities. This secondary data analysis used the National Longitudinal Transition Study–2 to examine the relationship between postsecondary education–related transition services and postsecondary education participation for students with learning disabilities. Logistic regression analyses indicated receiving core content area instruction in the general education classroom was positively related to postsecondary education participation. Frequency distributions indicated students with learning disabilities attended 2-year college at higher rates than other postsecondary education programs. The results suggest educators should consider inclusion in general education classroom for core content area instruction for students with learning disabilities with postsecondary education goals to the extent permitted by their least restrictive environment.

scholarly journals Leveraging an Integrated Visual Display for Case-Based Analysis in Mixed Method Research

2021 ◽  
Vol 20 ◽  
pp. 160940692110590
Author(s):  
Elizabeth G. Creamer
Keyword(s):  
Mixed Methods ◽  
Mixed Method ◽  
Mixed Methods Research ◽  
Visual Display ◽  
Visual Methods ◽  
Mixed Method Research ◽  
Analytical Strategy ◽  
Qualitative And Quantitative ◽  
Quantitative Results ◽  
Case Based

A case-based visual display can serve as method for analysis in mixed method research. This methodological article builds an argument for the role that a matrix, diagram, table, or figure can play when used interactively to generate, elaborate, or confirm analytical insight in a case-based analysis in mixed methods research. The article provides an in-depth exploration of two visual methods: timelining and mapping. Timelining adds dimensionality through investigating a temporal sequence, while a mapping activity can do the same with the understanding of physical locations. Both types of visual displays can enhance validity by providing a way to engage qualitative and quantitative data iteratively and dialectically during analysis. The necessity to pursue dissonance that often arises from integrating qualitative and quantitative results is one signal of the complexity of the examples reviewed. The examples support the argument that a visual display that integrates data from different sources iteratively and dialectically is an analytical strategy unique to mixed methods.

scholarly journals A Procedure for Implementing Exploratory Mixed Methods Research into Dry Port Management

2019 ◽  
Vol 8 (2) ◽  
pp. 157-170 ◽  
Author(s):  
Jagan Jeevan ◽  
Yapa Mahinda Bandara ◽  
Nurul Haqimin Mohd Saleh ◽  
Abdul Hafaz Ngah ◽  
Rudiah Hanafiah
Keyword(s):  
Mixed Methods ◽  
Mixed Methods Research ◽  
Research Area ◽  
Research Issues ◽  
Main Method ◽  
Quantitative Results ◽  
Different Dimensions ◽  
High Level ◽  
Alternative Designs ◽  
Insight Into

Qualitative approach has become the main method of exploring significant dimensions in dry port research.Quantitative approach has also been employed to examine empirical evidence in this research area. The application of mixed methods has been proposed in the dry port research to provide a multidimensional insight into seaport research issues. This paper provides guidance on mixed method application in dry port research and demonstrates that the implementation of mixed methods research is capable of providing comprehensive results by integrating qualitative and quantitative results in a single research. The availability of different dimensions and alternative designs lends this approach wide applicability, facilitating the production of valid and reliable outcomes and ensuring high level of generalizability of dry port research.

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