Sage Journals: Discover world-class research

Abstract

The aim of this article is to provide practitioners and other nonresearchers a basic understanding of research designs to aid in appropriately interpreting and applying research findings in special education. Research design provides the blueprint for conducting a research study and shapes what kind of knowledge is generated by the study. We discuss the purpose of, types of questions addressed by, and different types of studies associated with four research designs commonly used in special education—descriptive, relational, experimental, and qualitative designs, as well as briefly review an example study using each research design. The take–away message of this article is that different research designs address different types of questions. Therefore, it is important that research consumers know what type of questions each research design addresses and interpret and apply research findings accordingly.

Get full access to this article

View all access options for this article.

References

Ayala

S. M.

, & O'Connor

(2013). The effects of video self–modeling on the decoding skills of children at risk for reading disabilities. Learning Disabilities Research & Practice, 28, 142–154. doi: 10.1111/ldrp.12012

Creswell

J. W.

(2015). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (5th ed.). Boston: Pearson.

Crockett

J. B.

(2004). Taking stock of science in the schoolhouse: Four ideas to foster effective instruction. Journal of Learning Disabilities, 37, 189–199. doi: 10.1177/00222194040370030201

Doren

, Murray

, & Gau

J. M.

(2014). Salient predictors of school dropout among secondary students with learning disabilities. Learning Disabilities Research & Practice, 29, 150–159. doi: 10.1111/ldrp.12044

Gawande

(2016, July 10). The mistrust of science. The New Yorker. Retrieved from http://www.newyorker.com/news/news-desk/the-mistrust-of-science

Hair

N. L.

, Hanson

J. L.

, Wolfe

B. L.

, & Pollak

S. D.

(2015). Association of child poverty, brain development, and academic achievement. JAMA Pediatrics, 169, 822–829. doi: 10.1001/jamapediatrics.2015.1475

Kent

S. C.

, Wanzek

, & Al Otaiba

(2012). Print reading in general education kindergarten classrooms: What does it look like for students at–risk for reading difficulties? Learning Disabilities Research & Practice, 27(2), 56–65. doi: 10.1111/j.1540-5826.2012.00351.x

Meadan

, & Halle

J. W.

(2004). Social perceptions of students with learning disabilities who differ in social status. Learning Disabilities Research & Practice, 19, 71–82. doi: 10.1111/j.1540-5826.2004.00091.x

Mertens

D. M.

(2014). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative, and mixed methods (4th ed.). Thousand Oaks, CA: Sage.

10.

National Professional Development Center on Autism Spectrum Disorders (n.d.). Evidence–based practices. Retrieved from http://autismpdc.fpg.unc.edu/evidence-based-practices

11.

Odom

S. L.

, Brantlinger

, Gersten

, Horner

R. H.

, Thompson

, & Harris

K. R.

(2005). Research in special education: Scientific methods and evidence–based practices. Exceptional Children, 71, 137–148. doi: 10.1177/001440290507100203

12.

Rumrill

P. D.

, Cook

B. G.

, & Wiley

(2011). Research in special education: Designs, methods and applications (2nd ed.). Springfield, IL: Charles C. Thomas.

13.

Van Reusen

A. K.

, Shoho

A. R.

, & Barker

K. S.

(2000). High school teacher attitudes toward inclusion. The High School Journal, 84(2), 7–20. doi: http://www.jstor.org/stable/40364402

Research Designs and Special Education Research: Different Designs Address Different Questions

Abstract

Get full access to this article

References