This exploratory review was conducted to examine recent literature regarding the preparation of doctoral students in special education. Specifically, articles included in this search focused on doctoral preparation in special education between 2005 and 2020. A total of 15 articles were identified and coded for type of study design and themes were developed using qualitative research methods. Results of the qualitative analysis suggest three overarching themes related to special education doctoral preparation. Implications for developing and revising doctoral programs are discussed.
*AbernathyT. V.DeRaadK.BeckG.ChechoC.FurnoL.HelwegC.HinksonM.WhittierL. E. (2008). Through the looking glass: Critical reflections of doctoral preparation experiences. Teaching and Learning, 22(3), 149–163.
2.
AdedoyinO. B.SoykanE. (2020). Covid-19 pandemic and online learning: The challenges and opportunities. Interactive Learning Environments, 1–13. https://doi.org/10.1080/10494820.2020.1813180
3.
Blue Ribbon Task Force Committee. (2004). Draft: Guidelines for OSEP leadership program competition applications. Office of Special Education Programs (OSEP) and the Higher Education Consortium for Special Education (HECSE).
4.
BosC.RobertsR.RiethH.DererK. (1995). Doctoral preparation in special education: Current status and trends. Teacher Education and Special Education, 18(3), 147–155. https://doi.org/10.1177/088840649501800303
CorrC.LoveH.SnodgrassM. R.KernJ. L.ChudzikM. (2022). Methodological training in special education doctoral programs: A mixed-methods exploration. Teacher Education and Special Education, 88840642211039. https://doi.org/10.1177/08884064221103902
7.
*deBettencourtL. U.HooverJ. J.RudeJ. A.TaylorS. A. (2016). Preparing special education higher education faculty: The influences of contemporary education issues and policy recommendations. Teacher Education and Special Education, 39(2), 121–133. https://doi.org/10.1177/0888406416641007
8.
*DiekerL.WienkeW.StraubC.FinneganL. (2014). Reflections on recruiting, retaining, graduating, and obtaining employment for doctoral students from diverse backgrounds. Teacher Education and Special Education, 37(2), 147–160. https://doi.org/10.1177/0888406413505874
HolmesB. D.RobinsonL.SeayA. D. (2010). Getting to finished: Strategies to ensure completion of the doctoral dissertation. Contemporary Issues in Education Research, 3(7), 1–8. https://doi.org/10.19030/cier.v3i7.215
13.
JamesonC. M.TorresK. (2019). Fostering motivation when virtually mentoring online doctoral students. Journal of Educational Research and Practice, 9(1), 331–339. https://doi.org/10.5590/JERAP.2019.09.1.23
14.
Kleinhammer-TramillJ.FioreT. A. (2003). A history of federal support for preparing special educators and related services personnel to serve children and youth with disabilities. Teacher Education and Special Education, 26(3), 217–229. https://doi.org/10.1177/088840640302600309
15.
KumarS.JohnsonM. (2017). Mentoring doctoral students online: Mentor strategies and challenges. Mentoring and Tutoring: Partnership in Learning, 25(2), 202–222. https://doi.org/10.1080/13611267.2017.1326693
16.
LinE.WangJ.SpaldingE.KleckaC. L.OdellS. J. (2011). Towards strengthening the preparation of teacher educator-researchers in doctoral programs and beyond. Journal of Teacher Education, 62(3), 239–245. https://doi.org/10.1177/0022487110397816
17.
MannsonD. H.MyersS. A. (2012). Using mentoring enactment theory to explore the doctoral student-advisor mentoring relationship. Communication Education, 61(4), 309–334. http://doi.org/10.1080/03634523.2012.708424
18.
MarkelG. P. (1982). The faculty role in doctoral level, competency-based training in supervision. Teacher Education and Special Education, 5(1), 5–10. https://doi.org/10.1177/088840648200500102
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*MartinS.GourwitzJ.HallK. P. (2016). Mentoring urban school leaders: A model. Journal of School Leadership, 26(2), 314–333. http://doi.org/10.1177/105268461602600205
20.
*NagroS. A.ShepherdK. G.KnackstedtK.WestJ. E.NagyS. J. (2020). Bridging the gap between research and policy: Fostering advocacy and policy engagement in special education doctoral students. Journal of Disability Policy Studies, 30(4), 233–243. https://doi.org/10.1177/1044207319849930
21.
NagroS. A.ShepherdK. G.WestJ. E.NagyS. J. (2019). Activating policy and advocacy skills: A strategy for tomorrow’s special education leaders. The Journal of Special Education, 53(2), 67–75. https://doi.org/10.1177/0022466918800705
22.
National Center for Science and Engineering Statistics, National Science Foundation. (2019). Doctorate recipients from U.S. universities: 2019 (NSF 21-308). https://ncses.nsf.gov/pubs/nsf21308/
23.
PierceT. B.SmithD. D. (1994). Career choices of recent special education graduates holding doctoral degrees. Teacher Education and Special Education, 17(2), 129–136. https://doi.org/10.1177/088840649401700207
24.
PierceT. B.SmithD. D.ClarkJ. (1992). Special education leadership: Supply and demand revisited. Teacher Education and Special Education, 15(3), 175–182. https://doi.org/10.1177/088840649201500304
25.
PrehmH. J. (1980). Research training and experiences in special education doctoral programs. Teacher Education and Special Education, 3(4), 3–9. https://doi.org/10.1177/088840648000300401
26.
*RobbS. M.SmithD. D.MontrosseB. E. (2012). The context of the demand for special education faculty: A study of special education teacher education programs. Teacher Education and Special Education, 35(2), 128–139. https://doi.org/10.1177/0888406412444760
27.
*RodriguezJ.PowellS.StraubC.Vince-GarlandK.WienkeW. (2019). Developing effective advocates during doctoral preparation: An examination of federal-level special education policy internships. International Journal of Education Policy and Leadership, 15(4), 1–18. https://doi.org/10.22230/ijepl.2019v15n4a468
28.
*ShealeyM. W. (2009). Voices of African-American doctoral students in special education: Addressing the shortage in leadership preparation. Race Ethnicity and Education, 12(3), 349–361. https://doi.org/10.1080/13613320903178295
29.
*SmithD. D.MontrosseB. E. (2012). Special education doctoral programs: A 10-year comparison of the suppliers of leadership personnel. Teacher Education and Special Education, 35(2), 101–113. https://doi.org/10.1177/0888406412444455
30.
SmithD. D.PionG.TylerN. C.SindelarP. T.RosenbergM. S. (2001). The study of special education leadership personnel with particular attention to the professoriate: Leadership final report. Vanderbilt University.
31.
*SmithD. D.RobbS. M.WestJ.TylerN. C. (2010). The changing education landscape: How special education leadership preparation can make a difference for teachers and their students with disabilities. Teacher Education and Special Education, 33(1), 25–43. https://doi.org/10.1177/0888406409358425
32.
SmithD. D.SalzbergC. (1994). The shortage of special education faculty: Towards a better understanding. Teacher Education and Special Education, 17(1), 52–61. https://doi.org/10.1177/088840649401700106
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*SmithD. D.TruongA.WatsonR.HartleyM. D.RobbS. M.GilmoreR. (2011). The federal role in the preparation of special education doctorates: An analysis of the office of special education programs’ leadership preparation initiatives. Teacher Education and Special Education, 34(4), 267–282. https://doi.org/10.1177/0888406411406554
34.
SparkmanD.DoranC. (2019). Affective challenges faced by doctoral students: Supporting them to completion. i-Manager’s Journal on Educational Psychology, 13(1), 14–23. https://doi:10.26634/jpsy.13.1.15484
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TulbertB.SindelarP. T.CorreaV. I.La PorteM. M. (1996). Looking in the rear view mirror: A content analysis of teacher education and special education. Teacher Education and Special Education, 19(3), 248–261. https://doi.org/10.1177/088840649601900322
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*TylerN. C.MontrosseB. E.SmithD. D. (2012). The supply: Profile of current students and recent graduates in special education. Teacher Education and Special Education, 35(2), 114–127. https://doi.org/10.1177/0888406412444762
37.
TylerN. C.SmithD. D.PionG. G. (2003). Doctoral students in special education: Characteristics and career aspirations. Teacher Education and Special Education, 26(3), 194–205. https://doi.org/10.1177/088840640302600306
38.
WalkerD. W.Haley-MizeS. (2012). Content analysis of PhD and EdD dissertations in special education. Teacher Education and Special Education, 35(2), 202–211. https://doi.org/10.1177/0888406411431168
39.
*Wasburn-MosesL. (2008). Satisfaction among current doctoral students in special education. Remedial and Special Education, 29(5), 259–268. https://doi.org/10.1177/0741932507312014
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*Wasburn-MosesL.TherrienW. J. (2008). The impact of leadership personnel preparation grants on the doctoral student population in special education. Teacher Education and Special Education, 31(2), 65–76. https://doi.org/10.1177/088840640803100201
41.
WeltonA. D.MansfieldK. C.LeeP. (2014). Mentoring matters: An exploratory survey of educational leadership doctoral students perspectives. Mentoring and Tutoring: Partnership in Learning, 22(5), 481–5t09. https://doi.org/10.1080/13611267.2014.9833
42.
*WestJ. E.HardmanM. L. (2012). Averting current and future special education faculty shortages: Policy implications and recommendations. Teacher Education and Special Education, 35(2), 154–160. https://doi.org/10.1177/0888406412444456
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