A survey was conducted to determine the opinions of special education teachers toward research and instructional analysis conducted in the classroom. A 22-item questionnaire was completed by 510 teachers in two large, metropolitan school systems and a county-run program for students with severe disabilities. Results indicated that teachers' attitudes were positive toward both research and instructional analysis. In addition, significant relationships were found between teachers' attitudes and (a) the research methods courses they had taken, (b) their involvement in research, and (c) the degrees they had earned. Some implications and recommendations for teacher education programs are presented.
Get full access to this article
View all access options for this article.
References
1.
Alberto, P.A., Troutman, A.C. (1990). Applied behavior analysis for teachers (3rd ed.). Columbus, OH: Merrill.
2.
Brady, M.P., Gunter, P., & Langford, C.A. (1985). Why aren't research results in practice? In M. P. Brady & P. Gunter (Eds.), Integrating moderately and severely handicapped learners: Strategies that work (pp. 282-294). Springfield, IL: Charles Thomas.
3.
Calder, J.E., Justin, III, J.E., & Waldrop, P.B. (1986). Research requirements in special education programs . Teacher Education and Special Education, 9, 51-54.
4.
Clifford, G.J. (1973). A history of the impact of research on teaching . In R. M. Travers (Ed.), Second handbook of research on teaching (pp. 1-46). Chicago: Rand McNally.
5.
Cooke, N.L., Heward, W.L., Test, D.W., Spooner, F., & Courson, F. (1991). Student performance data in the special education classroom: Measurement and evaluation of student progress. Teacher Education and Special Education, 14, 155-161.
Council for Exceptional Children. (1966). Professional standards for personnel in the education of exceptional children . Washington, DC: Author.
8.
Cross, K.P. (1987). The adventures of education in wonderland: Implementing education reform. Phi Delta Kappan, 68, 496-502.
9.
Davis, W.E. (1982). Inservice training needs of resource teachers working with retarded pupils. Education and Training of the Mentally Retarded, 17, 185-189,
10.
Deno, S.L., & Mirkin, P.R. (1977). Data-based program modification: A manual. Reston, VA: Council for Exceptional Children.
11.
Drew, C.J., Preator, K., & Buchanan, M.L. (1982). Research and researchers in special education. Exceptional Education Quarterly, 2(4), 47-56.
12.
Erickson, E. (1986). Qualitative methods in research on teaching. In M. C. Wittrock (Ed.), Handbook of research on teaching (pp. 119-161). New York: Macmillan.
13.
Feistritzer, C.E., Quelle, F., & Bloom, I. (1990). Profiles of teachers in the United States, Washington, DC: National Center for Educational Information .
14.
Fuchs, L.S., & Fuchs, D. (1986). Curriculum-based assessment of progress toward long-term and short-term goals. The Journal of Special Education , 20, 69-82.
15.
Gable, R., & Rogers, V. (1987). Taking the terror out of research. Phi Delta Kappan, 68, 690-695.
16.
Gallagher, J.J. (1987). The role of research in the future of special education. The future of special education: Proceedings of the Council for Exceptional Children Symposium (pp. 135-158). Reston, VA: Council for Exceptional Children.
17.
Heward, W.L., Cooper, J.O., Heron, T.E., Hill, D.S., McCormick, S., Porter, J.T., Stephens, T.M., & Sutherland, H.A. (1981). Noncategorical teacher training in a state with categorical certification requirements. Exceptional Children, 48, 206-212.
18.
Heward, W.L., Heron, T.E., & Cooper, J.O. (1990). The masters thesis in applied behavior analysis: Rationale, characteristics, and student advisement strategies. The Behavior Analyst, 13, 205-210.
19.
Jones, E.D., & Krouse, J.P. (1988). The effectiveness of data-based instruction by student teachers in classrooms for pupils with mild learning handicaps. Teacher Education and Special Education, 11, 9-19.
20.
Lewis, R.B., Blackhurst, A.E. (1983). Special education practitioners as consumers and producers of research: A hierarchy of competencies. Exceptional Education Quarterly, 4(3), 8-17.
21.
Lovitt, T.C. (1975). Applied behavior analysis and learning disabilities-Part II: Specific research recommendations and suggestions for practitioners. Journal of Learning Disabilities, 8, 504-518.
22.
McKee, W.T., Witt, J.C., Elliott, S.N., Pardue, M., & Judycki, A. (1987). Practice informing research: A survey of research dissemination and knowledge utilization. School Psychology Review, 16, 338-347.
23.
Moores, D. (1986). The center for studies in education and human development: A programmatic approach to research in the area of deafness. In J. J. Gallagher & B. B. Weiner (Eds.), Alternative futures in special education (pp. 130-153). Reston, VA: Council for Exceptional Children.
24.
Newcomer, P.L. (1982). Competencies for professionals in learning disabilities . Learning Disability Quarterly, 5, 241-252.
25.
Olejnik, S.F., & Doeyan, J.D. (1982). Soliciting teacher participants for classroom research. Journal of Educational Research, 75, 165-168.
26.
Prehm, H.J. (1976). Special education research: Retrospect and prospect . Exceptional Children, 43, 10-19.
27.
Rusch, F.R., Rose, T.L., & Greenwood, C.R. (1988). Introduction to behavior analysis in special education. Englewood Cliffs, NJ: Prentice-Hall.
28.
Schwartz, I.S., Carta, J.J., & Atwater, J.B. (1991). Bridging the research-to-practice gap in early intervention: Identifying problems, finding solutions. Manuscript submitted for publication.
29.
Stevens, K.B., Slanton, D.B., & Bunney, S. (1992). A collaborative research effort between public school and university faculty members. Teacher Education and Special Education, 15(1), 1-8.
30.
Tawney, J.W. (1984). Empirical verification of instruction: A realistic goal? In W. L. Heward, T. E. Heron, D. S. Hill, & J. Trap-Porter (Eds.), Focus on behavior analysis in education (pp. 246-253). Columbus: Merrill.
31.
Tawney, J.W., & Gast, D.L. (1984). Single subject research in special education. Columbus: Merrill.
32.
Ysseldyke, J.E. (1989). The future of research in special education. In J. B. Jordan (Ed.), Special education yearbook, 1988 (pp. 30-39). Reston, VA: Council for Exceptional Children.
33.
Zahorik, J.A. (1984). Can teachers adopt research findings? Journal of Teacher Education, 35, 34-36.
