Content Analysis of Evidence-Based Articles in "The Journal of Special Education"

Autor/inn/en	Fisher, Larry B.; Spooner, Fred; Algozzine, Bob; Anderson, Kelly M.; Brosh, Chelsi R.; Robertson, Colleen E.
Titel	Content Analysis of Evidence-Based Articles in "The Journal of Special Education"
Quelle	In: Journal of Special Education, 52 (2019) 4, S.219-227 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Algozzine, Bob)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466918794952
Schlagwörter	Content Analysis; Evidence Based Practice; Elementary School Students; Secondary School Students; Disabilities; Special Education; Benchmarking; Comparative Analysis; Periodicals; General Education; Educational Benefits; Intervention; Academic Achievement; Teaching Methods; Research Reports + Suchen Sie Ihr Suchwort? Inhaltsanalyse; Sekundarschüler; Handicap; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Allgemein bildendes Schulwesen; Allgemeinbildung; Bildungsertrag; Schulleistung; Teaching method; Lehrmethode; Unterrichtsmethode; Research report; Forschungsbericht
Abstract	Conducting and supporting scientifically valid research activities and implementing evidence-based practices have driven recent hopes and efforts to achieve better outcomes for all students. In the context of ongoing internal review and continuous improvement, we were interested in how this evolution was reflected in empirical studies published in "The Journal of Special Education" ("JSE"). We coded key variables related to evidence-based research in articles published between 2004 and 2017. We found that most studies included elementary- or secondary-aged students with disabilities in general or special education classroom settings with teachers or researchers assessing the benefits of academic skill training interventions using single-case designs. We discuss implications for ongoing internal reviews and assessments as well as for comparisons, benchmarking, and evaluations within the field. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01