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

Kutscher, Elisabeth; Tuckwiller, Elizabeth D.

doi:10.1177/2165143420905104

Cited by 3 publications

(3 citation statements)

References 21 publications

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“…Triangulation of sources and researchers enhanced the trustworthiness of both results and interpretations. Also, to enhance the dependability of results we report reasons that were noted by four or more participants (e.g., Kutscher & Tuckwiller, 2020).…”

Section: Discussionmentioning

confidence: 99%

Teachers’ voices on multimodal input for second or foreign language learning

Cárdenas-Claros,

Sydorenko,

Huntley

et al. 2023

Language Teaching Research

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Multimodal input – which combines written, auditory, and/or visual modalities – is pervasive in everyday life and could serve as a source of rich input in language teaching. In recent years, research has determined that vocabulary learning is one of the clear benefits of being exposed to such input. Regrettably, only a handful of studies have investigated whether and how second language (L2) teachers approach multimodal input in teaching. To further contribute to the research–practice dialogue, we examined factors that influence L2 teachers’ use of multimodal input in L2 teaching. This qualitative case study presents an in-depth analysis of interview data derived from 21 practitioners in various L2 teaching contexts globally. Following three rounds of data analysis, 24 factors were identified and are presented in four themes. The results indicate that teachers: (1) paid close attention to their students’ needs and goals; (2) drew on their own learning and teaching experiences and training supported by research-based practices; (3) relied on sound pedagogical principles; and (4) faced a number of contextual challenges relevant to their curricula and teaching contexts.

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Section: Discussionmentioning

confidence: 99%

Teachers’ voices on multimodal input for second or foreign language learning

Cárdenas-Claros,

Sydorenko,

Huntley

et al. 2023

Language Teaching Research

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“…A study investigating factors affecting the college transition of young adults with disabilities provides context for illustrating the methodological objectives. The purpose of the empirical study was to develop a more comprehensive understanding of the high school factors facilitating a smooth transition to college among students with disabilities (Kutscher & Tuckwiller, 2020). Youth with disabilities are a marginalized group who are at risk for experiencing a challenging transition to adult life.…”

Section: Empirical Study: Purpose and Contextmentioning

confidence: 99%

“… Note. Kutscher and Tuckwiller (2020, p. 109).asummed squared angle cosines for dimensions 1 and 2 were below 0.50, indicating the variable is not well-represented in the multiple correspondence analysis map.…”

Section: Integration Processmentioning

confidence: 99%

Integration as a Process: Applying Iterative Multiple Correspondence Analysis to Surface Dynamic Findings

Kutscher

Howard

2021

Journal of Mixed Methods Research

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A defining characteristic of mixed methods research, integration receives considerable attention in the field, yet evidence suggests that the process of integration may be challenging in practice. Crossover analyses, in which methods typically used with one data type are applied to a different data type, can deepen integration. Using an example from the field of education, this article demonstrates the iterative application of multiple correspondence analysis as a crossover analysis through a four-stage integration process. Contributions to the field of mixed methods include (a) the utility and potential of multiple correspondence analysis to surface new dimensions of integrated findings, (b) considerations for rigor in the application of crossover methods, and (c) considerations for making sense of diffractive or dynamic findings.

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Operationalizing Predictors of Postschool Success in Secondary Transition: A Delphi Study

Alverson,

Reardon,

Howard

et al. 2024

Career Development and Transition for Exceptional Individuals

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To improve postschool outcomes for students with disabilities, research in secondary transition has increasingly aimed to identify in-school experiences that contribute to positive outcomes after high school. Although research on postschool success for this population has recently identified seven new predictors, operational definitions and essential program characteristics remain missing. Therefore, the purpose of this Delphi study was to operationally define the seven newest predictors of postschool success in secondary transition and identify their essential program characteristics. Experts in the field of secondary transition reached consensus on an operational definition and a set of essential program characteristics for each of the seven newest predictors of postschool success. These definitions and essential program characteristics provide additional information needed to develop, implement, and evaluate effective secondary transition programs. Moreover, these results continue to move research to practice in meaningful and actionable ways. Suggestions for further research and implications are discussed.

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

Cited by 3 publications

References 21 publications

Teachers’ voices on multimodal input for second or foreign language learning

Teachers’ voices on multimodal input for second or foreign language learning

Integration as a Process: Applying Iterative Multiple Correspondence Analysis to Surface Dynamic Findings

Operationalizing Predictors of Postschool Success in Secondary Transition: A Delphi Study

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