Qualitative Studies in Special Education

By E. Brantlinger, Robert T. Jiménez, J. Klingner, M. Pugach, V. Richardson. 2005

1,965 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/cf524f51e6c2d473d0d6904a65dfced24110800c

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. Catherine P. Bradshaw
2. R. Horner
3. Kimberly Knesting
4. D. Test
5. Jessika H. Bottiani
6. L. Lindstrom
7. S. Odom
8. Bonnie Doren

In Developmental and Educational Psychology

1. Catherine P. Bradshaw
2. D. Test
3. R. Horner
4. M. Hudson
5. S. Odom
6. Jessika H. Bottiani
7. Katrina J. Debnam
8. Kimberly Knesting

In Education

1. D. Test
2. Catherine P. Bradshaw
3. Kimberly Knesting
4. L. Lindstrom
5. Bonnie Doren
6. Catherine H. Fowler
7. Alfredo J. Artiles
8. K. Larson

Citations in the corpus

• Understanding Qualitative Metasynthesis (2011, background): “These are somewhat analogous to validity and reliability, and researchers can use a variety of strategies to address credibility and trustworthiness such as triangulation, member checks, prolonged engagement, and peer debriefing (Brantlinger et al., 2005; Creswell, 2007).”
• "I Just See All Children as Children": Teachers' Perceptions About Inclusion (2007, background): ““Qualitative research is not done for purposes of generalization, but rather to produce evidence based on the exploration of specific context and particular individuals” (Brantlinger et al., 2005, p. 203).”
• In search of voice: theory and methods in K-12 student voice research in the US, 1990–2010 (2017, methodology): “nations and relied on the following codes (Brantlinger et al. 2005).”
• A Content and Methodological Review of Self-Advocacy Intervention Studies (2005, background): “Table 4 summarizes the quality indicators (Brantlinger et al., 2005) for the three studies that used qualitative studies.”
• Gender Gaps (2012, methodology): “Last, to insure that analysis and interpretations were not idiosyncratic or biased, all interview transcripts were coded by two of the coauthors following a common coding scheme (Anfara, Brown, & Mangione, 2002; Brantlinger et al., 2005).”
• Transition to Employment: Role of the Family in Career Development (2007, methodology): “This allowed us to triangulate and further corroborate information collected across multiple perspectives (Brantlinger et al., 2005; Patton, 2002).”
• Preparing Special Educators for Collaboration in the Classroom: Pre-Service Teachers' Beliefs and Perspectives. (2014, methodology): “Prior to data-analysis, transcripts were given to participants for member checking (Brantlinger et al., 2005; Marshall and Rossman, 2006).”