Research priority setting makes knowledge users integral to the development of research agendas. The purpose of this study was to explore educational leaders’ perspectives on research priorities in special education. A cross-sectional survey was conducted with leaders from 60 public school districts in British Columbia, Canada. Seventy-one participants representing 43 districts completed the survey. The results of a pre-set list of questions indicated that the top three research priorities were
grade-to-grade transitions, high school graduation, and time to designation. In terms of designation, or student categorization, participants were most interested in “Intensive Behaviour Interventions/Severe Mental Illness.” When asked about other
priorities, participants identified types of support and interventions. These results have implications for developing research agendas that can support informed decision-making around policy and programming.
grade-to-grade transitions, high school graduation, and time to designation. In terms of designation, or student categorization, participants were most interested in “Intensive Behaviour Interventions/Severe Mental Illness.” When asked about other
priorities, participants identified types of support and interventions. These results have implications for developing research agendas that can support informed decision-making around policy and programming.
Table of Contents
Research Use
|
Jennifer Baumbusch, Jennifer E.V. Lloyd, Yu Chyi David Liou, Danjie Zou
|
|
