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Transcript of Trajectory
multicultural issues 2010 Major Thesis: The combined demands of "high productivity" and "scientific evidence" are points of leverage in the development of research trajectories. What are the points of leverage?
Why does it matter? The Back Story Historical Moments Rigor
Randomized controlled expirements
Interventions that work RQ: What are cultural interpretations of self-determination?
RQ: How might these influence students "acting with causal agency" in formal IEP meetings?
Qualitative interview studies, cross group analyses Early Work Major findings:
Opportunities to practice SD at school were absent
Youth perceived parents to be encouraging of SD
Observations revealed a host of power/status and structural barriers Next Steps RQ: What are the structural barriers that might prevent youth from practicing SD?
RQ: How does parent's status and participation in IEP meetings reflect SD?
Qualitative, ethnographic studies Detour Sociocultural theory and a deep read of Pierre Bourdieu A New Direction RQ: What functions as cultural and social capital in special education?
RQ: How does this capital contibute to the social reproduction of inequity? Major findings:
Little evidence of the consideration of Bourdieu or other sociocultural theories
Capital theory did have potential use in understanding how youth with disabilities transition into adulthood Empiricizing Theory RQ: How do parents define cultural and social capital essential to special education processes? Do definitions differ across groups?
RQ: How do teachers define cultural and social capital essential to special education processes? Major findings:
The acquisition and use of highly specialized explicit/implicit knowledge facilitated meeting parents' needs
Contested and instantiated beliefs and values associated with the dominant group
Necessary but not sufficient
Parent networks: Capital begets capital Back Burner Continued study of capital, focusing on teachers Major findings:
Teachers' expectations of parents' cultural capital were conflicted
Instantiated beliefs about disabilities and parental roles
Teachers' capital was located within special education policy Audrey A. Trainor, PhD
University of Wisconsin--Madison Intervention Research Collaborative
RCE and descriptive quantitative measures
Secondary analysis of a large-scale database
Quantitative studies of social validity Major quant findings:
Strongest predictors of employment for youth with significant IDD: Spring employment and teachers' expectations
Teachers and parents valued SD for this population; beliefs correlated with social skills
Teachers and parents identified different component SD capacities and opportunities of youth with varying disabilities differently
Chamber of Commerce survey
Access to school-based career development varies by disability and activity
Youth with significant IDD who received the intervention were significantly more likely to be employed in the summer
Youth with EBD who received the intervention were more likely to be employed but results not significant Major qual findings:
While teachers support the idea of summer employment, they identify essential infrastructure/resources that impact social validity of intervention components
Perceptions of youth with EBD from low socioeconomic backgrounds: Summer jobs are desireable, support needs vary
Perceptions of youth across disabilities support SD and employment, identify challenges typical of all youth in need of employment
Role of community in poblem solving
Employer perceptions Implications for my future scholarship Understanding evidence
RCE: intervention, diverse populations, and equity
Secondary analysis of large-scale data base
High speed qualitative methods
Definitions of research and evidence
Implications for educational research Calls from within field to expand methodological approaches
Persisting inequities and conceptualizations of research as a cultural practice
Related concerns from outside the field (e.g., quant and medical sciences) 2005 2006 2007 2007 Tenure!!!