16(3). 02. Using Mixed Methods to Inform Development of a Researcher-Practitioner-Partnership Focusing on Supporting Students with Disabilities: An Editorial

Description

Author

Kristine Gullen(a), James Houseworth(b), and John H. Hitchcock(c)

(a) Michigan Association of Administrators of Education, Lansing, Michigan, USA; (b) University of Minnesota, Minneapolis, MN, USA; (c) Dialectical Publishing, Bloomington, IN, USA

 

Abstract

Researcher-practitioner partnerships (RPPs) can be positioned to identify and address longstanding social problems. This editorial describes a burgeoning RPP between a state-level entity and a major research university in the United States that endeavors to improve the long-term employment outcomes of students with moderate and severe disabilities. New approaches to instruction are being developed through online learning platforms that can benefit both students and teachers; however, their continued refinement and effectiveness must be informed by empirical research. Readers of this journal are encouraged to think about how they might develop and support their own RPPs.