Source: Teacher Education and Special Education, Volume 39, No. 1, February 2016
The authors conducted a content analysis to examine trends in articles published between 1996 and 2014 in two journals—Teacher Education and Special Education (TESE) and the Journal of Teacher Education (JTE).
Across both journals, the authors coded 1,062 articles categorically based on multiple attributes (e.g., type, topics, methodology, funding, geographic location, and student outcomes). They then analyzed these data using visual inspection, magnitude of trend, and percent of change. Most notably, they confirmed reductions in nonempirical articles, survey research, qualitative inquiries, and program descriptions.
By contrast, they observed increases in articles that included P-12 student outcomes and in quantitative research, as well as in topics of in-service, global, and clinical experiences. Taken together, these findings allow the authors to chart a path forward for teacher development research, policy, and practice.