A Methodological Review of the Articles Publishes in Georgia Educational Researcher from 2003-2010

Methodological reviews, reviews that concentrate on research methods rather than research outcomes, have been used in a variety of fields to improve research practice, inform debate, and identify islands of practice. In this article, we report on the results of a methodological review of all of the articles published in Georgia Educational Researcher from 2003-2010. We examined the methodological characteristics, authorial characteristics, and methodological quality of those articles using quantitative content analysis. The major findings were that (a) the proportions of the type and traditions of articles published in Georgia Educational Researcher were similar to the proportions in education research articles in general, (b) case study research and correlational research were most prominent, (c) a few universities accounted for most of the articles published, (d) male and female authors’ articles were published in equitable proportions, and (e) there were no statistically significant differences in methodological quality between genders, university affiliations, types of research, or years of publication. We end with a few suggestions for improving the quality of qualitative research articles in the Georgia Educational Researcher

Narrative of Special Education Co-teachers in Secondary Mathematics Inclusive Settings

The literature often depicts special education co-teachers as assistants to the general education co-teacher (Keefe & Moore, 2004; Magiera, Smith, Zigmond, & Gebauer, 2005; Murawski & Swanson, 2001; Scruggs, Mastropieri, & McDuffie, 2007; Walsh & Jones, 2004) due to the inequity of roles of special education and general education teachers in the co-taught classroom. This inequity is more apparent in secondary mathematics classrooms, where the content is more specified (Magiera et al., 2005). Although depicted as subordinates, many special education co-teachers serve as instructional leaders in the co-taught mathematics classroom. This narrative inquiry explored the experiences of special education co-teachers who have become instructional leaders in the classroom. Using the lens of Mezirow’s (1978) transformative learning theory, this study investigated special education co-teachers’ transformation into instructional leaders. Findings revealed special education co-teachers experienced disorienting dilemmas pertaining to the expectations of co-teaching, critically reflected on ways to build relationships, participated in dialectical discourse with other special education co-teachers to discuss ways to learn and teach mathematics, and engaged in reflective action to integrate themselves into the role of instructional leader. A recommendation for a future study would entail a replication of this study including co-teachers of different ethnicities, ages, and gender

Narratives of Special Education Teachers Co-teaching in Secondary Mathematics Inclusion Settings

The literature often depicts special education co-teachers as assistants to the general education co-teacher due to the inequity of roles of special education and general education teachers in the co-taught classroom. This inequity is more apparent in secondary mathematics classrooms, where the content is more specified. Although depicted as subordinates, many special education co-teachers serve as instructional leaders in the co-taught mathematics classroom. This narrative inquiry explored the experiences of special education co-teachers who have become instructional leaders in the classroom. Using the lens of Mezirow’s transformative learning theory, this study investigated special education co-teachers’ transformation into instructional leaders

From Brown Girls to Doctoral Divas:Stories of Resilience from African-American Women in Doctoral Programs.

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