Reflexive Quality Criteria: Questions and Indicators for Purpose-Driven Special Education Qualitative Research

Qualitative research (QR) has gained visibility and acceptance in the field of special education due to early efforts to identify quality indicators focused on technical and methodological aspects of QR. Whereas these indicators focused on credibility and trustworthiness of data, this article articu...

Full description

Saved in:
Bibliographic Details
Published in:Exceptional children 2023-07, Vol.89 (4), p.449-466
Main Authors: Banks, Joy, González, Taucia, Mueller, Carlyn, Pacheco, Mariana, Scott, LaRon A., Trainor, Audrey A.
Format: Article
Language:English
Subjects:
Bias
Credibility
Disabilities
Educational Indicators
Educational Policy
Educational Research
Educational Researchers
Evaluation Criteria
Ideology
Power Structure
Qualitative Research
Reflection
Research Problems
Special Education
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Qualitative research (QR) has gained visibility and acceptance in the field of special education due to early efforts to identify quality indicators focused on technical and methodological aspects of QR. Whereas these indicators focused on credibility and trustworthiness of data, this article articulates additional QR quality indicators to enhance the value and power of researcher reflexivity as a means to expand the capacity of purpose- and equity-driven special education research. First, the need for reflexivity criteria is addressed. Next, reflexivity criteria are operationalized in key questions that engage researchers in self-reflection: (a) Why do QR? (b) By whom, for whom, and with whom is QR being conducted? and (c) Who is affected by the benefits and costs of QR? These questions encourage researchers to grapple with the complexity of experiences, outcomes, and structures associated with special education and ultimately advance more equitable policy and practice.
ISSN:0014-4029
2163-5560
DOI:10.1177/00144029231168106