ERIC Number: ED356615
Record Type: RIE
Publication Date: 1993-Apr
Using Stakeholders in Special Education Research: How Does It Influence the Research Process?
Keith, Patricia B.; And Others
The role of participating stakeholders was considered as part of an 18-month research project evaluating the influences of class size (student-teacher ratio) and class mix (mixing disabilities) on special education students' educational outcomes. Stakeholders (N=81) participating in the project represented superintendents, principals, directors of special education, regular teachers, special education teachers, vocational teachers, parents, students with disabilities, and support personnel. Stakeholders were surveyed about their expectations, perspectives, and opinions concerning the project's progress on a regular basis. Results are reported in terms of the influence of stakeholders, costs and benefits of using stakeholders, and stakeholder expectations. Findings indicated that the special interests of various groups were actively advanced; there were heavy financial costs to stakeholder participation; stakeholders were successfully used to develop surveys, refine instruments, gather data, and disseminate findings; and at least 17 different expectation themes were identified. Researchers are urged to weigh the strategy of using all possible stakeholder groups with the needs of the specific project, financial realities, and expected outcomes of a given research project. (DB)
Descriptors: Administrator Role, Class Size, Cost Effectiveness, Disabilities, Educational Research, Elementary School Students, Elementary Secondary Education, Grouping (Instructional Purposes), Outcomes of Education, Parent Role, Participant Characteristics, Participant Observation, Participant Satisfaction, Participatory Research, Qualitative Research, Research Methodology, Secondary School Students, Special Education, Staff Role, Stakeholders, Teacher Role
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Office of Special Education and Rehabilitative Services (ED), Washington, DC.
Authoring Institution: Virginia State Dept. of Education, Richmond.
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Atlanta, GA, April 1993).