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Direct linkRobb, Susan Mortorff; Smith, Deborah Deutsch; Montrosse, Bianca Elizabeth – Teacher Education and Special Education, 2012
Understanding the context of the demand for special education (SE) teacher education (TE) faculty is important because it can provide faculty at doctoral-granting universities with useful information for program planning. Knowing more about SE teacher preparation programs currently in place and program revisions being planned allows doctoral…
Descriptors: Needs Assessment, Doctoral Programs, Special Education Teachers, Program Development
Smith, Deborah Deutsch; Truong, Anthony; Watson, Roxanne; Hartley, Melissa D.; Robb, Susan Mortorff; Gilmore, Robert – Teacher Education and Special Education, 2011
Three studies are described in this article. Each is focused on a different aspect of the long-standing initiative that supports special education doctoral students. This initiative is one of the discretionary programs of the Individuals With Disabilities Education Improvement Act that is managed by the U.S. Department of Education's Office of…
Descriptors: Graduation Rate, Disabilities, Special Education Teachers, Public Agencies
Peer reviewedSmith, Deborah Deutsch; Pion, Georgine M.; Tyler, Naomi Chowdhuri; Gilmore, Robert – Teacher Education and Special Education, 2003
After a systematic national search, 86 special education doctoral programs were found to be active in 1999. Program administrators were surveyed and results indicate most special education doctoral programs are under enrolled, doctoral students' enrollment has declined 30% over the last 20 years, and programs are not highly selective. (Contains…
Descriptors: Declining Enrollment, Disabilities, Doctoral Degrees, Doctoral Programs
Peer reviewedTyler, Naomi C.; Smith, Deborah Deutsch; Pion, Georgine M. – Teacher Education and Special Education, 2003
A survey of 1,267 doctoral students found their primary consideration in selecting a doctoral program was not having to relocate. Students were fairly satisfied with the training they received in research skills, less so in areas of college teaching, administration/supervision, and diversity. Less than half were interested in faculty positions.…
Descriptors: Disabilities, Doctoral Programs, Faculty Mobility, Faculty Recruitment
Peer reviewedPierce, Thomas B.; Smith, Deborah Deutsch – Teacher Education and Special Education, 1994
Analysis of 188 returned questionnaires from graduates of doctoral special education programs from 1989 through 1991 found that 58% took jobs in institutions of higher education, though only 37% accepted positions as tenure-track faculty members. Career goals remained constant from program admission to graduation. (Author/DB)
Descriptors: Career Choice, Career Development, College Faculty, Disabilities
Peer reviewedTyler, Naomi Chodhuri; Smith, Deborah Deutsch – Teacher Education and Special Education, 1999
This study surveyed 146 recent graduates from special-education doctoral programs concerning the following: motivating factors for obtaining a doctoral degree, considerations when selecting initial careers, and the effects of marriage and family on those decisions. Salary, relocation factors, and prior career experiences strongly influenced…
Descriptors: Career Choice, College Faculty, Decision Making, Disabilities
