Institutional and Faculty Influences on the Reputation of Doctorate-Granting Programs in Special Education
This study is based on a survey of all faculty members in 66 qualifying doctorate-granting special education programs in the United States. Seventy-two percent of the faculty responded to the survey. Faculty members were asked to rate the quality of each program except their own. The top 10 programs are reported in the study. Additionally, data on several productivity and output variables were gathered, including publication records from a computer data base for each of the 700 faculty members. Using multiple regression analysis, it was, determined that 73% (R = .85, p <.001) of the variance in program reputation could be explained by four variables, where research productivity contributed most to the prediction. The implications of these results are discussed.
©1993 Sage Publications
Cardinal, D.N., Drew, D.E. (1993). Institutional and faculty influences on the reputation of doctorate-granting programs in special education. The Journal of Special Education, 27(1), 52-65.