Institutional and Faculty Influences on the Reputation of Doctorate-Granting Programs in Special Education
Document Type
Article
Department
Educational Studies (CGU)
Publication Date
1993
Disciplines
Education | Educational Assessment, Evaluation, and Research | Special Education and Teaching
Abstract
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
Rights Information
©1993 Sage Publications
Terms of Use & License Information
DOI
10.1177/002246699302700104
Recommended Citation
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.
