Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Retaining Special Education Graduate Students in Times of Transition

  • Karen M. Potter, Ph.D. (Author) New Mexico State University image/svg+xml
    Dr. Karen Potter is an Assistant Professor of Education at Upper Iowa University, Fayette, IA. She earned a Ph.D. from the University of New Mexico in Albuquerque, New Mexico, and was an Assistant Professor of Special Education at New Mexico State University in Las Cruces, NM, until 2018. Her primary area of research is teacher education for the purpose of preparing general educators to work inclusively with students with complex support needs.
  • Randa G. Keeley, Ph.D. (Author) New Mexico State University
    Dr. Randa Keeley is an Assistant Professor at Texas Woman’s University with a research concentration in classroom interventions that promote inclusive learning environments for students with special educational needs and disabilities. Her research interests include the application of quantitative and qualitative measures to analyze the effects of inclusive practices, culturally responsive teaching, and co-teaching as they relate to the teacher and student. Dr. Keeley received her doctoral degree from New Mexico State University in 2014.
  • Breanna L. Sherrow, Ph.D. (Author) New Mexico State University
    Dr. Breanna Sherrow is a Senior Learning Specialist within the Office of Graduate Medical Education at the University of Arizona for the College of Medicine. Prior to working with fellows, residents, and medical students, she served as an Assistant Professor of Special Education at New Mexico State University in Las Cruces, NM. Dr. Sherrow’s research interests include help-seeking behaviors, academic learning strategies/methods, and academic coaching.
DOI
https://doi.org/10.64546/jaasep.447
Abstract
This paper examines special education graduate program retention data in connection with issues identified as affecting retention in higher education. We reviewed archival data for a three-year period to evaluate retention during a time of continual institutional and programmatic change. Descriptive data for four specific graduate strands in the participating program were examined through the consideration of student involvement, student interactions with faculty, and the disruption of established traditions. Through this examination, we found that retention rates remained stable over the three-year period, which may have been the result of several factors shown in retention literature to decrease student attrition.
Keywords
Academic Persistence, College Role, Educational Change, Graduate Students, Institutional Characteristics, Interaction
References

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There are 16 references in total.
How to Cite
Potter, K. M., Keeley, R. G., & Sherrow, B. L. (2021). Retaining Special Education Graduate Students in Times of Transition. Journal of the American Academy of Special Education Professionals, 16(1), 44-58. https://doi.org/10.64546/jaasep.447

Winter 2021

Article Information

  • Article Type Articles
  • Submitted January 16, 2021
  • Published February 15, 2021
  • Issue Winter 2021
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