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Research methods training in school psychology: What are doctoral programs teaching?

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  • 1Department of Psychological, Health, and Learning Sciences, University of Houston.

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School psychology graduate programs heavily favor quantitative research methods. Training in qualitative and mixed methods is limited, hindering methodological diversity essential for addressing complex challenges.

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Area of Science:

  • School Psychology
  • Educational Psychology
  • Research Methodology

Background:

  • Methodological diversity is crucial for advancing school psychology.
  • Existing research indicates a quantitative methods bias in the field.
  • Graduate training may contribute to limited methodological diversity.

Purpose of the Study:

  • To examine the availability and requirements of research methods courses in US doctoral school psychology programs.
  • To assess the extent of training in quantitative, qualitative, single-case, and mixed methods approaches.
  • To explore the content of mixed methods training through syllabus analysis.

Main Methods:

  • Survey of research methods courses (required and elective) in 78 doctoral school psychology programs.
  • Analysis of course offerings and requirements for quantitative, qualitative, single-case, and mixed methods.
  • In-depth analysis of six mixed methods course syllabi.

Main Results:

  • Nearly all programs (97.4%) require quantitative methods courses.
  • Qualitative methods training is increasing but remains limited (15.4% required, 16.6% offered).
  • Mixed methods courses are scarce (1.3% required, 6.4% offered), with limited content coverage.

Conclusions:

  • Quantitative methods dominate school psychology graduate training.
  • There is a significant need to integrate more qualitative and mixed methods training.
  • Enhanced training is necessary to prepare researchers and practitioners for diverse research needs.