The Journal of Special Education Apprenticeship
Abstract
Collaboration is an undeniably important part of academic work, making challenging, ambitious research possible and more efficient. Collaboration also serves as a foundation for scholarly networks of individuals with shared interests, values, and goals that support one another in many ways. In addition, collaboration is described as a critical component in recent doctoral funding calls (i.e., U.S. Department of Education, Personnel Development to Improve Services and Results for Children with Disabilities). Despite its importance, few special education scholars receive any formal guidance or training on practical, sustainable collaboration in academia. The need for a framework to support collaborations within special education doctoral training is ever-present. In this article, we discuss key topics that impact collaborative work within and across institutions. We adapted the Community Engagement Continuum framework (McCloskey et al., 2011) to increase collaboration for special education graduate scholars. In addition, we provide advice for faculty members to consider as they guide graduate scholars in creating productive, meaningful professional collaborations.
Recommended Citation
Hirsch, S. E., Stevenson, N. A., Ellis, K., & Nese, R. N. (2022). Together We Go Far: Helping Doctoral Scholars Develop Collaborations in Special Education Research. The Journal of Special Education Apprenticeship, 11(2). https://doi.org/10.58729/2167-3454.1149