Using Incremental Science to Improve Inclusive Educational Psychology Research
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| Title: | Using Incremental Science to Improve Inclusive Educational Psychology Research |
|---|---|
| Language: | English |
| Authors: | Jason C. Chow (ORCID |
| Source: | Educational Psychologist. 2025 60(3):172-188. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Scientific Research, Sequential Approach, Special Education, Educational Research, Educational Psychology, Students with Disabilities, Research Design, Research Administration, Research Methodology, Individual Differences |
| DOI: | 10.1080/00461520.2025.2486140 |
| ISSN: | 0046-1520 1532-6985 |
| Abstract: | In the article, we use an incremental science approach to propose opportunities for researchers in educational psychology and special education to design and implement studies that are inclusive of theory development and students with disabilities. We describe the goals and purpose of incremental science in special education and how the incremental science framework is aligned with research methodologies and funding mechanisms. We provide examples of research that have advanced knowledge in special education and discuss the importance of individual differences and disability as diversity, intersectionality, and opportunities to advance and deepen the understanding of special education and students with disabilities' experiences by expanding the methodological approaches used across the incremental frameworks, highlighting methods and procedures used in special education. We conclude by emphasizing the importance of studying phenomena in real-world, complex contexts and provide additional examples and avenues for researchers to use incremental science to address both individual differences and structural challenges in education. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506152 |
| Database: | ERIC |
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| Abstract: | In the article, we use an incremental science approach to propose opportunities for researchers in educational psychology and special education to design and implement studies that are inclusive of theory development and students with disabilities. We describe the goals and purpose of incremental science in special education and how the incremental science framework is aligned with research methodologies and funding mechanisms. We provide examples of research that have advanced knowledge in special education and discuss the importance of individual differences and disability as diversity, intersectionality, and opportunities to advance and deepen the understanding of special education and students with disabilities' experiences by expanding the methodological approaches used across the incremental frameworks, highlighting methods and procedures used in special education. We conclude by emphasizing the importance of studying phenomena in real-world, complex contexts and provide additional examples and avenues for researchers to use incremental science to address both individual differences and structural challenges in education. |
|---|---|
| ISSN: | 0046-1520 1532-6985 |
| DOI: | 10.1080/00461520.2025.2486140 |
