New EC articles
What research can you read for free?
Ed note (5 July 2022): There are some legitimate questions about whether one has free access to the content I asserted was available for free in this post. Please see the comments. I’m working on clarifying.—JohnL
As some readers of Special Education Today know, since 2015 with my colleague and pal, Bill Therrien, I have been co-editor of the research journal Exceptional Children. As a part of the publication process for EC, when we (finally) have completed all the hops, skips, and jumps in evaluating and refining a submission to the journal, the publisher provides a public version of it in what the publisher (Sage Journals ) calls “OnLineFirst.” While in OnLineFirst, those publications are out here in the wilds of the World Wide Web, freely available to anyone who has their URL (or DOI, in these cases).
Today I received notice that three new articles are available in EC’s OnLineFirst. They are
Freeman, J. A., & Kirksey, J. J. (2022). Linking IEP status to parental involvement for high school students of first-generation and native-born families. Exceptional Children. https://doi.org/10.1177%2F00144029221108402
Blacher, J., & Eisenhower, A. (2022). Preschool and child-care expulsion: Is it elevated for autistic children? Exceptional Children. https://doi.org/10.1177%2F00144029221109234
Shapiro, A. (2022). Over diagnoaed or over looked? The effect of age at time of school entryon students receving special education services. Exceptional Children. https://doi.org/10.1177/00144029221108735
Once they have appeared in the printed version (who reads print any more!), these articles will go behind a paywall. So if someone surfing the Web comes upon this post in, say 2023, she may find that the links for the articles only go to the abstract. For now, though, those links in the foregoing bulletts are for the full text of the articles.
I should hasten to note that these are research articles. EC has a reputation for publishing reports of research projects that are among the most scholarly reports published anywhere in “the educational literature.” So, readers should not expect these articles to offer immediate, actionable recommendations for practice and policy; the articles we publish should be integrated with many other similar articles that, together, lead to improvements in research, practice, and policy. Avoid making a decision on the basis of one data point, one study.
Also, I should shout that Jan Blacher, co-author on one of these studies, is a regular reader of SET. The publication listed in the bullet here is just one of her many wonderful scholarly accomplishments. I recommend that readers pay heed to her contributions wherever they see them.