Search results for: Donet Dolores Vazquez

The authors investigate the perceptions related to cohort education models (CEMs) of special education professors and doctoral students. The doctoral program was located in a Carnegie-designated research extensive university in a multicultural, urban area in the southeastern United States. Three themes emerged: (a) Organizational efficiency of CEMs and benefits to student learning outweigh concerns, (b) structure of CEMs impacts students who are not in the CEM, and (c) CEM structure impacts professors.