Stephanie W. Cawthon is Associate Professor of Educational Psychology at The University of Texas at Austin and the Director of the Deaf and Hard of Hearing Institute at the Meadows Center for Preventing Educational Risk. Her research focuses on issues that relate to improving access and equity for deaf students, particularly in the areas of assessment and evidence-based practices.Carrie Lou Garberoglio is an educational researcher affiliated with the Meadows Center for Preventing Educational Risk at the University of Texas at Austin. Her research examines deaf individuals' psychological processes in a variety of contexts: online learning, language learning, computer-mediated communication, and transition from secondary to post-secondary settings.

• IntroductionStephanie Cawthon and Carrie Lou Garberoglio Chapter 1. Conceptualization, Development and Application of Research in Deaf Education: From Phenomenon to Implementation Susan Easterbrooks Chapter 2. Research Methodology in Deaf Education Donald Moores Chapter 3. Why Positionality Matters in Deaf Education Research: An Insider Ethnographic Perspective Patrick J. Graham and Thomas P. Horejes Chapter 4. Deaf Community Involvement in the Research Process: An Examination of Barriers and Strategies in Educational Research Jenny Singleton, Gabrielle Jones, and Shilpa Hanumantha Chapter 5. Demographics in Deaf Education Ross E. Mitchell Chapter 6. Secondary Analyses with Large-Scale Data in Deaf Education Research Carrie Lou Garberoglio Chapter 7. Developing Sign Language Measurements for Research with Deaf Populations Jon Henner, Robert Hoffmeister, and Jeanne Reis Chapter 8. Research and Development of Guidelines for ASL Translation of Education Assessments Jennifer Higgins, Lisa Famularo, Christopher Kurz, Jeanne Reis, and Lori Moers Chapter 9. Large-Scale Survey Design in Deaf Education Research Stephanie Cawthon Chapter 10. Making the Case for Case Studies in Deaf Education Research Charlotte Enns Chapter 11. Single Case Design Shirin D. Antia, Caroline Guardino, and Joanna E. Cannon Chapter 12. Action Research in Deaf Education: Collaborative, Representative, and Responsible Methods Jennifer Beal-Alvarez Chapter 13. Evaluating Evidence-based Practices in Reading Interventions for Deaf Students Beverly J. Trezek and Ye Wang Chapter 14. Using Multilevel Models to Evaluate Individual Differences in Deaf Readers Matthew J. Traxler Chapter 15. Research Synthesis John L. Luckner Chapter 16. Publishing in Refereed Journals: Unpacking a Few Salient Reporting Standards Peter V. Paul and Ye Wang Chapter 17. Conclusion: Research in Deaf Education: Looking to the Past and Embracing the FutureStephanie Cawthon, Carrie Lou Garberoglio, and Peter Hauser

Stephanie W. Cawthon is Associate Professor of Educational Psychology at The University of Texas at Austin and the Director of the Deaf and Hard of Hearing Institute at the Meadows Center for Preventing Educational Risk. Her research focuses on issues that relate to improving access and equity for deaf students, particularly in the areas of assessment and evidence-based practices.Carrie Lou Garberoglio is an educational researcher affiliated with the Meadows Center for Preventing Educational Risk at the University of Texas at Austin. Her research examines deaf individuals' psychological processes in a variety of contexts: online learning, language learning, computer-mediated communication, and transition from secondary to post-secondary settings.

• IntroductionStephanie Cawthon and Carrie Lou Garberoglio Chapter 1. Conceptualization, Development and Application of Research in Deaf Education: From Phenomenon to Implementation Susan Easterbrooks Chapter 2. Research Methodology in Deaf Education Donald Moores Chapter 3. Why Positionality Matters in Deaf Education Research: An Insider Ethnographic Perspective Patrick J. Graham and Thomas P. Horejes Chapter 4. Deaf Community Involvement in the Research Process: An Examination of Barriers and Strategies in Educational Research Jenny Singleton, Gabrielle Jones, and Shilpa Hanumantha Chapter 5. Demographics in Deaf Education Ross E. Mitchell Chapter 6. Secondary Analyses with Large-Scale Data in Deaf Education Research Carrie Lou Garberoglio Chapter 7. Developing Sign Language Measurements for Research with Deaf Populations Jon Henner, Robert Hoffmeister, and Jeanne Reis Chapter 8. Research and Development of Guidelines for ASL Translation of Education Assessments Jennifer Higgins, Lisa Famularo, Christopher Kurz, Jeanne Reis, and Lori Moers Chapter 9. Large-Scale Survey Design in Deaf Education Research Stephanie Cawthon Chapter 10. Making the Case for Case Studies in Deaf Education Research Charlotte Enns Chapter 11. Single Case Design Shirin D. Antia, Caroline Guardino, and Joanna E. Cannon Chapter 12. Action Research in Deaf Education: Collaborative, Representative, and Responsible Methods Jennifer Beal-Alvarez Chapter 13. Evaluating Evidence-based Practices in Reading Interventions for Deaf Students Beverly J. Trezek and Ye Wang Chapter 14. Using Multilevel Models to Evaluate Individual Differences in Deaf Readers Matthew J. Traxler Chapter 15. Research Synthesis John L. Luckner Chapter 16. Publishing in Refereed Journals: Unpacking a Few Salient Reporting Standards Peter V. Paul and Ye Wang Chapter 17. Conclusion: Research in Deaf Education: Looking to the Past and Embracing the FutureStephanie Cawthon, Carrie Lou Garberoglio, and Peter Hauser

Stephanie W. Cawthon is Associate Professor of Educational Psychology at The University of Texas at Austin and the Director of the Deaf and Hard of Hearing Institute at the Meadows Center for Preventing Educational Risk. Her research focuses on issues that relate to improving access and equity for deaf students, particularly in the areas of assessment and evidence-based practices.Carrie Lou Garberoglio is an educational researcher affiliated with the Meadows Center for Preventing Educational Risk at the University of Texas at Austin. Her research examines deaf individuals' psychological processes in a variety of contexts: online learning, language learning, computer-mediated communication, and transition from secondary to post-secondary settings.

• IntroductionStephanie Cawthon and Carrie Lou Garberoglio Chapter 1. Conceptualization, Development and Application of Research in Deaf Education: From Phenomenon to Implementation Susan Easterbrooks Chapter 2. Research Methodology in Deaf Education Donald Moores Chapter 3. Why Positionality Matters in Deaf Education Research: An Insider Ethnographic Perspective Patrick J. Graham and Thomas P. Horejes Chapter 4. Deaf Community Involvement in the Research Process: An Examination of Barriers and Strategies in Educational Research Jenny Singleton, Gabrielle Jones, and Shilpa Hanumantha Chapter 5. Demographics in Deaf Education Ross E. Mitchell Chapter 6. Secondary Analyses with Large-Scale Data in Deaf Education Research Carrie Lou Garberoglio Chapter 7. Developing Sign Language Measurements for Research with Deaf Populations Jon Henner, Robert Hoffmeister, and Jeanne Reis Chapter 8. Research and Development of Guidelines for ASL Translation of Education Assessments Jennifer Higgins, Lisa Famularo, Christopher Kurz, Jeanne Reis, and Lori Moers Chapter 9. Large-Scale Survey Design in Deaf Education Research Stephanie Cawthon Chapter 10. Making the Case for Case Studies in Deaf Education Research Charlotte Enns Chapter 11. Single Case Design Shirin D. Antia, Caroline Guardino, and Joanna E. Cannon Chapter 12. Action Research in Deaf Education: Collaborative, Representative, and Responsible Methods Jennifer Beal-Alvarez Chapter 13. Evaluating Evidence-based Practices in Reading Interventions for Deaf Students Beverly J. Trezek and Ye Wang Chapter 14. Using Multilevel Models to Evaluate Individual Differences in Deaf Readers Matthew J. Traxler Chapter 15. Research Synthesis John L. Luckner Chapter 16. Publishing in Refereed Journals: Unpacking a Few Salient Reporting Standards Peter V. Paul and Ye Wang Chapter 17. Conclusion: Research in Deaf Education: Looking to the Past and Embracing the FutureStephanie Cawthon, Carrie Lou Garberoglio, and Peter Hauser