LAUSR

Abstract This article examines Q methodology as an empirical approach for use in teacher evaluation research, specifically research examining evaluative measures as applied to teachers of students with disabilities. Q is a qualiquantalogical method that requires participants to order or scale items relative to each other in characterizing a person or behavior. Participant viewpoints are intercorrelated and factor analyzed to determine common viewpoints regarding the salience of items representing a particular domain. This article provides an overview of Q methodology and includes a description of a study that used Q to determine common viewpoints of the salient features of special education teachers’ instructional practices. Implications for using Q in teacher evaluation research broadly and special education teacher evaluation specifically are discussed.