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Disposed to Learn: Schooling, Ethnicity and the Scholarly Habitusreviewed by Audrey A. Trainor — October 22, 2014 Title: Disposed to Learn: Schooling, Ethnicity and the Scholarly Habitus Author(s): Megan Watkins & Greg Noble Publisher: Bloomsbury Academic, London ISBN: 1441177116, Pages: 176, Year: 2013 Search for book at Amazon.comTo view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- Audrey Trainor
University of Wisconsin–Madison
E-mail Author
AUDREY A. TRAINOR, PhD, associate professor of special education, Department of Teaching and Learning, New York University (start date January, 2015). In her position at the University of Wisconsin—Madison, 2004-2014, Dr. Trainor (co)authored 31 research articles in top-tier education journals, 3 books, 11 chapters and monographs, and 7 practitioner journal articles. An expert in learning and emotional/behavioral disabilities, Dr. Trainor’s research examines equity and diversity in postschool outcomes, perceptions and experiences of adolescents during the transition from high school to adulthood, and self-determination. Her methodological expertise is concentrated in qualitative methods. In addition to implementing qualitative research, she coedited Routledge’s Reviewing Qualitative Research in the Social Sciences and the forthcoming special issue of Remedial and Special Education on qualitative research and rigor in special education. Dr. Trainor teaches courses in qualitative data analysis, and was instrumental in the design of the graduate minor in qualitative research methods at UW Madison. She served as the 2013-14 president of the Division on Career Development and Transition of the Council for Exceptional Children and an active member of the American Educational Research Association. She is member of the associate editorial boards for the Journal of Special Education and Remedial and Special Education.
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