Holistic Principles: Not Enhancing the Old but Seeing A-new. A Rejoinder

Adelman, H. (1989). Paradigm accountability. Journal of Learning Disabilities.

Allender, J.S. (1986). Educational research: A personal and social process. Review of Educational Research, 56(2), 172–193.

Ballard, K.D. (1987). The limitations of behavioral approaches to teaching: Some implications for special education. The Exceptional Child, 34(3), 197–212.

Banks, T.A. (1988). Multi-ethnic education. Theory and practice. Boston: Allyn & Bacon.

Bell, D. (1984). New directions in modern thought. The turn to interpretation: An introduction. Partisan Review, 2, 215–219.

Berman, M. (1984). The reenchantment of the world. New York: Bantam Books.

Bogdan, R. (1983). A closer look at mainstreaming. The Educational Forum, 17(4), 425–434.

Bohm, D. , & Peat, F.D. (1987). Science, order, and creativity. New York: Bantam Books.

Bordo, S.R. (1987). The flight to objectivity. Essays on Cartesianism and culture. Albany: State University of New York Press.

Briggs, D.P. , & Peat, F.O. (1984). Looking glass universe. The emerging science of wholeness. New York: Simon & Schuster.

Carini, P.F. (1975). Observation and description: An alternative methodology for investigation of human phenomena. Grand Forks: University of North Dakota.

Clarke, D.L. (1985). Emerging paradigms in organizational theory and research. In Y. Lincoln (Ed.), Organizational theory and inquiry. The paradigm revolution (pp. 43–78. Beverly Hills: Sage.

Donaldson, M. (1978). Children's minds. New York: Norton.

Donmoyer, R. (1985). The rescue from relativism; Two failed attempts and an alternative strategy. Educational Researcher, 14(10), 13–20.

Dudley-Marling, C. , & Rhodes, L.K. (in press). Reflections of a close encounter with experimental research. Canadian Journal of Language Arts.

Eisner, E.W. (1988). The primacy of experience and the politics of method. Educational Researcher, 17(5), 15–20.

Ferguson, D.L. (1989). Severity of need and educational excellence: Public school reform and students with disabilities. In D. Biklen , D. Ferguson , & A. Ford (Eds.), Schooling and disability. Chicago: University of Chicago Press.

Firestone, W.A. (1987). Meaning in method: The rhetoric of quantitative and qualitative research. Educational Researcher, 16(9), 16–21.

Gardner, H. (1983). Frames of mind. The theory of multiple intelligences. New York: Basic Books.

Gould, J.S. (1981). The mismeasure of man. New York: Norton.

Cuba, E. (1987). What have we learned about naturalistic evaluation? Evaluation Practice, 8(1), 23–43.

Heshusius, L. (1989). Holism, or: There is no substitute for real life purposes and processes. Paper presented at the Preconvention Training Program, CEC's 67th Annual Convention, San Francisco.

Heshusius, L. (in press). The emerging science of wholeness, learning, and learning problems. In D.K. Reid , W.P. Hresko , & H.L. Swanson (Eds.), A cognitive approach to learning disabilities (2nd ed.). Austin, TX: PRO-ED.

Highwater, T. (1981). The primal mind. Vision and reality in Indian America. New York: New American Library.

Holzman, L. , & LaCerva, C. (1986). Development, learning and learning disabilities. Paper presented at the 8th International Conference on Learning Disabilities, Kansas City, MO.

Howe, K.R. (1980). Against the quantitative-qualitative incompatibility thesis or dogmas die hard. Educational Researcher, 17(9), 10–16.

Iano, R.P. (1987). Rebuttal: Neither the absolute certainty of prescriptive law nor a surrender to mysticism. Remedial and Special Education, 8(1), 52–61.

Iano, R.P. (1989). Comments related to Professor Heshusius's application of paradigm change to special education. Journal of Learning Disabilities, 22, 416–417.

Kauffman, J.M. (1987). Research in special education: A commentary. Remedial and Special Education, 8(6), 57–63.

Keller, E.F. (1985). Reflections on gender and science. New Haven, CT: Yale University Press.

Kubrin, D. (1981). Newton's inside out! Magic, class struggle, and the rise of mechanism in the West. In H. Woolf (Ed.), The analytic spirit. Essays in the history of science (pp. 96–121. Ithaca, NY: Cornell University Press.

Kuhn, T.S. (1962). The structure of scientific revolutions. Chicago: University of Chicago Press.

Licht, B.G. , & Torgesen, J.K. (1989). Natural science approaches to questions of subjectivity. Journal of Learning Disabilities, 22, 418–419.

Lincoln, Y.S. (1989). The making of a constructivist: A remembrance of transformations past. Paper presented at the Alternative Paradigm Conference, Phi Delta Kappa, San Francisco.

Lloyd, J.W. (1987). The art and science of research and teaching. Remedial and Special Education, 8(1), 44–46.

Marquez, G.C. (1988). Love in the time of cholera. New York: Knopf.

Peshkin, A. (1988). In search of subjectivity-One's own. Educational Researcher, 17(7), 17–21.

Poplin, M.S. (1987). Self-imposed blindness: The scientific method in education. Remedial and Special Education, 8(6), 31–37.

Poplin, M.S. (1988a). The reductionistic fallacy in learning disabilities: Replicating the past by reducing the present. Journal of Learning Disabilities, 21, 389–400.

Poplin, M.S. (1988b). Holistic/constructivist principles of the teaching/learning process: Implications for the field of learning disabilities. Journal of Learning Disabilities, 21, 401–416.

Prigogine, I. , & Stengers, I. (1984). Order out of chaos. Man's new dialogue with nature. New York: Bantam Books.

Reichardt, C.S. , & Cook, T.D. (1979). Beyond qualitative versus quantitative methods. In T.D. Cook & C.S. Reichardt (Eds.), Qualitative and quantitative methods in evaluation research (pp. 7–32. Beverly Hills: Sage.

Rosenberg, M.S. , & Jackson, L. (1988). Theoretical models and special education: The impact of varying worldviews on service delivery and research. Remedial and Special Education, 9(3), 26–34.

Simpson, R.G. , & Eaves, R.C. (1985). Do we need more qualitative research or more good research? A reaction to Stainback and Stainback. Exceptional Children, 51, 325–329.

Skrtic, T.M. (1986). The crisis in special education knowledge: A perspective on perspective. Focus on Exceptional Children, 18(7), 1–16.

Skrtic, T.M. (1989). Toward a metatheory of school organization and adaptability: Special education and disability as organizational pathologies. Paper presented at the Preconvention Training Program, CEC's 67th Annual Convention, San Francisco.

Sleeter, C. (1989). Using the radical structuralist paradigm to examine the creation and use of learning disabilities. Paper presented at the Preconvention Training Program, CEC's 6th Annual Convention, San Francisco.

Smith, J.K. (1988). The evaluator/researcher as person vs. the person as evaluator/researcher. Educational Researcher, 17(2), 118–123.

Smith, J.K. (1989). Alternative research paradigms and the problem of criteria. Paper presented at the Alternative Paradigms Conference, Phi Delta Kappa, San Francisco.

Smith, J.K. , & Heshusius, L. (1986). Closing down the conversation. The end of the quantitative/qualitative debate among educational inquirers. Educational Researcher, 15(1), 4–12.

Stanfield, J.H. (1985). The ethnocentric basis of social science knowledge production. In E.W. Gordon (Ed.), Review of Research in Education (Vol. 12, pp. 387–415). Itasca, IL: Peacock.

Stanovich, K.E. (1988). Science and learning disabilities. Journal of Learning Disabilities, 21, 215–222.

Swanson, H.L. (1988). Toward a meta-theory of learning disabilities. Journal of Learning Disabilities, 21, 196–209.

Taylor, C. (1971). Interpretation and the sciences of man. Review of Metaphysics, 25, 3–51.

Taylor, C. (1985). Human agency and language. Cambridge: Cambridge University Press.

Tharp, R.G. (1982). The effective instruction of comprehension: Results and description of the Kasmehameha Early Education Program. Reading Research Quarterly, 17, 503–527.

Torgesen, J.K. (1986). Learning disabilities theory: Its current state and future prospects. Journal of Learning Disabilities, 19, 399–407.

Torgesen, J.K. (1987). Thinking about the future by distinguishing between issues that have resolutions and those that do not. In S. Vaughn & C.S. Bos (Eds.), Research in learning disabilities. Issues and future directions. Boston: College-Hill Press.

Ulman, J.D. , & Rosenberg, M.S. (1986). Science and superstition in special education. Exceptional Children, 52, 459–460.

Ysseldyke, J.E. , Algozzine, B. , Richey, L. , & Graden, J. (1982). Declaring students eligible for learning disability services: Why bother with the data? Learning Disability Quarterly, 5(1), 37–44.