Important challenges that researchers face in the creation and use of a knowledge base for restructuring teacher education in the field of special education are reviewed and analyzed. Such challenges arise both from the changing intellectual context within which research operates and from the fundamental reform efforts currently underway throughout the educational community. Promising avenues for research to meet these challenges are delineated and the critical roles of multiparadigmatic research communities are highlighted. Mechanisms for the development, maintenance, and on-going operations of such communities are suggested, and potential caveats and pitfalls to their success are described.
Get full access to this article
View all access options for this article.
References
1.
Bernstein, R. (1993). Beyond objectivism and relativism: Science, hermeneutics, and praxis. Philadelphia: University of Pennsylvania Press.
2.
Bollen, K.A. (1989). Structural equations with latent variables. New York: Wiley.
3.
Brush, S.G. (1974). Should the history of science be rated X? Science, 183, 1164-1172.
4.
Bryk, A.S., & Raudenbush, S.W. (1992). Hierarchical linear models: Applications and data analysis. Newbury Park, CA: Sage.
5.
Burton, F.R. (1986). Research currents: A teacher's conception of the action research process. Language Arts, 63, 18-23.
6.
Campbell, D.T. (1991). Coherent empiricism, hermeneutics, and the commensurability of paradigms. International Journal of Educational Research , 15, 587-597.
7.
Carnegie Forum on Education and the Economy, Task Force on Teaching as a Profession. (1986). A nation prepared: teachers for the 21st century. New York: Author.
8.
Carr, W., & Kemmis, S. (1986). Becoming critical: Education, knowledge and action research. London: Falmer.
9.
Carter, K. (1990). Teachers' knowledge and learning to teach. In W. R. Houston (Ed.), Handbook of research on teacher education. New York: MacMillan.
10.
Clark, C. (1988). Asking the right questions about teacher preparation: Contributions of research on teacher thinking. Educational Researcher, 17, 5-12.
11.
Cliff, N. (1983). Some cautions concerning the application of causal modeling methods. Multivariate Behavioral Research, 24, 445-455.
12.
Cochran-Smith, M., & Lytle, S. (1990). Research on teaching and teacher research: The issues that divide. Educational Researcher, 19, 2-11.
13.
Cohen, P., Cohen, J., Teresi, J., Marchi, M., & Velez, C.N. (1990). Problems in the measurement of latent variables in structural equation causal models. Applied Psychological Measurement, 14, 183-196.
14.
Cuban, L. (1992). Managing dilemmas while building professional communities. Educational Researcher, 21, 4-11.
15.
Davidson, D. (1985). Inquiries into truth and interpretation. Oxford, England: Clarendon Press.
16.
Denner, B. (1995). Stalked by the postmodern beast. American Psychologist, 50, 390-391.
17.
Doyle, W. (1990). Themes in teacher education research. In W. R. Houston (Ed.), Handbook of research on teacher education. New York: Macmillan.
18.
Eisner, E. (1991). The enlightened eye: Qualitative inquiry and the enhancement of educational practice. New York: Macmillan.
19.
Erikson, F. (1986). Qualitative methods in research on teaching. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed.). New York: Macmillan.
20.
Feigl, H. (1991). Western philosophical schools and doctrines: Positivism and logical empiricism. In Encyclopedia Britannica (Vol. 25, pp. 630-636). Chicago: Encyclopedia Britannica.
21.
Fenstermacher, G.D. (1994). The knower and the known: The nature of knowledge in research on teaching. In L. Darling-Hammond (Ed.), Review of Research in Education, 20 (pp. 3-56). Washington, DC: American Educational Research Association.
22.
Fenstermacher, G.D., & Richardson, V. (1993). The elicitation and reconstruction of practical arguments in teaching. Journal of Curriculum Studies, 25, 101-114.
23.
Gallagher, J. (1993). Policy designed for diversity: New initiatives for children with disabilities. In B. Bryant & M. Graham (Eds.), Implementing early intervention (pp. 337-350). New York: Guilford Press.
24.
Goodlad, J. (1988). School-university partnerships: A social experiment . Kappa Delta Pi Record, 23, 77-80.
25.
Goodlad, J. (1990). Teachers for our nation's schools. San Francisco: Jossey-Bass.
26.
Grimmett, P., & Mackinnon, A. (1992). Craft knowledge and the education of teachers . In G. Grant (Ed.), Review of Research in Education, 18 (pp. 385-456). Washington, DC: American Educational Research Association.
27.
Holmes Group. (1990). Tomorrow's schools: Principles for the design of professional development schools. East Lansing, MI: Author.
28.
Holmes Group. (1986). Tomorrow's teachers. East Lansing, MI: Author .
29.
Howe, K., & Eisenhart, M. (1990). Standards for qualitative and quantitative research: A prolegomenon. Educational Researcher, 19, 2-9.
30.
Judd, C.M., McClelland, G.H., & Culhane, S.E. (1995). Data analysis: Continuing issues in the everyday analysis of psychological data. Annual Review of Psychology , 46, 433-465.
31.
Keogh, B. (1994). What the special education research agenda should look like in the year 2000. Distinguished researcher paper presented at the annual meeting of the International Council for Exceptional Children, Denver, CO.
32.
King, J., Rosselli, H., Arhar, J., Danforth, S., & Perez, S. (1995). Understanding our collaborative work with schools: Reading and interpreting the stories. In J. Paul, H. Rosselli, & D. Evans (Eds.), Integrating school restructuring and special education reform (pp. 389-401). Orlando, FL: Harcourt Brace & Co.
33.
Kofman, F., & Senge, P.M. (1993). Communities of commitment: The heart of learning organizations. Organizational Dyrcamics, 21, 5-23.
34.
Kyle, W.C., & Shymansky, J.A. (1988). What research says about teachers as researchers. Science and Children26, 29-31.
35.
LaPidus, J.B., & Mishkin, B. (1990). Values and ethics in the graduate education of scientists. In W. W. May (Ed.), Ethics and higher education. New York: MacMillan.
36.
Levine, M. (Ed.). (1992). Professional practice schools: Linking teacher education and school reform. New York: Teachers College Press.
37.
Loehlin, J.C. (1987). Latent variable models: An introduction to factor, path, and structural analysis. Hillsdale, NJ: Lawrence Erlbaum.
38.
Merton, R.K. (1973). The sociology of science: Theoretical and empirical investigations. Chicago: University of Chicago Press.
39.
National Commission on Excellence in Education. ( 1983). A nation at risk: The imperative for educational reform . Washington, DC: U.S. Government Printing Office.
40.
Nystrand, R.O. (1991). Professional development schools: Toward a new relationship for schools and universities. (ERIC Document Reproduction Service No. ED 330 690).
41.
O'Loughlin, M. (1992). Engaging teachers in emancipatory knowledge construction . Journal of Teacher Education, 43(5), 336-346.
42.
Pajares, M. (1992). Teachers' beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307-332.
43.
Phillips, D.C. (1980). What do the researcher and practitioner have to offer each other? Educational Researcher, 9, 17-20.
44.
Picard, R.R., & Cook, R.D. (1984). Cross-validation of regression models. Journal of the American Statistical Association, 79, 575-583.
45.
Popper, K. (1969). The logic of scientific discovery. New York: Basic Books.
46.
Reid, D.K., Robinson, S.J., & Bunsen, T.D. (1995). Empiricism and beyond: Expanding the boundaries of special education. Remedial and Special Education, 16, 131-141.
47.
Richardson, V. (1994). Conducting research on practice. Educational Researcher, 23, 5-10.
48.
Robinson, S.P., & Darling-Hammond, L. (1993). change for collaboration and collaboration for change: Transforming teaching through school-university partnerships. In L. Darling-Hammond (Ed.), Professional development schools: Schools for developing a profession (pp. 203-219). New York: Teachers College Press.
49.
Rosselli, H., Perez, S., Piersall, K., & Pantridge, O. (1993). Evolution of a professional development school: The story of a partnership. Teacher Education and Special Education, 16, 124-136.
50.
Sampson, E. (1993). Identity politics: Challenges to psychology's understanding. American Psychologist, 48, 1219-1230.
51.
Schon, D. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
52.
Shulman, L. (1986). Paradigms and research programs in the study of teaching: A contemporary perspective. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 3-36). New York: MacMillan.
53.
Shulman, L. (1988). Disciplines of inquiry in education: An overview . In R. Jaeger (Ed.), Complementary methods for research in education (pp. 3-17). Washington, DC : American Educational Research Association.
54.
Skrtic, T. (1991). Behind special education: A critical analysis of professional culture and school organization. Denver : Love Publishing Co.
55.
Smith, H. (1982). Beyond the post-modern mind. Wheaton, III: Quest Books.
56.
Smith, M.B. (1994). Selfhood at risk: Postmodern perils and the perils of postmodernism. American Psychologist, 49, 405-411.
57.
Smyth, J. (Ed.) (1987). Educating teachers: Changing the nature of pedagogical knowledge. London: Falmer.
58.
Stallings, J.A., & Kowalski, T. (1990). Research on professional development schools. In W. R. Houston (Ed.), Handbook of research on teacher education. New York: Macmillan.
59.
Thompson, C. (1993). Issues involved in PDS research. Unpublished manuscript.
60.
Tukey, J. (1980). We need both exploratory and confirmatory. American Statistician, 34, 23-25.
61.
White, D., & Wang, A. (1995). Universalism, humanism, and postmodernism. American Psychologist, 50, 392-393.
