Response to “A Deweyan Perspective on Democracy and Inquiry in the Field of Special Education”

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Cohen D. K. (1998). Dewey's problem. The Elementary School Journal, 98(5), 427–446.

Cronbach L. J. (1982). Designing evaluations of educational and social programs. San Francisco: Jossey-Bass.

Edgar E. (1998). Where does weather come from? A response to “behavioral disorders: A postmodern perspective.” Behavioral Disorders, 23(3), 160–165.

Gersten R. Baker S. Lloyd J. W. (2000). Designing high quality research in special education: Group experimental design. Journal of Special Education, 34(1), 2–18.

Harry B. Day M. Quist F. (1998). “He can't really play”: An ethnographic study of sibling acceptance and interaction. Journal of The Association for Persons with Severe Handicaps, 23(4), 289–299.

Patton J. M. (1998). The disproportionate representation of African-Americans in special education: Looking behind the curtain for understanding and solutions. Journal of Special Education, 32(1), 25–31.

Ryan A. (1995). John Dewey and the high tide of American liberalism. New York: Norton.

Sasso G. M. (2001). The retreat from inquiry and knowledge in special education. The Journal of Special Education, 34(4), 178–193.

Scriven M. (1983). Evaluation ideologies. In Madaus G. F. Scriven M. Stufflebeam D. L. (Eds.), Evaluation models: Viewpoints on educational and human services evaluation (pp. 229–260). Boston: Kluwer-Nijhoff.

Walker H. M. Forness S. R. Kauffman J. M. Epstein M. H. Gresham F. M. Nelson C. M. Strain P. S. (1998). Macro-social validation: Referencing outcomes in behavioral disorders to societal issues and problems. Behavioral Disorders, 24(1), 7–18.

Westbrook R. B. (1991). John Dewey and American democracy. Ithaca, NY: Cornell University Press.

Willinsky J. (2001). The strategic education research program and the public value of research. Educational Researcher, 30(1), 5–14.