James L. Paul

Preparation of Educational Researchers in Philosophical Foundations of Inquiry

In this article we examine the nature, scope, and significance of basic philosophical issues in the preparation of researchers. Following a brief review of the history of educational research and a discussion of the philosophy of science supporting much of this research, we present and discuss two central assertions in the context of the growing prominence of paradigmatic and methodological pluralism in education and the human sciences. The first assertion is that the curriculum for preparing researchers in education continues to be dominated by the epistemology of logical empiricism, the philosophy of science undergirding the quantitative research tradition. The second assertion is that research education tends to place a disproportionate emphasis on technical methods and procedures, with little attention given to the philosophical, moral, and political values that underpin procedural practices and that frame, however tacitly, the context for knowledge production. We argue that the hegemony of quantitative science and the narrow preoccupation with methodological rigor as the singular yardstick for judging good science are serious problems requiring immediate attention in research education programs. We present a case for expanding the research education curriculum to include a strong and broad foundation in the history, philosophy, sociology, and ethics of inquiry. To illustrate how this can be achieved, we propose two features of an intellectual culture that may be developed: (a) course work on philosophical issues in inquiry, which doctoral students should be required to take in preparation for—or as a supplement to—technical courses on statistical methods and research design; and (b) an atmosphere of interdisciplinary and multiparadigmatic collaborative research that provides an informal context for students to experience and practice the values fostered by such course work.

Developing and Using Teaching Cases in a Partnership Environment

Teaching cases, which are true narrative accounts of authentic situations presented within their original contexts, are being used increasingly by teacher educators as a vehicle for reflective interaction about actual teaching practice. A collaborative research team at the University of South Florida has been developing, modifying and evaluating the application of teaching cases in the teacher education program. In this article, a brief history and rationale for the use of teaching cases in teacher education is presented with a description of how teaching cases are being used by the collaborative team. Cases developed by the group and the results of case teaching with undergraduate and graduate students are discussed.

Changing the Way We Do Our Business: One Department's Story of Collaboration with Public Schools.

In this article we describe the efforts of one universitys department of special education to respond to the major changes occurring in public education. The structural changes and philosophical redirections of public education policy, together with the basic changes in the demographic characteristics of students, have created a context in which the fundamental assumptions and the professional practices of special education are being reconsidered. The restructuring movement in education and the inclusion movement in special education affect every aspect of education and schooling, including teacher education. The perspective and activities described in this article tell a story of a department that has changed its approach to educating special education teachers by making a total commitment to align its work with public schools in developing a network of Professional Development Schools to reflect a collaborative model of training and research.

Creating and Using a Multiparadigmatic Knowledge Base for Restructuring Teacher Education in Special Education: Technical and Philosophical Issues

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.

The Philosophical Conundrum of Teacher Education in Special Education.

Much of the thinking associated with current educational reform challenges established assumptions about the nature of knowledge and the role of teacher educators. This article describes shifting perspectives of a large teacher education program in the process of implementing a reform agenda. Particular attention is given to admission standards for prospective teachers and the curriculum and teaching methodologies of a teacher education program.

Developing an Ethos for Change in a Department of Special Education: Focus on Collaboration and an Ethic of Care

During the course of the past five years, the Department of Special Education at the University of South Florida has undergone a change process designed to position itself to better respond to the changing needs of the field as we move toward a new century. This paper describes key aspects of that change process. The introductory section outlines seven interrelated core beliefs and values that have served as the force behind the change process and guided the work of faculy and students. The second section deals with the theme of collaboration and describes the various collaborative research groups (CRGs) which provide the context for collaborative inquiry, scholarship, and program development. The paper also shows how we have used the CRGs to create linkages with other academic units in the university and with schools and the community at large.

The Transformation of Teacher Education and Special Education Work in Progress

As public schools implement the national reform agenda and as educational philosophy and practice reflect the changes in culture and science, teacher educators are finding themselves needing to make more extensive changes in their programs and in themselves. what follows is a discussion of the changes in one department of special education that restructured all aspects of its program in order to respond to educational reforms in institutions of higher education and to the reforms relative to services integration. addressing the broad reform agendas that cut across and integrate fields of education, social welfare, public health, and other service systems has resulted in changes both within the university of south florida and between the university and the community. a major focus of this article is on our attempt to address the changing needs of teachers and schools. a discussion of the national and local contexts of our work, and the philosophy guiding our research and program development, is followed by a description of specific changes in our approach to teacher education and our work in the community.

Ethics and Students with Disabilities from Migrant Farmworker Families

Students with disabilities from migrant farmworker families face multiple and complex challenges in their pursuit of an appropriate education. An ethical framework based on principles of care and hospitality is presented to help guide educators and policy makers in their decisions regarding these students.

Developing Effective UniversitySchool Consortia: Extending the Collaborative Ethos Model

As part of the USF Department of Special Educations reform and restructuring initiatives, a system of four educational consortia has been developed. Each consortium is represented by at least one campus of USF and the school districts aligned with that campus. Consortia were formed based upon the need to address changing roles in special education, decreasing resources, and a commitment to shared decision making. The four consortia are described relative to their missions, activities, and governance structures.