Have you ever thought about the potential for unintended consequences in acquiring disciplinary expertise? While one might assume that you see the rewards as worth the risks, this might not be the case, as some of you might be in the program more for the post-credential opportunities than for a genuine desire to become an “expert.” How does all of this relate to your situation and also to the current state of Doctoral Education in Education?
Tuesday, January 17, 2012
January 31…On Labaree’s Scholar-Practitioner Tension
Note something from this article with which you disagree (note: I assume that reading this paper was a different experience for those with P-12 experience and those without. That said, he made a sufficient number of bold claims so I’m sure everyone can disagree with something he said). Why do you disagree with it? Did Labaree give words to any tensions that you feel as you head down the road of the educational researcher? If so, explain.
February 21…Paul, pt. 2
Chapters 3 and 4 contain the root of this text. In Chapter 3 we learn about Paul's focus on the multiplicity of reserach orientations and, in Chapter 4 descriptions of nine of them are provided. Please use this week's blog to comment on and/or raise questions about any of the nine perspectives (paradigms) or about Pauls' explanation/justification for worrying about so many paradigms.
February 14…Philosophy of Ed. Research: The Basics
Upon completion of Chapters 1 and 2 the Paul text, do you (and if so, how?) see this book as potentially contributing to the “foundation” supporting your understandings of educational research and doctoral studies in general?
March 20…Is a Science of Education (Research?) Possible?
· Is Paul’s framework helpful for understanding the St. Pierre-Feuer debate? If so, how? Is there anything about their debate that Paul doesn’t help us to understand?
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