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, May 23, 2017
May 25…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.
Also, feel free to weigh I on what, if anything, Mutter and Bryk relate to
Labaree.
June 1…Pring Ch. 1-2
In class today, one thing we will do is work
to summarize Pring’s position on what educational research should be like. We will also talk about how/whether we agree with him. Let's start this conversation by blogging a bit on this topic...a related bonus question that you can choose to tackle, if you wish: Can we be too applied?
June 6…Scientifically-based Educational Research
How did Pring’s Ch. 1-3 and the Eisenhart
and Towne article leave you feeling about the possibility of educational
research to be scientific? What obstacles do you see to realizing the vision of
a scientifically-based ed. research and are they insurmountable?
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