Qualitative research on special education teacher preparation

Beth Harry, Miriam Glaser Lipsky

Research output: Chapter in Book/Report/Conference proceedingChapter

1 Scopus citations

Abstract

Further, the debate around evidence-based research in education has promoted and supported this view, despite some acknowledgement of the relevance of qualitative methods (Feuer, Towne, & Shavelson, 2002). The history of special education, based on a medical model of disability, has not only mirrored but has intensified a positivist epistemology. Indeed, Skrtic’s (1991) analysis of special education concluded that the field has been grounded in a “functionalist paradigm,” whose emphasis has been on the teaching of discrete skills and measureable, quantifiable outcomes, while Artiles (2011) emphasized that categorical thinking has reified beliefs about disabilities and racial inferiority.

Original languageEnglish (US)
Title of host publicationHandbook of Research on Special Education Teacher Preparation
PublisherTaylor and Francis
Pages445-460
Number of pages16
ISBN (Electronic)9781136726330
ISBN (Print)9780415893084
DOIs
StatePublished - Jan 1 2014

ASJC Scopus subject areas

  • Social Sciences(all)

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    Harry, B., & Lipsky, M. G. (2014). Qualitative research on special education teacher preparation. In Handbook of Research on Special Education Teacher Preparation (pp. 445-460). Taylor and Francis. https://doi.org/10.4324/9780203817032