Kenneth R Howe
Dados Biográficos
| ID | 110267 |
|---|---|
| NOME | Kenneth R Howe |
| PRENOMES | Kenneth R |
| SOBRENOME | Howe |
| ASSINATURA | HOWE K R |
| AFILIAÇÕES | University of Colorado Boulder |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 28 |
| TOTAL DE CITAÇÕES | 317 |
| TOTAL COMO AUTOR | 28 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1985 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2015 |
| ÍNDICE H | 8 |
The Meritocratic Conception of Educational Equality
The dominant conception of educational equality in the United States is meritocratic: an individual's chances of educational achievements should track only (natural) talent and effort, not social class or other morally irrelevant factors. The meritocratic conception must presuppose that natural talent and effort can be isolated from social class — and environmental factors in general — if it is to provide guidance in the world of educational poli…
Mixed Methods, Triangulation, and Causal Explanation
This article distinguishes a disjunctive conception of mixed methods/triangulation, which brings different methods to bear on different questions, from a conjunctive conception, which brings different methods to bear on the same question. It then examines a more inclusive, holistic conception of mixed methods/triangulation that accommodates ostensibly divergent findings by bringing them under a more comprehensive framework. Intertwined with this …
Mixed Methods, Mixed Causes
This article investigates the relationship between research methods and conceptions of causation in mixed-methods research. It begins by distinguishing the natural conception of causation from the intentional conception. Natural causation construes causal explanation as establishing and accounting for ordered patterns of human behavior on the model of the natural sciences and is associated with quantitative methods. Intentional causation construe…
Positivist Dogmas, Rhetoric, and the Education Science Question
Explicit versions of positivism were cast off some time ago in philosophy, but a tacit form continues to thrive in education research, exemplified by the “new scientific orthodoxy” codified in the National Research Council’s Scientific Research in Education (2002) and reinforced in the American Educational Research Association’s Standards for Reporting on Empirical Social Science Research in AERA Publications (2006) . The author rehearses previou…
Response to Comments
Isolating Science from the Humanities
The demand for scientifically-based educational research has fostered a new methodological orthodoxy exemplified by documents such as the National Research Council's Scientific Research in Education and Advancing Scientific Research in Education and American Educational Research Association's Standards for Reporting on Empirical Social Science Research in AERA Journals. This article criticizes the new orthodoxy as being a throwback to positivist …
The is and the ought of bridge-building in educational research
Politics, Persuasion, and Educational Testing
A Critique of Experimentalism
The concept of scientifically based research occupies a central place in the thinking of the newly formed Institute of Education Sciences and seems well on its way to becoming the dominant paradigm in educational research more generally. What interpretation becomes recognized as the correct one thus has important implications. This article identifies two versions of experimentalism that have emerged: neoclassical and mixed methods. Both versions …
Bridging Liberalism and Multiculturalism in American Education
What should the civic purposes of education be in a liberal and diverse society? Is there a tension between cultivating citizenship and respecting social diversity? What are the boundaries of parental and state authority over education? Linking political theory with educational history and policy, Rob Reich offers provocative new answers to these questions. He develops a liberal theory of multicultural education in which the leading goal is the c…
Values in Evaluation and Social Research
Introduction The Problem of Values PART ONE: VALUE CLAIMS Facts and Values Evaluative Reasoning PART TWO: CRITIQUES OF OTHER VIEWS The Received View The Radical Constructivist View The Postmodern View PART THREE: DELIBERATIVE DEMOCRATIC EVALUATION The Deliberative Democratic View Good Practice Conclusion The Role of Evaluation in Society
A Review of Walter Feinberg
The Issue of Advocacy in Evaluations
Understanding Equal Educational Opportunity
Over the last several decades, equal educational opportunity has been eviscerated by the political right and has fallen into disrepute with postmodernists and the political left. Howe provides a vigorous defense of the participatory interpretation of equal educational opportunity, and employs it to critically evaluate several contemporary policy domains
The Interpretive Turn and the New Debate in Education
Over the last several decades, positivist-behaviorist approaches to social and educational research have been on the decline, whereas interpretive approaches have been on the rise. As a result of this "interpretive turn" the old debate between positivism and interpretivism (and central to the quantitative-qualitative debate) has diminished in intensity only to be replaced by a new debate in terms of postmodernists- who would abandon the emancipat…
Standards, Assessment, and Equality of Educational Opportunity
Research news and Comment
Ethics, Institutional Review Boards, and the Changing Face of Educational Research
Educational research has enjoyed special exemptions from formal ethical oversight of research on human subjects since the original mandate from the federal government that such oversight must occur. Although interpreting these exemptions has always been a potential source of controversy and conflict for university Institutional Review Boards, the burgeoning use of qualitative methods has further complicated matters. This article discusses the ori…
Equality of educational opportunity and the criterion of equal educational worth
Getting over the Quantitative-Qualitative Debate
The quantitative-qualitative debate has been unfolding for several decades now and has evolved from one about the incompatibility of quantitative and qualitative techniques and procedures to one about the incompatibility of the more fundamental epistemological assumptions of quantitative and qualitative (positivist and interpretivist) "paradigms." Employing arguments from the philosophy of social science and social research theory, this article s…
Liberal Democracy, Equal Educational Opportunity, and the Challenge of Multiculturalism
Liberal political theory in general, as well as liberal educational theory in particular, has been largely silent on the challenge posed by multiculturalism. This lacuna results from the tendency to conflate ''cultural" and ''political" communities and to conceive of equality exclusively in terms of the latter. The result is that equality of educational opportunity is potentially rendered a sham for cultural minorities insofar as they are require…
Equal Opportunity Is Equal Education (within Limits)
Standards for Qualitative (and Quantitative) Research
The proliferation of qualitative methods in educational research has led to considerable controversy about standards for the design and conduct of research. This controversy has been playing itself out over the last several decades largely in terms of the quantitative-qualitative debate. In this paper we argue that framing the issue of standards in terms of quantitative-qualitative debate is misguided. We argue instead that the problem of standar…
Against the Quantitative-Qualitative Incompatibility Thesis or Dogmas Die Hard
Over approximately the last 20 years, the use of qualitative methods in educational research has evolved from being scoffed at to being viewed as useful for provisional exploration, to being accepted as a valuable alternative approach in its own right, to being embraced as capable of thoroughgoing integration with quantitative methods. Progress has been halting, and it is not surprising that certain thinkers are now balking at the latest stage of…
Social policy and professional self-interest
Against the Quantitative-Qualitative Incompatibility Thesis or Dogmas Die Hard
Over approximately the last 20 years, the use of qualitative methods in educational research has evolved from being scoffed at to being viewed as useful for provisional exploration, to being accepted as a valuable alternative approach in its own right, to being embraced as capable of thoroughgoing integration with quantitative methods. Progress has been halting, and it is not surprising that certain thinkers are now balking at the latest stage of…
A Critique of Experimentalism
The concept of scientifically based research occupies a central place in the thinking of the newly formed Institute of Education Sciences and seems well on its way to becoming the dominant paradigm in educational research more generally. What interpretation becomes recognized as the correct one thus has important implications. This article identifies two versions of experimentalism that have emerged: neoclassical and mixed methods. Both versions …
Standards for Qualitative (and Quantitative) Research
The proliferation of qualitative methods in educational research has led to considerable controversy about standards for the design and conduct of research. This controversy has been playing itself out over the last several decades largely in terms of the quantitative-qualitative debate. In this paper we argue that framing the issue of standards in terms of quantitative-qualitative debate is misguided. We argue instead that the problem of standar…
Two Dogmas of Educational Research
Educational researchers rightly puzzle about the relative merits of qualitative versus quantitative research methods and about the role that value judgments should play in the conduct of research. Unfortunately, discussions of these issues are often unproductive because they assume (albeit unwittingly) a positivistic epistemological framework. The aim of this paper is to show how rigid epistemological distinctions between quantitative and qualita…
Positivist Dogmas, Rhetoric, and the Education Science Question
Explicit versions of positivism were cast off some time ago in philosophy, but a tacit form continues to thrive in education research, exemplified by the “new scientific orthodoxy” codified in the National Research Council’s Scientific Research in Education (2002) and reinforced in the American Educational Research Association’s Standards for Reporting on Empirical Social Science Research in AERA Publications (2006) . The author rehearses previou…
The Interpretive Turn and the New Debate in Education
Over the last several decades, positivist-behaviorist approaches to social and educational research have been on the decline, whereas interpretive approaches have been on the rise. As a result of this "interpretive turn" the old debate between positivism and interpretivism (and central to the quantitative-qualitative debate) has diminished in intensity only to be replaced by a new debate in terms of postmodernists- who would abandon the emancipat…
Mixed Methods, Triangulation, and Causal Explanation
This article distinguishes a disjunctive conception of mixed methods/triangulation, which brings different methods to bear on different questions, from a conjunctive conception, which brings different methods to bear on the same question. It then examines a more inclusive, holistic conception of mixed methods/triangulation that accommodates ostensibly divergent findings by bringing them under a more comprehensive framework. Intertwined with this …
The Issue of Advocacy in Evaluations
Mixed Methods, Mixed Causes
This article investigates the relationship between research methods and conceptions of causation in mixed-methods research. It begins by distinguishing the natural conception of causation from the intentional conception. Natural causation construes causal explanation as establishing and accounting for ordered patterns of human behavior on the model of the natural sciences and is associated with quantitative methods. Intentional causation construe…
Liberal Democracy, Equal Educational Opportunity, and the Challenge of Multiculturalism
Liberal political theory in general, as well as liberal educational theory in particular, has been largely silent on the challenge posed by multiculturalism. This lacuna results from the tendency to conflate ''cultural" and ''political" communities and to conceive of equality exclusively in terms of the latter. The result is that equality of educational opportunity is potentially rendered a sham for cultural minorities insofar as they are require…
Getting over the Quantitative-Qualitative Debate
The quantitative-qualitative debate has been unfolding for several decades now and has evolved from one about the incompatibility of quantitative and qualitative techniques and procedures to one about the incompatibility of the more fundamental epistemological assumptions of quantitative and qualitative (positivist and interpretivist) "paradigms." Employing arguments from the philosophy of social science and social research theory, this article s…
A Conceptual Basis for Ethics in Teacher Education
Interest in ethics teaching within teacher education is growing. Refining this in terest and putting it into practice re quires addressing important questions about the nature and goals of ethics teaching, its content, and appropriate in structional methods. Using an example of an ethical dilemma frequently en countered by practicing teachers, Howe articulates the goals of ethics teaching and argues that engaging students in "critical reflection"…
Isolating Science from the Humanities
The demand for scientifically-based educational research has fostered a new methodological orthodoxy exemplified by documents such as the National Research Council's Scientific Research in Education and Advancing Scientific Research in Education and American Educational Research Association's Standards for Reporting on Empirical Social Science Research in AERA Journals. This article criticizes the new orthodoxy as being a throwback to positivist …
Equality of educational opportunity and the criterion of equal educational worth
Standards, Assessment, and Equality of Educational Opportunity
Social policy and professional self-interest
Politics, Persuasion, and Educational Testing
Research news and Comment
Ethics, Institutional Review Boards, and the Changing Face of Educational Research
Educational research has enjoyed special exemptions from formal ethical oversight of research on human subjects since the original mandate from the federal government that such oversight must occur. Although interpreting these exemptions has always been a potential source of controversy and conflict for university Institutional Review Boards, the burgeoning use of qualitative methods has further complicated matters. This article discusses the ori…
Two Dogmas of Educational Research
Educational researchers rightly puzzle about the relative merits of qualitative versus quantitative research methods and about the role that value judgments should play in the conduct of research. Unfortunately, discussions of these issues are often unproductive because they assume (albeit unwittingly) a positivistic epistemological framework. The aim of this paper is to show how rigid epistemological distinctions between quantitative and qualita…
How to Set a Cut off Point for the Elisa Test
A Conceptual Basis for Ethics in Teacher Education
Interest in ethics teaching within teacher education is growing. Refining this in terest and putting it into practice re quires addressing important questions about the nature and goals of ethics teaching, its content, and appropriate in structional methods. Using an example of an ethical dilemma frequently en countered by practicing teachers, Howe articulates the goals of ethics teaching and argues that engaging students in "critical reflection"…
Social policy and professional self-interest
Against the Quantitative-Qualitative Incompatibility Thesis or Dogmas Die Hard
Over approximately the last 20 years, the use of qualitative methods in educational research has evolved from being scoffed at to being viewed as useful for provisional exploration, to being accepted as a valuable alternative approach in its own right, to being embraced as capable of thoroughgoing integration with quantitative methods. Progress has been halting, and it is not surprising that certain thinkers are now balking at the latest stage of…
Equal Opportunity Is Equal Education (within Limits)
Standards for Qualitative (and Quantitative) Research
The proliferation of qualitative methods in educational research has led to considerable controversy about standards for the design and conduct of research. This controversy has been playing itself out over the last several decades largely in terms of the quantitative-qualitative debate. In this paper we argue that framing the issue of standards in terms of quantitative-qualitative debate is misguided. We argue instead that the problem of standar…
Getting over the Quantitative-Qualitative Debate
The quantitative-qualitative debate has been unfolding for several decades now and has evolved from one about the incompatibility of quantitative and qualitative techniques and procedures to one about the incompatibility of the more fundamental epistemological assumptions of quantitative and qualitative (positivist and interpretivist) "paradigms." Employing arguments from the philosophy of social science and social research theory, this article s…
Liberal Democracy, Equal Educational Opportunity, and the Challenge of Multiculturalism
Liberal political theory in general, as well as liberal educational theory in particular, has been largely silent on the challenge posed by multiculturalism. This lacuna results from the tendency to conflate ''cultural" and ''political" communities and to conceive of equality exclusively in terms of the latter. The result is that equality of educational opportunity is potentially rendered a sham for cultural minorities insofar as they are require…
Ethics, Institutional Review Boards, and the Changing Face of Educational Research
Educational research has enjoyed special exemptions from formal ethical oversight of research on human subjects since the original mandate from the federal government that such oversight must occur. Although interpreting these exemptions has always been a potential source of controversy and conflict for university Institutional Review Boards, the burgeoning use of qualitative methods has further complicated matters. This article discusses the ori…
Equality of educational opportunity and the criterion of equal educational worth
Standards, Assessment, and Equality of Educational Opportunity
Research news and Comment
The Issue of Advocacy in Evaluations
Understanding Equal Educational Opportunity
Over the last several decades, equal educational opportunity has been eviscerated by the political right and has fallen into disrepute with postmodernists and the political left. Howe provides a vigorous defense of the participatory interpretation of equal educational opportunity, and employs it to critically evaluate several contemporary policy domains
The Interpretive Turn and the New Debate in Education
Over the last several decades, positivist-behaviorist approaches to social and educational research have been on the decline, whereas interpretive approaches have been on the rise. As a result of this "interpretive turn" the old debate between positivism and interpretivism (and central to the quantitative-qualitative debate) has diminished in intensity only to be replaced by a new debate in terms of postmodernists- who would abandon the emancipat…
Values in Evaluation and Social Research
Introduction The Problem of Values PART ONE: VALUE CLAIMS Facts and Values Evaluative Reasoning PART TWO: CRITIQUES OF OTHER VIEWS The Received View The Radical Constructivist View The Postmodern View PART THREE: DELIBERATIVE DEMOCRATIC EVALUATION The Deliberative Democratic View Good Practice Conclusion The Role of Evaluation in Society
A Review of Walter Feinberg
Bridging Liberalism and Multiculturalism in American Education
What should the civic purposes of education be in a liberal and diverse society? Is there a tension between cultivating citizenship and respecting social diversity? What are the boundaries of parental and state authority over education? Linking political theory with educational history and policy, Rob Reich offers provocative new answers to these questions. He develops a liberal theory of multicultural education in which the leading goal is the c…
A Critique of Experimentalism
The concept of scientifically based research occupies a central place in the thinking of the newly formed Institute of Education Sciences and seems well on its way to becoming the dominant paradigm in educational research more generally. What interpretation becomes recognized as the correct one thus has important implications. This article identifies two versions of experimentalism that have emerged: neoclassical and mixed methods. Both versions …
Politics, Persuasion, and Educational Testing
The is and the ought of bridge-building in educational research
Positivist Dogmas, Rhetoric, and the Education Science Question
Explicit versions of positivism were cast off some time ago in philosophy, but a tacit form continues to thrive in education research, exemplified by the “new scientific orthodoxy” codified in the National Research Council’s Scientific Research in Education (2002) and reinforced in the American Educational Research Association’s Standards for Reporting on Empirical Social Science Research in AERA Publications (2006) . The author rehearses previou…
Response to Comments
Isolating Science from the Humanities
The demand for scientifically-based educational research has fostered a new methodological orthodoxy exemplified by documents such as the National Research Council's Scientific Research in Education and Advancing Scientific Research in Education and American Educational Research Association's Standards for Reporting on Empirical Social Science Research in AERA Journals. This article criticizes the new orthodoxy as being a throwback to positivist …
Sociology (26 obras) · Epistemology (16 obras) · Philosophy (15 obras) · Political science (15 obras) · Psychology (13 obras) · Philosophy (12 obras) · Social science (12 obras) · Law (11 obras) · Educational research (10 obras) · Evaluation and Performance Assessment (10 obras)