Hostname: page-component-77c89778f8-vpsfw Total loading time: 0 Render date: 2024-07-20T11:20:39.909Z Has data issue: false hasContentIssue false
  • English
  • Français

The Australian Association of Special Education 2005 National Conference: Des English Memorial Lecture Special Education, Evidence-Based Practices and Policies: Re-think? Re-butt? Re-make? Re-value? Respond

Published online by Cambridge University Press:  26 February 2016

Christina E. van Kraayenoord
Christina E. van Kraayenoord*
Affiliation:
The University of Queensland
*
Christina E. van Kraayenood, School of Education, The University of Queensland, Brisbane, Queensland, Australia
Get access Rights & Permissions [Opens in a new window]

Extract

It is an honour to be invited to present the Des English Memorial Lecture at the 30th Annual National Conference of the Australian Association of Special Education (AASE) in 2005. Des English was the first President of this Association. Much of what he stood for was embedded in a respect for the abilities of students with special needs and his desire to ensure that these students had the best opportunities to learn. He was deeply committed to the belief that a professional organization such as the Australian Association of Special Education was needed to develop teachers and administrators who were knowledgeable and skilled, and he worked tirelessly to establish this Association, continuing to work with energy towards the goal of enhancing the education of students with special needs through the professional development of their teachers until his death in 1977.

Type
Research Article
Information
Australasian Journal of Special Education , Volume 30 , Issue 1 , 2006 , pp. 4 - 20
Copyright
Copyright © The Australian Association of Special Education 2006

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Australian Association of Special Education. (2005). Submission to the National Inquiry into the Teaching of Literacy (2004-2005). Retrieved 18 August, 2005 from http://www.dest.qov.au/sectors/schooleducation/policyinitiativesreviews/keyissues/literacy numeracy/nationalinquirv/docu-ments/rtf2/sub 412 rtf.html Google Scholar
Algozzine, B. (2003). Scientifically based research: Who let the dogs out? Research and Practice for Persons with Severe Disabilities, 28(3), 156–160.Google Scholar
Black, N. (2001). Evidence based policy: Proceed with care. BMJ, 323, 275–278.Google Scholar
Braden, J.P., Schroeder, J.L., & Buckley, J.A. (2001). Secondary school reform, inclusion and authentic assessment. Madison, Wl: Wisconsin Center for Education Research. Research Institute on Secondary Education Reform, (RISER) for Students with Disabilities Brief. ERIC Document Reproduction Service No. ED467 477.Google Scholar
Brantlinger, E., Jimenez, R., Klingner, J., Pugach, M., & Richardson, N. (2004). Qualitative studies in special education. Exceptional Children 71(2), 195–207.Google Scholar
Browder, D.M., & Cooper-Duffy, K. (2003). Evidence-based practices for students with severe disabilities and the requirements for accountability in “No Child Left Behind”. The Journal of Special Education, 37(3), 157–171.Google Scholar
Collins, S., & Salzberg, C. (2005). Scientifically based research and students with severe disabilities: Where do educators find evidence-based practices? Rural Special Education Quarterly, 24(1), 60–63.Google Scholar
De Lemos, M. (2002). Closing the gap between research and practice: Foundations of literacy acquisition. Camberwell, VIC: Australian Council for Educational Research.Google Scholar
Education Queensland (2001, October). New Basics: The why, what, how, and when of rich tasks - New Basics Project. Brisbane: State of Queensland (Department of Education).Google Scholar
Education Queensland (2000). New Basics Project. Brisbane: State of Queensland (Department of Education).Google Scholar
Educational Researcher. (2002). 31(8). Whole issue.Google Scholar
Education Science Reform Act. (2002). Washington, D.C.: U.S. Department of Education.Google Scholar
Elkins, J. (2005). The school context. In Ashman, A. & Elkins, J. (Eds.), Educating children with diverse abilities (2nd ed, 37–64). Frenchs Forest, NSW: Pearson Education Australia.Google Scholar
Elliott, H., & Popay, J. (2000). How are policy makers using evidence? Models of research utilisation and local NHS policy making. Journal of Epidemiology and Community Health 54(6), 461–468.Google Scholar
Erickson, F. (2005). Arts, humanities, and sciences in educational research and social engineering in federal education policy. Teacher’s College Record, 107(1), 4–9 Google Scholar
Erickson, F., & Gutierrez, K. (2002). Culture, rigor, and science in educational research. Educational Researcher, 31(8), 21–24 Google Scholar
Exceptional Children. (2005). 71(2). Whole issue.Google Scholar
Foreman, P. (2005) Disability and inclusion: Concepts and principles. In Foremen, P. (Ed.), Inclusion in action (3rd ed., pp. 3–34). Southbank, VIC: Thomson.Google Scholar
Fred and Eleanor Special Education Research Centre. (2002, October). Publications 1970-2002 Brisbane: The University of Queensland, Fred and Eleanor Special Education Research Centre. Google Scholar
Gavidia-Payne, S., & Jobling, A. (2005). The early years of education. Educating children with diverse abilities. In Ashman, A. & Elkins, J. (Eds.), Educating children with diverse abilities (2nd ed., pp. 281–318). Frenchs Forest, NSW: Pearson Education Australia.Google Scholar
Gee, J. (2005). It’s theories all the way down: A response to scientific research in education. Teachers College Record, 107(1), 10–18.Google Scholar
Gersten, R., Fuchs, I., Compton, D., Coyne, M., Greenwood, C., & Innocenti., M. (2005). Quality indicators for group experimental and quasi-experimental research in special education. Exceptional Children 71(2), 149–164.Google Scholar
Guralnick, M.J., (1999). Second-generation research in the field of early intervention. In Guralnick, M. (Ed.), The effectiveness of early intervention (pp. 3–22). Baltimore, MD: Paul Brookes.Google Scholar
Hardman, M.L. (2003). Put me in coach: A commentary on RPSD exchange. Research and Practice for Persons with Severe Disabilities, 26(3), 153–155.Google Scholar
Horn, R. A. J. (2004). The new federal definition of educational research: Implications for educators. The Teacher Educator, 39(3), 196–211 Google Scholar
Homer, R.D., Carr, E.G., Halle, J. McGree, G., Odom, S. , & Wolery, M. (2004). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children 71(2), 165–179.Google Scholar
Hunt, P. (2002). The learning village: A response to globalisation and the knowledge society. Special Education Perspectives 11(2), 41–55.Google Scholar
Inder, T.E., Warfield, S.K., Wang, H., Huppi, P.S., & Volpe, J. (2005). Abnormal cerebral structure is present at term in premature infants. Pediatrics 115(2), 286–293.Google Scholar
Jenkins, H. (2002). A continuum-based approach to inclusive policy and practice in regular schools. Special Education Perspectives 11(2), 56–71.Google Scholar
Landrum, T.J., & Tankersley, M. (2004). Science in the school house: An uninvited guest. Journal of Learning Disabilities, 37(3), 207– 212.Google Scholar
Landrum, T.J., Tankersley, M., & Kauffman, J.M. (2003). What is special about special education for students with emotional or behavioral disorders? The Journal of Special Education, 37(3), 148–156.Google Scholar
Lather, P. (2004). Scientific research in education: A critical perspective. British Educational Research Journal 30(6), 759–772.Google Scholar
Levin, J.R., O’Donnell, A.M., & Kratochwill, T.R. (2003). Educational/psychological intervention research. In Reynolds, W. & Miller, G. (Eds.), Handbook of psychology, Vol. 7: Educational psychology (pp. 557–581). Hoboken, NJ: John Wiley & Sons.Google Scholar
Masters, G. (2005). Against the grade: In search of continuity in schooling and learning. Professional Educator, 4(1), 12–22.Google Scholar
McCall, R.B., Groark, C.J., & Nelkin, R.P. (2004). Integrating developmental scholarship and society: From dissemination a to accountability to evidenced based programming and faculties. Merrill-Palmer Quarterly, 50(3), 326–340.Google Scholar
McCardle, P., & Chhabra, V. (2004). The accumulation of evidence: A continuing process. In McCardle, P. & Chhabra, V. (Eds.), The voice of evidence in reading research (pp. 463–478). Baltimore: Paul H. Brookes Publishing Co.Google Scholar
McDonnell, J., & O’Neill, R. (2003). A perspective on single/within subject research methods and “scientifically based research”. Research and Practice for Persons with Severe Disabilities 28(3), 138–142.Google Scholar
Moss, P.A. (2005). Toward “epistemic reflexivity” in educational research: A response to Scientific Research in Education. Teachers College Record, 197(1), 190–29 Google Scholar
National Science Research Council (2002). Scientific research in education (Shavelson, R.J. & Towne, L., Eds.). Washington, DC: National Academy Press.Google Scholar
No Child Left Behind. (2002). Washington, DC: U.S. Department of Education.Google Scholar
Odom, S.L, Brantiinger, E., Gersten, R., Horner, R.H., Thompson., B., & Harris, K.R. (2005). Research in special education: Scientific methods and evidence-based practices. Exceptional Children 71(2), 137–148.Google Scholar
Pressley, M., Duke, N.K., & Boling, E.C. (2004). The educational science and scientifically based instruction we need: Lessons from reading research and policymaking. Harvard Educational Review, 74(1), 30–61 Google Scholar
Qualitative Inquiry. (2004). 70(1). Whole issue.Google Scholar
Schulman, L. (2005). Seek simplicity ... and distrust it. (The commentary was originally published in Education Week, Vol. 24, Issue 39, Pages 36, 48.) Retrieved July 17, 2005 from http://www.carneaiefoundation.oro/elibrarv/docs/seek simplicity.htm Google Scholar
Simpson, R.L. (2004). Another look at critical issues in public education and their impact on students with disabilities: A response to Hardman & Mulder. Quality Personnel Preparation in Emotional/Behavioral Disorders: Current Perspectives and Future Directions, 44–50 Google Scholar
Sindelar, P.T., Bishop, A.G., Brownell, M.T., Rosenberg, M.S., & Connelly, V.J. (2005). Lessons from special education research. Teacher Education Quarterly, 32(3), 35–48.Google Scholar
Stephenson, J. (2004). A teacher’s guide to controversial practices. Special Education Perspectives, 13(1), 66–74 Google Scholar
Sweet, R.W. (2004). The big picture: Where we are nationally on the reading front and how we got here. In McCardle, P. & Chhabra, V. (Eds.), The voice of evidence in reading research (pp. 13–44). Baltimore: Paul H. Brookes Publishing Co.Google Scholar
Tasmanian Department of Education. (2002). Essential Learning Framework. I. Hobart, TAS: Author.Google Scholar
U.S. Department of Education, (n.d.) Standards section, 2. Washington, DC: Department of Education.Google Scholar
van Kraayenoord, C.E. (2003). Literacy assessment. In Bull, G. & Anstey, M. (Eds.), The literacy lexicon (2nd ed., pp. 273–288). Frenchs Forest, NSW: Prentice Hall.Google Scholar
van Kraayenoord, C.E., Elkins, J., Palmer, C., & Rickards, F., & Colbert, P. and others (2000) Literacy, numeracy and students with disabilities (Vols. 1-4). Canberra: Department of Education, Training and Youth Affairs.Google Scholar
Vaughn, S., & Linan-Thompson, S. (2003). What is special about special education for students with learning disabilities? The Journal of Special Education, 37(3), 140–147.Google Scholar
Willinsky, J. (2005). Scientific research in a democratic culture: Or what’s a social science for? Teachers College Record, 107(1), 38–51 Google Scholar
What Works Clearing House (WWC). (2003). Standards. Washington D.C.: Author. Retrieved on 7 July, 2005, from http://w-w-c.orq/standards.html Google Scholar