3,608
Views
6
CrossRef citations to date
0
Altmetric
Original Articles

AN INTRODUCTION TO THE MAJOR RESEARCH PARADIGMS AND THEIR METHODOLOGICAL IMPLICATIONS FOR SPECIAL NEEDS RESEARCH

Pages 27-36 | Published online: 09 Jul 2006

References

  • ABBERLEY , P . 1987 . The concept of oppression and the development of a social theory of disability . Disability, Research and Handicap , 2 (1) : 5 – 21 .
  • APTER , J. S . 1982 . Troubled children, troubled Systems , Oxford : Pergamon press .
  • BAILEY , J . 1998 . “Medical and psychological models in special needs education” . In Theorising Special Education , Edited by: Clark , C. , Dyson , A. and Millward , A. London : Routledge .
  • BARNES , C . 1992 . Qualitative research: valuable or irrelevant? Disability, . Research and Handicap , 7 (2) : 115 – 124 .
  • BARROW , G . 1996 . A survey of Behaviour Support Services . Emotional and Behavioural Difficulties , 1 (2) : 31 – 34 .
  • BARTON , L and TOMLINSON , S , eds. 1981 . Special education: Policy, practice and social issues , London : Harper and Row .
  • BARTON , L and TOMLINSON , S , eds. 1984 . Special education and social interests , London : Croom Helm .
  • BARTON , L . 1988 . The politics of special educational needs , London : Falmer Press .
  • BARTON , L . 1995 . The politics for education for all . Support for Learning , 10 (4) : 156 – 160 .
  • BAYLISS , P. D . 1998 . “Theorising Special Education. Models of Complexity: theory driven intervention practices” . In Theorising Special Education , Edited by: Clark , C. , Dyson , A. and Millward , A. London : Routledge .
  • BOOTH , T . 1996 . “Sounds of still voices: issues in the use of narrative methods with people who have learning difficulties” . In Disability and Society , Edited by: Barton , L. London : Longman .
  • BRYMAN , A . 1984 . The debate about quantitative and qualitative research: A question of method or epistemology? . British Journal of Sociology , 35 : 75 – 92 .
  • CHARLTON , T. , GUNTER , B and COLES , D . 1998 . Broadcast television as a cause of aggression? . Emotional and Behavioural Difficulties , 3 (2) : 5 – 13 .
  • CHARLTON , T. , LOVEMORE , T and JONES , K . 1995 . Teacher behaviour and pupil on‐task levels in first and middle schools on St. Helena, South Atlantic . Therapeutic Care and Education , 4 (3) : 37 – 43 .
  • CLARK , C. , DYSON , A. , MILLWARD , A and SKIDMORE , D . 1995 . “Dialectical analysis, special needs and schools as organisations” . In Towards inclusive schools? , Edited by: Clark , C. , Dyson , A. and Millward , A. London : David Fulton .
  • COHEN , M . 1980 . “Policy implications of an ecological theory of teaching: Towards an understanding of outcomes” . In Ecological theory of teaching , Edited by: CBlumenfeld , P. San Francisco : Far West Laboratory . Research report ETT 80‐85.
  • COOPER , P and UPTON , G . 1991 . Controlling the urge to control: an eco‐systemic approach to problem behaviour in schools . Support For Learning , 6 (1) : 22 – 26 .
  • COOPER , P and SHEA , T . 1998 . Pupils’ perceptions of AD/HD . Emotional and Behavioural Difficulties , 3 (3) : 36 – 48 .
  • CORRIE , M and ZAKLUKIEWICZ , S . 1985 . “Qualitative research and Case‐Study Approaches: An introduction” . In Research and Evaluation Methods in Special Education , Edited by: Hegarty , S. and Evans , P. Windsor : NFER‐Nelson .
  • CROWLEY , E. P . 1993 . A qualitative analysis of mainstream behaviourally disordered aggressive adolescents’ perceptions of helpful and unhelpful teacher attitudes and behaviours . Exceptionality , 4 (3) : 131 – 151 .
  • DENZIN , N . 1989 . The research act. , (3rd ed.) , Englewood Cliffs, NJ : Prentice Hall .
  • DFE . 1997 . Excellence for All Children: Meeting Special Educational Needs , London : DfEE .
  • FETTERMAN , D. M . 1988 . “A qualitative shift in allegiance” . In Qualitative approaches to evaluation in education: The silent scientific revolution , Edited by: Fetterman , D. M. New York : Praeger .
  • GRAY , D and DENICOLO , P . 1998 . Research in special education: objectivity or ideology? . British Journal of Special Education , 25 (3) : 140 – 145 .
  • GUBA , E . 1990 . “The alternative paradigm dialog” . In The paradigm dialog , Edited by: Guba , E. London : Sage .
  • GUBA , E and LINCOLN , Y . 1989 . Fourth Generation Evaluation , Beverly Hills : Sage .
  • GUBA , E and LINCOLN , Y . 1994 . “Competing paradigms in qualitative research” . In Handbook of qualitative research , Edited by: Denzin , N. and Lincoln , Y. London : Sage .
  • HALLAM , S and PRICE , J . 1998 . Can the use of background music improve the behaviour and academic performance of children with emotional and behavioural difficulties? . British Journal of Special Education , 25 (2) : 88 – 91 .
  • HARDING , S , ed. 1987 . Feminism and methodology , Bloomington : Indiana University press .
  • HARRISON , J . 1996 . Assessing further education: views and experiences of FE students with learning difficulties and/or disabilities . British Journal of Special Education , 23 (4) : 187 – 196 .
  • HEGARTY , S and EVANS , P , eds. 1985 . Research and Evaluation Methods in Special Education , Windsor : NFER‐Nelson .
  • HESHUSIUS , L . 1989 . The Newtonian mechanistic paradigm, special education and contours of alternatives . Journal of Learning Disabilities , 22 (7) : 403 – 415 .
  • HILL , R. 1997 . Pupil Referral Units: are they effective in helping schools work with children who have emotional and behavioural difficulties? . Emotional and Behavioural Difficulties , 2 (1) : 28 – 36 .
  • HURST , A . 1984 . “Adolescence and physical disability: an interactionist view” . In Special education and social interests , Edited by: Barton , L. and Tomlinson , S. London : Croom Helm .
  • JACOB , E . 1988 . “Clarifying qualitative research: A focus of traditions” . Educational Researcher , 17 (1) : 16 – 24 .
  • KNIVETON , B. H . 1998 . Underachieving boys: A case for working harder or boosting self‐confidence? . Emotional and Behavioural Difficulties , 3 (2) : 23 – 28 .
  • LATHER , P . 1992 . Critical frames in educational research. Feminist and post‐structural perspectives . Theory and Practice , 3 (2) : 1 – 13 .
  • LEWIS , J . 1998 . “Embrancing the holistic/constructivist paradigm and sidestepping the post‐modern challenge” . In Theorising Special Education , Edited by: Clark , C. , Dyson , A. and Millward , A. London : Routledge .
  • LINCOLN , Y and GUBA , E . 1985 . Naturalistic Inquiry , Beverly Hills : Sage .
  • MALE , D . 1996 . Who goes to MLD schools? . British Journal of Special Education , 3 (1) : 35 – 41 .
  • MERTENS , D. M. and McLAUGHLIN , J. A . 1995 . Research methods in special education , London : Sage .
  • MERTENS , D. M . 1998 . “ Research methods in education and psychology ” . In Integrating diversity with quantitative and qualitative approaches , London : Sage .
  • MOUNT , S . 1997 . A survey into the teaching of science in Pupil Referral Units . Emotional and Behavioural Difficulties , 2 (1) : 37 – 40 .
  • OLIVER , M . 1992 . Changing the social relations of research production? . Disability, Handicap and Society , 7 (2) : 101 – 114 .
  • PATTON , M. Q . 1990 . Qualitative evaluation and research methods , Newbury Park, CA : Sage .
  • POPLIN , M . 1988 . Holistic/constructivist principles of the teaching/learning process. Implications for the field of learning disabilities . Journal of learning disabilities , 21 (7) : 401 – 416 .
  • ROUSE , M and FLORIAN , L . 1996 . Effective inclusive schools: A study in two countries . Cambridge Journal of Education , 26 (1) : 71 – 85 .
  • SCHEURICH , J . 1997 . Research method in the postmodern , London : Falmer Press .
  • SCHWANDT , T. A . 1994 . “Constructivist, interpretive approaches to human inquiry” . In Handbook of qualitative research , Edited by: Denzin , N. and Lincoln , Y. London : Sage .
  • SKIDMORE , D . 1996 . Towards an integrated theoretical framework for research into special educational needs . European Journal of Special Needs Education , 11 (1) : 33 – 47 .
  • SKIDMORE , D . 1999 . Continuities and developments in research into the education of pupils with learning difficulties . British Journal of Educational Studies , 41 (1) : 3 – 16 .
  • SKRTIC , C , ed. 1995 . Disability and Democracy: Reconstructuring (Special) Education for Post‐modernity , New York : Teachers College Press .
  • SMITH , J . 1989 . The nature of social and educational inquiry: Empiricism versus interpretation , Norwood, NJ : Ablex Publishing Corporation .
  • SPARKES , A . 1992 . “The paradigm debate: An extended review and a celebration of difference” . In Research in physical education and sport: Exploring alternative visions , Edited by: Sparkes , A. London : Falmer Press .
  • TOMLINSON , S . 1981 . Educational Subnormality , London : Routledge and Kegan Paul .
  • TOMLINSON , S . 1982 . A Sociology of Special Education , London : Routledge and Kegan Paul .
  • TROW , M . 1957 . Comment on participant observation and interviewing . Human Organization , 16 : 30 – 39 .
  • UPTON , G and COOPER , P . 1990 . A new perspective on behaviour problems in schools: the ecosystemic approach . Maladjustment and Therapeutic Education , 8 (1) : 3 – 18 .
  • VULLIAMY , G and WEBB , R . 1993 . Special educational needs: From disciplinary to pedagogic research . Disability, Handicap ad Society , 8 (2) : 187 – 202 .
  • WISE , S and UPTON , G . 1998 . The perceptions of pupils with emotional and behavioural difficulties of their mainstream schooling . Emotional and Behavioural Difficulties , 3 (3) : 3 – 12 .

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.