EDUS703...Summer, 2018 (MW)

   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 ?            

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?  

Ask a question about Dewey/pragmatism. Ask another question that the chapter provoked related educational research. Comment on someone else’s question.