Kenneth R. Howe, PhD
Professor Howes scholarship has been historically concentrated in three major areas: educational ethics, social justice in education, and the philosophical dimensions of educational research. Each is ongoing and each informs his recent work in educational policy.
Professor Howe has worked in medical and nursing ethics, where he developed
a general view that he also applies to education: professional ethics
should be based on a model in which practitioners both help define the
ethical problems to be addressed and participate in their solution. In
1992, he published the Ethics of Special Education (with Ofelia
Miramontes), a book based largely on cases collected from practicing special
educators and that incorporates the approach to professional ethics just
described. He has also published several articles in educational ethics,
the most recent of which is Ethics in Educational Research (with
Michele Moses) in Review of Research in Education (1999).
Social Justice in Education
Professor Howe has an ongoing interest in the principle of equality of
educational opportunity and its role in social justice. He has analyzed
the concept of equal educational opportunity across a variety of educational
policy issues, such as multicultural education, gender equity, testing
and standards, separatism, and school choice. He has published a number
articles in this general area in addition to a book, Understanding
Equal Educational Opportunity: Social Justice, Democracy, and Schooling,
The Philosophical Dimensions of Educational Research
Professor Howe also has an ongoing interest in the philosophical dimensions
of educational research methodology. He has focused especial attention
on the quantitative-qualitative and fact-value distinctions, the "two
dogmas of educational research." He has written a number of articles
on these topics, five of which have appeared in the Educational Researcher.
His most recent book, Closing Methodological Divides: Toward Democratic
Educational Research (2002), traces and extends this work. In a related
vein, Professor Howes 1999 book, Values in Evaluation and Social
Research (with Ernest House), articulates a conception of evaluation
research that advocates fostering democratic deliberation in designing
and conducting evaluations of educational and social policies.
Education Policy Research
Professor Howes fourth and newest area of scholarship is empirical
research on educational policy. He has published several articles, in
the Phi Delta Kappan and in Educational Leadership both
with Margaret Eisenhart and Damian Betebenner), on an empirical study
of Boulder, Colorados, school choice system. He also conducted a
study of the role of the American College Testing (ACT) examination in
Colorados standards-based accountability system (with Damian Betebenner).
(For more information, see: education.colorado.edu/EPIC.)