Dr. Edgar's teaching focuses on students interested in education and special education, especially those considering teaching as a career. His research interest is in the role of schools in nurturing the knowledge, skills, and dispositions to be good citizens. An article in the journal Remedial and Special Education, Democratic dispositions and cultural competency: Ingredients for school renewal. addresses this interest. He is also interested in the scholarship of teaching and learning in the university classroom. He was the Honors Faculty Scholar from 2005-2007 and is a Senior Fellow in the Comparative History of Ideas (CHID) department.
Dr. Edgar was presented with the University's Outstanding Public Service Award (2000) and the James D. Clowes Award for the Advancement of Learning Communities in 2004.
Ph.D., George Peabody, 1972
Andrews, J. E., Carnine, D. W., Coutinho, M. J., Edgar, E. B., Forness, S. R., Fuchs, L. S., Jordan, D., Kauffman, J. M., Patton, J. M., Paul, J., Rosell, J., Rueda, R., Schiller, E., Skrtic, T. M., & Wong, J. (2000). Bridging the special education divide. Remedial and Special Education, 21, 258-260.
Edgar, E. (2001). Public scholarship as a democratic virtue. Journal of the Association for Persons with Severe Handicaps, 26, 291-291.
Edgar, E., Patton, J, & Day-Vines, N. (2002). Democratic dispositions and cultural competency: Ingredients for school renewal. Remedial and Special Education, 23, 231- 241.
Patton, J. M., & Edgar, E. (2002). Introduction to the special series: Special education and school reform. Remedial and Special Education, 23, 194.
Edgar, E. (2005). Bending back on high school programs for youth with learning disabilities. Learning Disabilities Quarterly, 28, 171-173.
Edgar, E., & Pair, A. (2005). Special education attrition: It all depends where you are standing. Teacher Education and Special Education, 28, 21-28.
Blackorby, J., & Edgar, E. (1992). Longitudinal studies in the postschool adjustment of students with disabilities. In F. R. Rusch, L. DeStefano, J. Chadsey-Rusch, L.A. Phelps, & E. Szymanski (Eds.), Transition from school to adult life (pp. 371-386). Sycamore, IL: Sycamore Publishing Company.
Edgar, E., & Sulzbacher, S. (1992). Influences and effects of the behavioral paradigm in special education. In R. P. West & L. A. Hamerlynck (Eds.), Designs for excellence in education: The legacy of B.F. Skinner (pp. 187-221). Longmont, CO: Sopris West, Inc.
Edgar, E. (1993). Foreword. In S. Siegel, M. Robert, K. Greener, G. Meyer, W. Halloran, & R. Gaylord-Ross (Eds.), Career ladders for challenged youths in transition from school to adult life. Austin: Pro-Ed.
Edgar, E. (1993). Employment as an outcome for mildly handicapped students: Current status and future directions. In E. Meyen, G. Vergason, & R. Whelan (Eds.), Educating students with mild disabilities (pp. 115-126). Denver: Love Publishing Co.
Edgar, E., & Siegel, S. (1995). Postsecondary scenarios for troubled and troubling youth. In J. Kauffman, J. Lloyd, T. Astuto, & D. Hallahan (Eds.), Issues in the educational placement of pupils with emotional or behavioral disorders. Hillsdale, NJ: Lawrence Erlbaum Associates.
Edgar, E. (1997). Service delivery options in special education: Building consensus. In J.L. Paul, M. Churton, W. Morse, A. Duchnowski, B. Epanchin, P. Osnes, & L. Smith (Eds.), Special education practice: Applying the knowledge, affirming the values and creating the future. Pacific Grove, CA: Brooks/Cole Publishing Co.
Rutherford, R., & Edgar, E. (1979). Teachers and parents: A guide to interaction and cooperation. Boston: Allyn and Bacon.
York, R., & Edgar, E. (Eds.), (1979). Teaching the severely handicapped, Vol. IV. Seattle, Washington: American Association for the Education of the Severely/Profoundly Handicapped.
Edgar, E. B., Haring, N. G., Jenkins, J. R., Pious, C. (Eds.), (1982). Mentally handicapped children: Education and training. Baltimore: University Park Press.