Narrow Topic - Values in the Classroom

 

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Apple, Michael W., "Away with All Teachers: The Cultural Politics of Home Schooling," pp. 149 -173 in David M. Callejo Perez, Stephen M. Fain, and Judith J.Slater, eds., Pedagogy of Place: Seeing Space as Cultural Education. New York: Peter Lang, 2004., Michael W. Apple

Annotation: Analyzes the motives for home schooling and its advantages and disadvantages along with policy implications.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Visions and Philosophies, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Alternatives in Education, Criticism of Schooling, Curriculum Aims and Objectives, Curriculum and Politics, Ethical Issues in Curriculum, Hidden Curriculum, Value Assumptions and Ideologies in Curriculum, Religious & Private Schooling, Values in the Classroom

 

Ayers,William, Therese Quinn, David O. Stovall, and Libby Scheiern, "Teachers' Experience of Curriculum, Policy, Pedagogy, and Situation," pp. 306-326 in F. Michael Connelly, Ming Fang He, and JoAnn Phillion, eds., The SAGE Handbook of Curriculum and Instruction. Los Angeles: Sage Publications, 2008., William Ayers, Therese Quinn, David O. Stovall, and Libby Scheiern

Annotation: Cites research on the topic classified by various research approaches; major categories include policy and curriculum, curriculum and pedagogy, and situations of resistance and justice.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Teacher Knowledge, Practical Knowledge, Curriculum and Politics, Teaching/Learning Process, Values in the Classroom

 

Carlson, Dennis L., "Constructing the Margins: Of Multicultural Educaiton and Curriculum Settlements," Curriculum Inquiry, 25(Winter, 1995), 407-431.*, Dennis L. Carlson

Annotation: Builds the case for a reconstructed multicultural curriculum that overcomes current restricted version; a response follows in a succeeding article with the author giving a rejoiner in another article.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design, Curriculum Change, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Differentiation, Ideology and School Knowledge, Multicultural Education, Values in the Classroom, Democratic Education

 

Carr, David, "Varieties of Goodness in the School Curriculum," Educational Philosophy and Theory, 25(No.1, 1993), 1-18., David Carr

Annotation: Analyzes the various kinds of values inherent in curriculum and curriculum studies.

Broad Topical Focus: Curriculum Development, Organization, Design, Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Normative Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Values in the Classroom

 

Feinberg, Walter, For Goodness Sake: Religious Schools and Education for Democratic Citizenship. New York: Routledge, 2006., Walter Feinberg

Annotation: Analyzes the relationship between religious schooling and public schooling in terms of the ways they educate for citizenship in a democracy; cites examples from several religious schools; argues for oversight of religious schools by the public with respect to their fostering educative and democratic values that acknowledge human development studies and what diverse religions believe; calls for requiring religious educators to have preparation in these matters as an expression of the public interest in religious schooling.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Conceptions and Theories, Curriculum Contexts and Societal Influences, Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Religious & Private Schooling, Teacher Education, Citizenship Education, Democratic Education, Values in the Classroom

 

Foshay, Arthur W., "The Curriculum Matrix: Transcendence and Mathematics," Curriculum , 11 (Autumn, 1990), 100-111. Reprinted in Journal of Curriculum and Supervision, 6(Summer, 1991), 277-293.*, Arthur W. Foshay

Annotation: Traces the potential of the relationship between mathematics and transcendental and spiritual experience for curriculum content.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Religious Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Mathematics, Curriculum Aims and Objectives, Curriculum Integration, Values in the Classroom

 

Gay, Geneva, "Curriculum Theory and Multicultural Education," pp. 30-49 in James A. Banks and Cherry A. McGee Banks, eds., Handbook of Research on Multicultural Education, 2nd ed. San Francisco: Jossey-Bass, 2004.*, Geneva Gay

Annotation: Revises and updates article by the same name in the 1995 first edition of the Handbook.

Broad Topical Focus: Curriculum Definitions, Curriculum Conceptions and Theories, Curriculum Decision-making Processes, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Research Synthesis
Narrow Topic: Multicultural Education, Values in the Classroom

 

Haggerson, Nelson L., "The School of the Future: Considering the Spiritual Aspects of the School as Culture," Review Journal of Philosophy and Social Science, 14(No. 1 & 2, 1989), 268-288., Nelson L. Haggerson

Annotation: Gives personal perspective and experiences on the place of spiritual aspects of schooling.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Religious Inquiry
Type of Study: Single Study
Narrow Topic: Hidden Curriculum, Values in the Classroom, Ethical Issues in Curriculum

 

Huebner, Dwayne, "Teaching as Moral Activity," Journal of Curriculum and Supervision, 11(Spring, 1996), 267-275.*, Dwayne Huebner

Annotation: Articulates new moral language for discussing teaching and its power and authority dimensions; discusses role of imagination in conversation about planning and enacting curriculum.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Conceptions and Theories, Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Teacher Planning, Freedom/Authority and Curriculum, Authority of Teacher, Values in the Classroom, Curriculum Aims and Objectives, Ethical Issues in Curriculum

 

Huebner, Dwayne E., "Spirituality and Knowing," pp. 159-173 in Elliot W. Eisner , ed., Learning and Teaching the Ways of Knowing, Eighty-fourth Yearbook of the NSSE, Part II. Chicago: University of Chicago Press, 1985., Dwayne E. Huebner

Annotation: Discusses an appropriate definition of spirituality for use in education and asks whether there are spiritual modes of knowing; explains an affirmative answer.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Religious Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Values in the Classroom, Value Assumptions and Ideologies in Curriculum

 

Kilbourn, Brent, "World Views and Science Teaching," pp. 34-43 in Hugh Munby, Graham Orpwood, and Thomas Russell, eds., Seeing Curriculum in a New Light, Essays from Science Education. Toronto: OISE Press, 1980., Brent Kilbourn

Annotation: Describes the use and limitations of mechanistic explanations in science teaching.

Broad Topical Focus: Inquiry Language in Curriculum Research,Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Normative Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Values in the Classroom, Science, Philosophical Schools

 

Kincheloe, Joe L., "The Curriculum and the Classroom," pp. 85-103 in Joe L. Kincheloe, ed., Classroom Teaching: An Introduction. New York Peter Lang, 2008. Reprinted pp. 611-632 in Joao M. Paraskeva and Shirley R. Steinberg, ed., Curriculum: Decanonizing the Field. New York: Peter Lang, 2016., Joe L. Kincheloe

Annotation: Esplains why teaching is so difficult and limited under NCLB guidelines; advises teachers on how to teach under repressive conditions (after becoming aware of how knowledge is produced, how power shapes the curriculum, and how a critical perspective can assist); urges teachers to be developers.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Conceptions of Teaching, Curriculum Development Strategies, Freedom/Authority and Curriculum, Government Role in Educational Research & Development, Ideology and School Knowledge, Local Control of Schooling, Social Efficiency/Control, Teacher Planning, Teacher Research, Teaching/Learning Process, Values in the Classroom

 

Kirylo, James, "The Discourse of the Spirituality of Liberation Theology in Curriculum Theory," JCT: Journal of Curriculum Theorizing, 15(Spring, 1999), 77-87., James Kirylo

Annotation: Identifies concepts in liberation theology and suggests implications for curriculum theory.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Religious Inquiry
Type of Study: Single Study
Narrow Topic: Values in the Classroom

 

Knitter, William, "The Informing Vision of the Practical: The Concepts of Character, Virtue, Vice, and Privation," Journal of Curriculum Studies, 20 (November-December, 1988), 483-492., William Knitter

Annotation: Analyzes these four concepts in the context of Schwab's notion of deliberation.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation, Values in the Classroom

 

Kumar, Ashwani, Curriculum as Meditative Inquiry. New York: PalgraveMacmillan, 2013., Ashwani Kumar

Annotation: Proposes a curriculum based on meditative inquiry drawn from the writings of Jiddu Krishnamuri (India) and James B. Macdonald (USA); discusses the nature of consciousness and education and shows how curriculum can cultivate the development of personal responsibility, openness, creativity, awareness, transcendence, and centering.

Broad Topical Focus: Curriculum Proposals in Coherent Form, Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Curriculum as Experience, Self-Knowledge, Values in the Classroom, Value Assumptions and Ideologies in Curriculum

 

Kunzman, Robert, Grappling with the Good: Talking about Religion and Morality in Public Schoools. Albany, NY: State University of New York Press, 2006., Robert Kunzman

Annotation: Argures that engaging with religious prespectives is a part of allowing ethical dialogue within the public school curriculum.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study:
Type of Study: Single Study
Narrow Topic: Citizenship Education, Religious & Private Schooling, Social Studies, Value Assumptions and Ideologies in Curriculum, Values in the Classroom

 

Leming, James S., "The Influence of Contemporary Issues Curricula on School-Aged Youth," pp. 111-161 in. Gerald Grant, ed., Review of Research in Education, 18: 1992. Washington, D.C.: American Educational Research Association, 1992., James S. Leming

Annotation: Reviews research on curricula on sex education, drug education, suicide prevention, death education, social prejuidice, sex role stereotypes, global education, environmental education, and peace education.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Evaluation, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Content Selection and Organization, Values in the Classroom

 

Llewellyn, Marilyn, "Embracing a Language of Spiritual Inquiry," pp. 97-109 in Noreen B. Garman and Maria Piantanida, eds., The Authority to Imagine: The Struggle toward Representation in Dissertation Writing. New York: Peter Lang, 2006., Marilyn Llewellyn

Annotation: Expresses ways to engage spiritual language in the study of classroom relationships.

Broad Topical Focus: Curriculum Inquiry Guidelines, Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Religious Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teacher Knowledge, Values in the Classroom, Value Assumptions and Ideologies in Curriculum

 

Lockwood, Alan L., The Case for Character Education: A Developmental Approach. New York: Teachers College Press, 2009., Alan L. Lockwood

Annotation: Critiques various forms of contemporary character education programs being used in schools and responds systematically to these criticisms; formulates a theory of developmental character education that overcomes these criticisms; gives practical examples of content and instructional practices for implementing this new theory.

Broad Topical Focus: Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Character Education, Values in the Classroom, Content Selection and Organization

 

Macagnoni, Virginia M., "Social Dimensions of the Self as an Open System: A Curriculum Design--Strategies for Implementation," Research Bulletin (Florida Educational Research and Development Council, Gainesville), 5(Summer, 1969), 1-68., Virginia M. Macagnoni

Annotation: Proposes a comprehensive conception of a curriculum focusing on seven dimensions of the social self; provides conceptual tools and implementation strategies; serves as a model for tying together relevant literature and theoretical components for other proposals with different purposes; refers to content, process, mediation, and teaching components.

Broad Topical Focus: Curriculum Proposals in Coherent Form, Curriculum Conceptions and Theories, Curriculum Development, Organization, Design, Curriculum Enactment and Teaching, Curriculum Contexts and Societal Influences, Curriculum Theorists, Relation of Curriculum Research to Practice
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Self-Knowledge, Classics of Curriculum Literature, Content Selection and Organization, Curriculum Aims and Objectives, Curriculum Theory Creation and Uses, Open Education, Psychology and Curriculum, Social Studies, Values in the Classroom

 

Macdonald, James B., "The Domain of Curriculum," Journal of Curriculum and Supervision, 1(Spring, 1986), 205-214.*, James B. Macdonald

Annotation: Presents fundamental concepts and relationships that define curriculum: boundaries, units of discourse (acts and events), subsystem and ethical variables.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Values in the Classroom

 

Magrini, James M., "Socratic Resonations: At the Limit of Education," pp. 170-184 in James M. Magrini, Reconceptualizing Plato's Socrates at the Limit of Education: A Socratic Curriculum Grounded in Finite Human Transcendencies. New York: Routledge, 2017., James M. Magrini

Annotation: Pulls together implications for a possible curriculum based on his analysis (earlier in the book) of Socratic forms of dialectics-dialogues; shows how this model differs from today's knowledge-based forms of standardized education; sums up the nature of an education based on question-worthy normative assumptions and Socratic dialogue.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Curriculum as Experience, Teaching/Learning Process, Ethical Issues in Curriculum, Self-Knowledge, Values in the Classroom, Authority of Teacher

 

Noddings, Nel, "Curriculum and Moral Education," pp. 91-92 in Nel Noddings, Educating Moral People. New York: Teachers College Press, 2002., Nel Noddings

Annotation: Introduces the author's views on incorporating moral education into the curriculum; details appear in subsequent pages.

Broad Topical Focus: Curriculum Proposals in Coherent Form, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Ethical Issues in Curriculum, Values in the Classroom

 

O'Malley, Michael P., "Conceptualizing a Critical Pedagogy of Human Soul: Ethnographic Implications for Curriculum Studies," Journal of Curriculum and Pedagogy, 4(Summer, 2007), 84-112., Michael P. O'Malley

Annotation: Reports a study of high school seniors'interior experiences and personal transformation during a 4-day Kairos curriculum group process event; highlights spirituality and soulful aspects of education.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry, Religious Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Curriculum as Experience, Religious & Private Schooling, Qualitative Research, Values in the Classroom

 

Peatling, John H., "Research and Religious Education," Religious Education, 73(September-October, 1978), S101-S125., John H. Peatling

Annotation: Reviews research from 1920-1977 in religious education, character education, and related topics.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry, Moral Inquiry, Religious Inquiry
Type of Study: Research Synthesis
Narrow Topic: Content Selection and Organization, Values in the Classroom, Character Education, Religious & Private Schooling

 

Pugh, Kevin J., and Michael M. Phillips, "Helping Students Develop an Appreciation for School Content," Theory into Practice, 50(No. 4, 2011), 285-292., Kevin J. Pugh and Michael M. Phillips

Annotation: Discusses the concept of "content appreciation" and how it can be fostered in teaching.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Conceptions of Teaching, Content Selection and Organization, Motivation, Values in the Classroom

 

Purpel, David E., "Moral Outrage and Education," pp. 187-207 in David E. Purpel, Moral Outrage in Education. New York: Peter Lang, 1999., David E. Purpel

Annotation: Argues that cultural and social transformation can be achieved, not by study and criticism, but by application of spirituality in education; awe, faith, ultimate meaning, commitment, confession, moral outrage, and grief.

Broad Topical Focus: Curriculum Proposals in Coherent Form
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Religious Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Ethical Issues in Curriculum, Values in the Classroom, Curriculum Aims and Objectives

 

Purpel, David E., and Kevin Ryan, "It Comes with the Territory: The Inevitability of Moral Education in the Schools," pp. 357-365 in James R. Gress, ed., Curriculum: An Introduction to the Field. Berkeley, CA: McCutchan, 1988., David E. Purpel and Kevin Ryan

Annotation: Argues for making moral education visible in the curriculum, in the hidden curriculum, and in the school culture.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry
Type of Study: Single Study
Narrow Topic: Hidden Curriculum, Character Education, Values in the Classroom, Content Selection and Organization

 

Reynolds, William M., "The Curriculum of Curiosity or a Curriculum of Compassion: Bait Fishing or Shadow Casting," pp. 42-53 in his Curriculum: A River Runs Throught It. New York: Peter Lang, 2003., William M. Reynolds

Annotation: Argues for a curriculum of compassion that cares about people--not just what they think or do; focuses on the problems of our times, not on control, accountability, and efficiency.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Proposals in Coherent Form, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Values in the Classroom

 

Ryan, Kevin, "The New Moral Education," Phi Delta Kappan, 68(November, 1986), 228-233.*, Kevin Ryan

Annotation: Shows how moral education has changed from the 1940s to the present.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Values in the Classroom, Curriculum as Environment, Hidden Curriculum

 

Sagarin, Stephan K., The Story of Waldorf Education in the United States: Past, Present, and Future. Great Barrington, MA: Steiner Books, 2011., Stephan K. Sagarin

Annotation: Provides a historical treatment of Waldorf Education in the United States and the incorporation (and lack thereof) of the educational ideas of Rudolf Steiner in specific schools.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Conceptions of Teaching, Ethical Issues in Curriculum, Curriculum Aims and Objectives, Teaching/Learning Process, Values in the Classroom

 

Schniedewind, Nancy,"A Short History of the Ambush of Public Education," pp. 4-22 in Nancy Schniedewind and Mars Shevin, eds., Educational Courage: Resisting the Ambush of Public Education. Boston: Beacon Press, 2012., Nancy Schniedewind

Annotation: Summarizes the takeover of public education in the United States by business and technical interests.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Conceptions and Theories
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Curriculum Aims and Objectives, Curriculum Frameworks, Curriculum Standards and Testing, Democratic Education, Hidden Curriculum, Local Control of Schooling, Values in the Classroom, Teacher Planning

 

Schoonmaker, Frances, "Only Those Who See Take Off Their Shoes: Seeing the Classroom as a Spiritual Space," Teachers College Record, 111(December, 2009)., 2713-2731., Frances Schoonmaker

Annotation: Argues for recognizing classrooms as spiritual space; offers examples from the author's own experience of teaching that illustrate students experiencing awe, wonder, and other dimensions of spirituality; suggests ways teachers and teacher educators can enhance their ability to see and facilitate the spiritual aspects of classroom learning.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Religious Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Curriculum as Experience, Conceptions of Teaching, Self-Knowledge, Values in the Classroom, Value Assumptions and Ideologies in Curriculum, Hidden Curriculum, Teaching/Learning Process

 

Slattery, Patrick, and Dana Rapp, Ethics and the Foundations of Education: Teaching Convictions in a Postmodern World. Boston: Allyn & Bacon, 2003., Patrick Slattery and Dana Rapp

Annotation: Addresses from critical, activist, and postmodern perspectives several particular examples of ethical, hermeneutic, aesthetic, theological, and ecological issues facing curriculum and takes a stand on them.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Development, Organization, Design, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Ethical Issues in Curriculum, Values in the Classroom

 

Sockett, Hugh, "The Moral Aspects of the Curriculum," pp. 543-569 in Philip W. Jackson, ed., Handbook of Research on Curriculum. New York: Macmillan, 1992., Hugh Sockett

Annotation: Traces the role and forms of moral education in the curriculum and reviews issues such as character education, gender identity, family life, teaching process,and curriculum subjects.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Character Education, Values in the Classroom, Content Selection and Organization

 

Sockett, Hugh, "The Neglect of Virtue," pp. 22-40 in Hugh Sockett and Robert Boostrom, eds., A Moral Critique of Contemporary Education. 112th Yearbook of the National Society for the Study of Education, Issue l. New York: Teachers College, Columbia University, 2013, Hugh Sockett

Annotation: Discusses the neglect of moral and intellectual virtue in schools; argues against a curriculum of "right answers" and in favor of teaching the dispositions of open-mindedness, accuracy, impartiality, and social responsibility.

Broad Topical Focus: Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Ethical Issues in Curriculum, Citizenship Education, Values in the Classroom

 

Stinson, Susan W., "Curriculum and the Morality of Aesthetics," The Journal of Curriculum Theorizing, 6(Fall, 1985), 66-83., Susan W. Stinson

Annotation: Discusses Macdonald's contribution related to moral dimensions of education in the arts.

Broad Topical Focus: Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Aesthetics and Curriculum, Values in the Classroom

 

Tappan, Mark B., and Lyn Mikel Brown, "Stories Told and Lessons Learned: Toward a Narrative Approach to Moral Development and Moral Education," Harvard Educational Review, 59(May, 1989), 182-205.*, Mark B. Tappan and Lyn Mikel Brown

Annotation: Shows how narratives are used by children in authoring their own stories related to moral choice, action, and sensibility.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Values in the Classroom

 

Van Manen, Max, "Edifying Theory, Serving the Good," Theory into Practice, 21 (Winter, 1982), 44-49., Manen Max Van

Annotation: Sets forth curriculum theory that edifies children through teachers' lives.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay,Normative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Values in the Classroom, Curriculum Theory Creation and Uses, Teaching/Learning Process