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Apple, Michael W., "On Analyzing New Hegemonic Relations: An Interview," pp. 173-202 in Michael W. Apple. Ideology and Curriculum, 3rd ed. New York: RoutledgeFalmer, 2004., Michael W. Apple

Annotation: Capures the author's views on 17 questions put to him about the dominant ideologies in contemporary education policies and practices and about what actions he would urge in these circumstances.

Broad Topical Focus: Curriculum Policies and Policy Making, 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 and Politics, Value Assumptions and Ideologies in Curriculum, Democratic Education, Freedom/Authority and Curriculum

Apple, Michael W., "The Politics of Official Knowledge: Does a National Curriculum Make Sense? Teachers College Record, 95(Winter, l993), 222-241; reprinted pp. 22-41 in Michael W. Apple, Cultural Politics and Education. New York: Teachers College Press, 1996.*, Michael W. Apple

Annotation: Argues against conservative perspective on a national curriculum.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Curriculum and Politics, Freedom/Authority and Curriculum, Curriculum Standards and Testing

Archbald, Douglas A., and Andrew C. Porter, "Curriculum Control and Teacher's Perceptions of Autonomy and Satisfaction," Educational Evaluation and Policy Analysis, 16(Spring, 1994), 21-39., Douglas A. Archbald and Andrew C. Porter

Annotation: Reports teachers' perceptions of various curriculum control policy instruments and their impact.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Freedom/Authority and Curriculum, Authority of Teacher, Local Control of Schooling

Atkin, J. Myron, "The Government in the Classroom," Daedulus , 109(Summer, 1980), 85-97., J. Myron Atkin

Annotation: Traces the involvement of government in curriculum and teaching and observes some of the negative effects of this involvement.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Freedom/Authority and Curriculum, Local Control of Schooling, Government Role in Educational Research & Development

Bowers, C. A., "Linguistic Roots of Cultural Invasion in Paulo Freire's Pedagogy," Teachers College Record, 83(Summer, 1983), 935-953., C. A. Bowers

Annotation: Analyzes Freire's pedagogy in the context of Chepervyan (native American) traditions; raises concerns about the westernizing influences of Freire's thought.

Broad Topical Focus: Curriculum Theorists, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Freedom/Authority and Curriculum

Buras, Kristen L., and Michael W. Apple, "Introduction," pp.1-39 in The Subaltern Speak: Curriculum, Power, and Educational Struggles. New York: Routledge, 2006., Kristen L. Buras and Michael W. Apple

Annotation: Gives comprehensive context for understanding the ten studies that follow the introduction; defines subaltern communities and how they speak and act in education; analyzes issues of voice, identity, and whose knowledge is most valued.

Broad Topical Focus: Curriculum Policies and Policy Making, 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 and Politics, Value Assumptions and Ideologies in Curriculum, Freedom/Authority and Curriculum, Ideology and School Knowledge

Common, Dianne L., "The Practice of Curriculum Fixing and the Governance of Canada's Public Schools," Curriculum Perspectives, 6(October, 1986), 23-26., Dianne L. Common

Annotation: Gives cases of curriculum-fixes in Canadian education and their role in centralizing control of the curriculum.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Comparative Curriculum, Freedom/Authority and Curriculum

Cornbleth, Catherine, "National Standards and the Curriculum as Containment?" pp. 211-238 in Catherine Cornbleth, ed., Curriculum Politics, Policy, Practice: Cases in Comparative Context. Albany, NY: SUNY Press, 2000., Catherine Cornbleth

Annotation: Notes tensions in curriculum politics, policy, and practice in two states--California and New York--between a common cultural curriculum versus a multicultural curriculum.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Freedom/Authority and Curriculum, Curriculum Standards and Testing, Curriculum and Politics, Multicultural Education

Craig, Cheryl J., and Vicki Ross, "Cultivating the Image of Teachers as Curriculum Makers," pp. 282-305 in F. Michael Connelly, Ming Fang He, and JoAnn Phillion, eds., The SAGE Handbook of Curriculum and Instruction. Los Angeles: Sage Publications, 2008., Cheryl J. Craig and Vicki Ross

Annotation: Traces the literature on the topic over four decades; highlights the contributions of Schwab, Eisner, Seymour Fox, Shulman, and Connelly; takes note of related research on teacher-group planning, narratives, and action research.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Teacher Planning, Teacher Research, Curriculum Development Strategies, Authority of Teacher, Freedom/Authority and Curriculum

Darling-Hammond, Linda, "National Standards and Assessments: Will They Improve Education?" American Journal of Education, 102(August, 1994), 478-510., Linda Darling-Hammond

Annotation: Argues against the use of national curriculum standards and national assessments related to them.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Curriculum and Politics, Content Selection and Organization, Local Control of Schooling, Freedom/Authority and Curriculum

Dioria, Joseph A., "Rights, Equality, and the Ethics of School Policy," Curriculum Inquiry, 16(Summer, 1986), 148-178., Joseph A. Dioria

Annotation: Sets forth distinctions among rights, equality, and ethics of school policy and examines the justification for each.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Freedom/Authority and Curriculum

Diorio, Joseph A., "Knowledge, Autonomy, and the Practice of Teaching," Curriculum Inquiry, 12(Fall, 1982), 257-281.*, Joseph A. Diorio

Annotation: Examines the relationship between the practice of teaching and knowledge, accountability, and autonomy.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Authority of Teacher, Freedom/Authority and Curriculum, Teacher Education, Practical Knowledge

Durst, Anne, " 'The Union of Intellectual Freedom and Cooperation': Learning from the University of Chicago's Laboratory School Community, 1896-1904," Teachers College Record, 107(May, 2005), 958-984., Anne Durst

Annotation: Examines teaching and curriculum-planning in Dewey's Laboratory School with comparisons to author's experiences today.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Conceptions of Teaching, Curriculum History, Freedom/Authority and Curriculum

Elmore, Richard F., and Susan H. Fuhrman, eds., The Governance of Curriculum.. 1994 ASCD Yearbook. Alexandria, VA: Association for Supervision and Curriculum Development, 1994., Richard F. Elmore and Susan H. Fuhrman

Annotation: Sums up changes in state and local policy making roles and processes in curriculum, reviews related research and reports of experience, and draws implications for action by education professionals.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Government Role in Educational Research & Development, Local Control of Schooling, Freedom/Authority and Curriculum

Flowers, Ronald B., "Religion in Public Schools," pp, 99-128 in Ronald B. Flowers, The Godless Court? Supreme Court Decisions on Church-State Relationships, 2nd ed. Louisville, KY: Westminster John Knox Press, 2005., Ronald B. Flowers

Annotation: Gives detailed history of Supreme Court decisions related to religion and public schools (and on aid to church-related schools in a preceding chapter).

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Religious & Private Schooling, Freedom/Authority and Curriculum

Franklin, Barry M., "Whatever Happened to Social Control? The Muting of Coercive Authority in Curriculum Discourse," The Journal of Curriculum Theorizing, 3 (Winter, 1981), 252-258. Reprinted pp. 80-90 in William F. Pinar, ed., Contemporary Curriculum Discourses. Scottsdale,AZ: Gorsuch Scarisbrick, 1988., Barry M. Franklin

Annotation: Examines the persistence of coersive authority in curriculum.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Social Efficiency/Control, Freedom/Authority and Curriculum

Gado, Issaou, and Greta Verma, "Emerging Issues and Trends in International Curriculum Discourse: Theoretical, Philosophical, and Pedagogical Positions," Journal of Curriculum and Pedagogy, 1(Winter, 2004), 151-176., Issaou Gado and Greta Verma

Annotation: Reports perceptions of eight international curriculum scholars regarding both the benefits and the issues related to the internationalization of curriculum discourse.

Broad Topical Focus: Critique and Utilization of Curriculum Research and Inquiry, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Survey
Narrow Topic: Comparative Curriculum, Freedom/Authority and Curriculum, Value Assumptions and Ideologies in Curriculum, American/International Curriculum Organizations

Gerrard, Jessica, and Lesley Farrell, "Remaking the Professional Teacher: Authority and Curriculum Reform," Journal of Curriculum Studies, 46(5,2014),634-655., Jessica Gerrard and Lesley Farrell

Annotation: Explores the way Australian policy-makers understand the role that teachers and teachers' knowledge have in enacting curriculum policy documents; issues of standardization, accountability and state authority are also addressed.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Freedom/Authority and Curriculum, Teacher Knowledge, Curriculum and Politics, Teacher Planning, Curriculum Implementation, Comparative Curriculum

Goodman, Jesse, Reforming Schools: Working Within a Progressive Tradition during Conservative Times. Albany, NY: State University of New York Press, 2006., Jesse Goodman

Annotation: Portrays work undertaken in reforming schools during th first twelve years of the existence of the Harmony Education Center's outreach services as described by its organizer and leader.

Broad Topical Focus: Curriculum Change
Source Discipline: Education
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Local Control of Schooling, Freedom/Authority and Curriculum, Democratic Education, Value Assumptions and Ideologies in Curriculum, Qualitative Research

Greene, Maxine, "Cognition, Consciousness, and Curriculum," pp. 69-84 in William F. Pinar, ed., Heightened Consciousness, Cultural Revolution, and Curriculum Theory . Berkeley, CA: McCutchan, 1974., Maxine Greene

Annotation: Discusses how Freire's views can take us beyond traditional curriculum thinking to new consciousness.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Freedom/Authority and Curriculum, Curriculum as Experience

Greene, Maxine, "Curriculum and Consciousness," Teachers College Record, 73(December, 1971), 253-269. Reprinted pp. 299-320 in William F. Pinar, ed., Curriculum Theorizing. Berkeley, CA: McCutchan, 1975. Reprinted pp. 237-253 in Arno A. Bellack and Herbert M. Kliebard, eds., Curriculum and Evaluation . Berkeley, CA: McCutchan, 1977., Maxine Greene

Annotation: Shows how breaking with common sense views and examining alternative ones can lead to designing curriculum with many possibilities.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Freedom/Authority and Curriculum, Value Assumptions and Ideologies in Curriculum

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

Kincheloe, Joe L., "The Right-Wing Politics of Knowledge and Education," pp. 31-68 in Shirley R. Steinberg and Joe L. Kincheloe, eds., What You Don't Know about Schools. New York: Palgrave Macmillan, 2006., Joe L. Kincheloe

Annotation: Explains why many Americans have bought into the now dominant regressive, oppressive, and anti-democratic educational policies supported by right-wing political groups; focuses on presumed threats to universal knowledge, to authority of colonial and racist powers, and to pedagogies of free inquiry.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Value Assumptions and Ideologies in Curriculum, Freedom/Authority and Curriculum, Criticism of Schooling

Knoll, Michael, "'I Had Made a Mistake': William H. Kilpatrick and the Project Method," Teachers College Record, 114(February, 2012), 1 - 45., Michael Knoll

Annotation: Analyzes Kilpatrick's work and publications on the project method; concludes that he did not originate the idea, that he sought to popularized an approach to method that even Kilpatrick came to believe was not wisely labeled as "project method", and that critics justifiably argued was flawed.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Enactment and Teaching, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Classics of Curriculum Literature, Curriculum as Experience, Curriculum History, Freedom/Authority and Curriculum, Literature, Teaching/Learning Process

Kridel, Craig, and Robert V. Bullough, Jr., Stories of the Eight-Year Study: Reexamining Secondary Education in America. Albany, NY: State University Press of New York,2007., Craig Kridel and Robert V. Bullough Jr.

Annotation: Details many aspects of the history of the Eight-Year Study (1930-1942) and includes vignettes of several of its leading contributors (Aikin, Thayer, Eugene Smith, Tyler, Keliher, Zachry, Alberty, Bode, Willis). A review appears in Curriculum Inquiry, 40(March, 2010), 2905-316.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Visions and Philosophies, Curriculum Development, Organization, Design, Curriculum Evaluation, Curriculum Change, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Classics of Curriculum Literature, Curriculum History, Curriculum Integration, Curriculum Professors, Freedom/Authority and Curriculum, Literature, Literature of Curriculum, Local Control of Schooling, Secondary School Curriculum, Student Assessment

Lather, Patti, "Scientific Research in Education: A Critical Perspective," Journal of Curriculum and Supervision, 20(Fall, 2004), 14-30., Patti Lather

Annotation: Takes up the issue of governmental legislating of particular forms of scientific research methods, argues for critical action to counter this trend, and discusses three ways of doing this.

Broad Topical Focus: Curriculum Inquiry Guidelines, Critique and Utilization of Curriculum Research and Inquiry, Curriculum Research and Inquiry-General
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Critical Inquiry, Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Knowledge Utilization, Government Role in Educational Research & Development, Freedom/Authority and Curriculum, Qualitative Research, Value Assumptions and Ideologies in Curriculum

Lawn, Martin, and Len Barton, "Curriculum Politics and Emancipation," pp. 237-247 in Martin Lawn and Len Barton, Rethinking Curriculum Studies . New York: Halsted Press, 1981., Martin Lawn and Len Barton

Annotation: Takes stock of current research in curriculum studies and challenges researchers not to act as unwitting agents of the state.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry, Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Curriculum and Politics, Freedom/Authority and Curriculum, Knowledge Generation

LeCompte, Margaret, "Learning to Work: The Hidden Curriculum of the Classroom," Anthropology and Educational Quarterly, 9(February, 1978), 22-37.*, Margaret LeCompte

Annotation: Reports a study of the hidden curriculum in a New Mexico classroom related to teacher autonomy.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry, Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Hidden Curriculum, Classroom Observation & Research, Conceptions of Teaching, Freedom/Authority and Curriculum

Levin, Benjamin, Reforming Education: From Origins to Outcomes. New York: RoutledgeFalmer, 2001., Benjamin Levin

Annotation: Reports a policy study in 5 settings (England, New Zealand, Alberta, Manitoba, Minnesota)that analyzes policy origins, adoption, implementation, and outcomes.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Education
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Curriculum Implementation, Freedom/Authority and Curriculum, Comparative Curriculum

Mann, John Steven, and Alex Molnar, "On Student Rights," pp. 167-174 in William Pinar, ed., Curriculum Theorizing. Berkeley, CA: McCutchan, 1975., John Steven Mann and Alex Molnar

Annotation: Expresses a view of student rights as a form of social struggle within democratic procedures.

Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Freedom/Authority and Curriculum, Democratic Education

McColl, Ann, "Tough Call: Is No Child Left Behind Constitutional?" Phi Delta Kappan, 86(April, 2005), 604-610., Ann McColl

Annotation: Raises questions about legal authority for NCLB Act of 2001, its lack of clarity and funding, and its function; raises question of state versus federal power over education.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences, Curriculum Conceptions and Theories, Curriculum Decision-making Processes, 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 and Politics, Local Control of Schooling, Government Role in Educational Research & Development, Value Assumptions and Ideologies in Curriculum, Curriculum Standards and Testing, Freedom/Authority and Curriculum

McDermott, Kathryn A., "Interstate Governance of Standards and Testing," pp. 130-155 in Paul Manna and Patrick McGuinn, eds., Educational Governance for the Twenty-First Century: overcoming Sturctural Barriers to School Reform. Washington, DC: Brookings Institution Press, 2013., Kathryn A. McDermott

Annotation: Examines the development and implementation of the interstate consortiums related to Common State Standards and the assessment; gives illustrations and analysis their problems and prospects.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Administration, Leadership, Finance
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Freedom/Authority and Curriculum, Local Control of Schooling, Value Assumptions and Ideologies in Curriculum

Miller, Janet L., "Teachers, Researchers, and Situated School Reform: Circulations of Power," pp. 165-176 in Janet L. Miller, Sounds of Silence Breaking: Women, Autobiography, Curriculum. New York: Peter Lang, 2005., Janet L. Miller

Annotation: Critiques the total-school-reform strategy and advocates an alternative strategy: situated school reform and research.

Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Freedom/Authority and Curriculum

Mintrop, Heinwich, and Gail L. Sunderman, "Predictable Failure of Federal Sanctions-Driven Accountability for School Improvement -- And Why We May Retain It Anyway," Educational Researcher, 38(june/July,2009), 353-364., Heinwich Mintrop and Gail L. Sunderman

Annotation: Summarizes results of studies on three questions: 1) Do sanctions-driven accountability systems produce the intended results in NCLB and other attempts? 2) Is it practical and can it be implemented? 3) Is it valued and legitimate?

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Evaluation
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum Standards and Testing, Evaluation of Instruction, Program Audit/Evaluation, Government Role in Educational Research & Development, Freedom/Authority and Curriculum, Ethical Issues in Curriculum, Student Assessment, Social Efficiency/Control, Local Control of Schooling, Curriculum Implementation

Molstad, Christina Elbe, "State-Based Curriculum-Making: Approaches to Local Curriculum Work in Norway and FInland," Journal of Curriculum Studies, 47(No.4, 2015), 441-461., Christina Elbe Molstad

Annotation: Contrasts the different ways Norway and Finland conceive and practice the the formulation and implementation of a national curriculum;findings are based on interviews with national school leaders and on state-based documents; in Norway, operationalizing the national curriculum is key; in Finland, local curriculum development is expected.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Local Control of Schooling, Freedom/Authority and Curriculum, Comparative Curriculum

Olson, Margaret R., and Cheryl J. Craig, " 'Small' Stories and Meganarratives: Accountability in Balance," Teachers College Record, 111(February, 2009),, 547-572., Margaret R. Olson and Cheryl J. Craig

Annotation: Reports a small study of two teachers' and their students' responses to accountability policies under which they taught and learned and the challenges they mounted to these policies.

Broad Topical Focus: Curriculum Evaluation, Curriculum Policies and Policy Making
Source Discipline: Education
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Comparative Curriculum, Curriculum and Politics, Student Assessment, Freedom/Authority and Curriculum

Pagano, Jo Anne, "The Claim of Philia," pp. 514-530 in William F. Pinar, ed., Contemporary Curriculum Discourses. Scottsdale, AZ: Gorsuch Scarisbrick, 1988., Jo Anne Pagano

Annotation: Challenges a patriarchical conception of authority.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Freedom/Authority and Curriculum

Poetter, Thomas S., ed., 10 Great Curricula: Lived Conversations of Progressive, Democratic Curricula in School and Society. Charlotte, NC: Information Age Publishing, 2011., Thomas S. Poetter

Annotation: Presents narratives on the lived curricula from ten settings that embody progressive forms of curriculum and pedagogy; prepared by doctoral students of the editor; contains commentaries and critiques on each; epilogue written by the editor contains summary of themes and lessons derived from this kind of research.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Research and Inquiry-General, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Collection of Studies
Narrow Topic: Alternatives in Education, Curriculum Aims and Objectives, Curriculum as Experience, Democratic Education, Freedom/Authority and Curriculum, Philosophical Schools, Qualitative Research, Value Assumptions and Ideologies in Curriculum

Ravitch, Diane, "Changing the Poisonous Narrative: A Conversation with Diane Ravitch," Educational Leadership, 69(December 2011/January 2012), 54-58., Diane Ravitch

Annotation: Gives Ravitch's forthright answers to an interviewer's questions on current testing policies and practices and corporate dominance in education politics.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Change, Curriculum Evaluation
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Value Assumptions and Ideologies in Curriculum, Curriculum and Politics, Freedom/Authority and Curriculum, Student Assessment

Sahlberg, Pasi, Finnish Lessons: What Can the World Learn from Educational Change in Finland? New York: Teachers College Press, 2011., Pasi Sahlberg

Annotation: Describes and explains the changes in and results of educational policies and practices in Finland during the last two decades; accounts for what unique features have put student achievement at or near the top of international comparisons; offers thoughts on what lessons other nations might (or perhaps should not) derive from this Finnish experience.

Broad Topical Focus: Curriculum Change, Curriculum Proposals in Coherent Form, Curriculum Policies and Policy Making, Curriculum Conceptions and Theories
Source Discipline: Education
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Comparative Curriculum, Curriculum Aims and Objectives, Freedom/Authority and Curriculum, Value Assumptions and Ideologies in Curriculum

Sahlberg, Pasi, "The Finnish Paradox: Public Education Within a Competitive Market Economy," pp. 110-130 in Frank Adamson, Bjorn Astrand, and Linda Darling-Hammond, eds., Global Educational Reform: How Privatization and Public Investment Influence Educational Outcomes. New York: Rutledge, 2016., Pasi Sahlberg

Annotation: Explains the features of the Finnish educational system that has been completely supported by public funds and has attained top level global status in student achievement while remaining immune to the lure of the Global Education Reform movement with its opposite features of market-mechanisms, standarization of learning, test-based accountability,and neoliberal ideology.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Comparative Curriculum, Curriculum and Politics, Freedom/Authority and Curriculum, Curriculum Standards and Testing, Democratic Education, Local Control of Schooling

Santoro, Doris A., "'We're Not Going To Do That Because It's Not Right': Using Pedagogical Responsibility to Reframe the Doublespeak of Fidelity," Educational Theory, 66(Nos.1-2, 2016), 263-277., Doris A. Santoro

Annotation: Draws on Dewey to argue for teachers' responsibility to implement curriculum ethically, amid mandates by corporatocratic policy makers to adhere with fidelity to specific education laws or regulations.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Enactment and Teaching, Curriculum Contexts and Societal Influences, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Curriculum Implementation, Ethical Issues in Curriculum, Freedom/Authority and Curriculum, Local Control of Schooling

Schmidt, William H., and Richard S. Prawat, "Curriculum Coherence and National Control of Education: Issue or Non-Issue?" Journal of Curriculum Studies, 38(December, 2006), 641-658., William H. Schmidt and Richard S. Prawat

Annotation: Reports a study in 37 countries of national policy instruments designed to produce curricular consistence and coherence; results indicate that national control is not as strongly associated with these desired outcomes as functional credibilty derived from alternative policy instruments.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Comparative Curriculum, Freedom/Authority and Curriculum, Curriculum and Politics, Local Control of Schooling, Textbooks

Schneider, Mercedes K., A Chronicle of Echoes: Who's Who in the Implosion of American Education. Charlotte, NC: Information Age Publishing, 2014., Mercedes K. Schneider

Annotation: Exposes fraud and deceit by numerous 'reform' organizations in education funded by corporate donors and politicians in efforts to privatize public education and to destroy it; thoroughly documents each organization's activities, funders, and leaders (TFA, KIPP, CCCS, ALEC, Walton Foundation, etc).

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Change
Source Discipline: Education
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Environment, Curriculum History, Freedom/Authority and Curriculum, Local Control of Schooling, Government Role in Educational Research & Development

Short, Edmund C., "Authority and Governance in Curriculum Development: A Policy Analysis in the United States Context," Educational Evaluation and Policy Analysis, 5(Summer, 1983), 195-205.*, Edmund C. Short

Annotation: Summarizes the status of governance and control of curriculum in the 1970s and early 1980s in the U. S.; proposes criteria for an adequate structure of curriculum control.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism,Philosophical Inquiry-Speculative Essay,Historical Inquiry
Type of Study: Status Study
Narrow Topic: Curriculum and Politics, Freedom/Authority and Curriculum, Social Efficiency/Control

Silberstein, Moshe, and Miriam Ben-Peretz, "The Concept of Teacher Autonomy in Curriculum Materials: An Operative Interpretation," Journal of Curriculum and Supervision, 3(Fall, 1987), 29-44., Moshe Silberstein and Miriam Ben-Peretz

Annotation: Analyzes six subject area curricula in Israel for trends in teacher implementation and autonomy.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Survey
Narrow Topic: Materials Development and Evaluation, Freedom/Authority and Curriculum, Comparative Curriculum, Curriculum Implementation

Smith, Marshall S., Jennifer A. O' Day, and David K. Cohen, "A National Curriculum in the United States?" Educational Leadership, 49 (September, 1991), 74-81. *, Marshall S. Smith, Jennifer A. O' Day, and David K. Cohen

Annotation: Analyzes pros and cons of a proposed national curriculum and related issues.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Freedom/Authority and Curriculum, Local Control of Schooling, Curriculum Frameworks, Curriculum Standards and Testing

Spring, Joel, "The Development of a National Curriculum," pp. 93-139 in his The Sorting Machine: National Educational Policy Since 1945. New York: David McKay Co., 1976., Joel Spring

Annotation: Shows how a national curriculum has evolved in the United States.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Curriculum History, Freedom/Authority and Curriculum, Government Role in Educational Research & Development

Sunderman, Gail L., James S. Kim, and Gary Orfield, NCLB Meets School Realities: Lessons from the Field. Thousand Oaks, CA: Corwin Press, 2005., Gail L. Sunderman, James S. Kim, and Gary Orfield

Annotation: Documents problems in six states in their attempts to implement NCLB; covers curricular and other aspects.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Evaluation
Source Discipline: Education
Mode of Inquiry in the Study: Historical Inquiry, Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Curriculum Standards and Testing, Freedom/Authority and Curriculum

Sykes, Gary, "Government Intervention in the School Curriculum: Floating Like a Bee, Stinging like a Butterfly," pp. 313-330 in Jon Schaffarzick and Gary Sykes, eds., Value Conflicts and Curriculum Issues: Lessons from Research and Experience. Berkeley, CA: McCutchan, 1979., Gary Sykes

Annotation: Appraises both the direct and the indirect interventions made by the U. S. government in the school curriculum of the 1960s and 1970s.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Government Role in Educational Research & Development, Freedom/Authority and Curriculum

Tulley, Michael A., and Roger Farr, "The Purposes of State Level Textbook Adoption: What Does the Legislation Reveal?" Journal of Research and Development in Education, 18(Winter, 1985), 1-6., Michael A. Tulley and Roger Farr

Annotation: Provides a case study of legislating state textbook adoptions.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Deliberative Inquiry
Type of Study: Case Study
Narrow Topic: Textbooks, Curriculum Deliberation, Freedom/Authority and Curriculum, Local Control of Schooling

Tyree, Alexander K., Jr., "Examining the Evidence: Have States Reduced Local Control of Curriculum?" Educational Evaluation and Policy Analysis, 15(Spring, 1993), 34-50.*, Alexander K. Tyree Jr.

Annotation: Analyzes four states' curriculum policies (in New York, California, Texas, Florida) on four qualities: consistency, prescriptiveness, authority, and power.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Content Analysis
Type of Study: Single Study
Narrow Topic: Local Control of Schooling, Freedom/Authority and Curriculum

Van Geel, Tyll, Authority to Control the School Program. Lexington, MA: Lexington Books, 1976., Geel Tyll Van

Annotation: Describes legal bases for controlling the curriculum; draws policy implications.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Deliberative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Freedom/Authority and Curriculum, Local Control of Schooling

van Geel, Tyll, "The New Law of the Curriculum," pp. 25-71 in Jon Schaffarizick and Gary Sykes, eds., Value Conflicts and Curriculum Issues: Lessons from Research and Experience . Berkeley, CA: McCutchan, 1979., Geel Tyll van

Annotation: Shows how both federal courts and Congress legislate curriculum and how agencies interpret these laws; discusses similar actions at the state level; shows how local control has been altered.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Deliberative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation, Local Control of Schooling, Freedom/Authority and Curriculum

Walker, Decker F., "Approaches to Curriculum Development," pp. 263-290 in Jon Schaffarzick and Gary Sykes, eds., Value Conflicts and Curriculum Issues: Lessons from Research and Experience . Berkeley, CA: McCutchan, 1979.*, Decker F. Walker

Annotation: Distinguishes three modes of curriculum development: policy making, generic, and site-specific development.

Broad Topical Focus: Curriculum Development, Organization, Design,Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Freedom/Authority and Curriculum

White, John, "Compulsion and the Curriculum," British Journal of Educational Studies, 32(June, 1984), 148-157., John White

Annotation: Discusses the issues surrounding deciding what curriculum activities or objectives are to be compulsory.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Freedom/Authority and Curriculum, Curriculum Aims and Objectives, Curriculum as Experience

White, John, "Introduction," pp. 1-8 in John White, The Curriculum and the Child: The Selected Works of John White. London: Routledge, 2005., John White

Annotation: Features the author's career-long concern as a philosopher of education with the aims of education, his own capsulization of these aims in the idea of "human well-being," and with other possible associated aims; introduces sixteen of the author's writings, four of which focus directly on curriculum and the rest indirectly, largely with reference to the United Kingdom but with parallels elsewhere.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Conceptions and Theories, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Freedom/Authority and Curriculum, Government Role in Educational Research & Development, Local Control of Schooling

White, John, "Should Schools Determine Their Own Curricula?" pp. 91-102 in John White, The Curriculum and the Child: The Selected Works of John White. London: Routledge, 2005. Originally published in Proceedings of the Philosophy of Education Society of Great Britain, 10(July, 1976), 58-78., John White

Annotation: Reviews the arguments for and against teacher/school or state control of curriculum aims and content.

Broad Topical Focus: Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Freedom/Authority and Curriculum, Local Control of Schooling

Whitson, James A., "Post-Structuralist Re-Interpretations," pp. 211-277 in James A. Whitson, Constitution and Curriculum: Hermeneutical Semiotics of Cases and Controversies in Education, Law, and Social Science. Philadelphia: The Falmer Press, 1991.*, James A. Whitson

Annotation: Describes the hermeneutics of dialogical inquiry in the context of judicial discourses in educational law and other fields.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Policies and Policy Making
Source Discipline: Education
Mode of Inquiry in the Study: Hermeneutic Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Freedom/Authority and Curriculum

Whitson, James A., "The Politics of 'Non-Political' Curriculum: Heteroglossia and the Discourse of 'Choice' and 'Effectiveness'," pp. 279-330 in William F. Pinar, ed., Contemporary Curriculum Discourses. Scottsdale, AZ: Gorsuch Scarisbrick, 1988.*, James A. Whitson

Annotation: Examines censorship, choice, and school effectiveness from analytic, critical, and legal perspectives.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Contexts and Societal Influences, Curriculum Conceptions and Theories, Inquiry Language in Curriculum Research, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Local Control of Schooling, Freedom/Authority and Curriculum, Discourse Analysis, Curriculum Aims and Objectives, Content Selection and Organization, Hidden Curriculum

Wixson, Karen K, Elizabeth Dutro, and Ruth G. Athan, "The Challenge of Developing Content Standards," pp. 69-107 in Robert E. Floden, ed., Review of Research in Education, 27: 2003. Washington, DC: American Educational Research Association, 2004.*, Karen K. Wixson, Elizabeth Dutro, and Ruth G. Athan

Annotation: Traces the history of the entire content standards movement, with special attention to the English language arts, both state and national influences.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry, Historical Inquiry
Type of Study: Research Synthesis
Narrow Topic: Content Selection and Organization, Curriculum Standards and Testing, English, Freedom/Authority and Curriculum, Government Role in Educational Research & Development, Value Assumptions and Ideologies in Curriculum

Yates, Lyn, and Michael Young, "Globalization, Knowledge, and the Curriculum," European Journal of Education, 45(No. 1, 2010), 4-10., Lyn Yates and Michael Young

Annotation: Addresses five key issues facing curriculum policy makers and researchers in a global context; 1) the impact of global economic pressures on curriculum, 2) issues of inequality, 3) how to continue to reflect one's nation traditions and concerns under international pressures, 4) general vs vocational education, and 5) knowledge issues; introduces a set of articles on the topic from writers in five countries.

Broad Topical Focus: 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: Comparative Curriculum, Curriculum and Politics, Ideology and School Knowledge, Government Role in Educational Research & Development, Local Control of Schooling, Freedom/Authority and Curriculum

Zhao, Youg, "Mass Localism for Improving America's Education," Kappa Delta Pi Record, 48(January-March, 2012), 17-22., Youg Zhao

Annotation: Makes the case for U. S. education sticking with its decentralized decision-making approach (rather than yielding to centralized reform approaches); calls for reduction of federal and state testing and other policy impositions; urges autonomy in the form of "mass localism."

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Local Control of Schooling, Freedom/Authority and Curriculum