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Abramir, Philip C., Peter A. Cohen, and Sylvia d'Apollonia, "Implementation Problems in Meta-Analysis," Review of Educational Research, 58(Summer, 1988), 151-179., Philip C. Abramir, Peter A. Cohen, and Sylvia d'Apollonia

Annotation: Identifies and explores the resolution of problems faced in doing meta-analyses of quantitative reviews of research.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry, Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

Abramson, David A., "Curriculum Research and Evaluation," Review of Educational Research, 36(June, 1966), 388-395., David A. Abramson

Annotation: Examines role, domains, and methods of curriculum research and evaluation.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry, Theoretical/Conceptual Inquiry, Evaluative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation

Adams, Raymond S., "Curriculum Development and Research - A Question of Fit," Journal of Curriculum Studies, 1(November, 1969), 260-208.*, Raymond S. Adams

Annotation: Explores a four-pronged model for studying curriculum enactment.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

Alexander, Christopher, Notes on the Synthesis of Form. Cambridge, MA: Harvard University Press, 1964., Christopher Alexander

Annotation: Describes the generic design process in terms of form and content, procedures and criteria.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Development as Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum Development Strategies

Alexander, William M., "Curriculum Planning and Development: A Review of Reviews," Review of Educational Research, 33(June,1963), 330-335., William M. Alexander

Annotation: Discusses critically significant studies in the June 1963 RER, new and promising areas for research in curriculum, new and promising research procedures, and a general assessment of the work reported.

Broad Topical Focus: Curriculum Inquiry Guidelines, Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation

Allan, Karen Kuelthau, and Margery Staman Miller, "Teacher-Researcher Collaboratives: Cooperative Professional Development," Theory Into Practice, 29(Summer, 1990), 196-202., Karen Kuelthau Allan and Margery Staman Miller

Annotation: Describes three stages in a cooperative staff development project.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, In-service Teacher Development, Teacher Research

Allender, Jerome S., "Educational Research: A Personal and Social Process," Review of Educational Research, 56(Summer, 1986), 173-193.*, Jerome S. Allender

Annotation: Reviews literature sources related to new paradigms of research in education viewed both as a personal and as a social process.

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: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum

Altrichter, Herbert, "The Concept of Quality in Action Research: Giving Practitioners a Voice in Educational Research," pp. 40-55 in Michael Schratz, ed., Qualitative Voices in Educational Research. London: Falmer, 1993.*, Herbert Altrichter

Annotation: Presents six criteria of quality for action research.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

Anderson, Digby C., Evaluating Curriculum Proposals: A Critical Guide. New York: John Wiley and Sons, 1981., Digby C. Anderson

Annotation: Provides guidelines for the rhetorical analysis of curriculum proposals and suggests foci for curriculum inquiry; illustrates this by reference to four British curriculum projects.

Broad Topical Focus: Curriculum Policies and Policy Making,Curriculum Proposals in Coherent Form,Curriculum Evaluation,Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism,Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Comparative Curriculum, Knowledge Generation

Anderson, Gary L., "Critical Ethnography in Education: Origins, Current Status, and New Directions," Review of Educational Research, 59(Fall, 1989), 249-270.*, Gary L. Anderson

Annotation: Reviews various methodological issues related to doing critical ethnography and cites groups of studies in various topical fields that utilize this method.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Ethnographic Inquiry, Critical Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation

Andrews, Richard, "The Place of Systematic Reviews in Educational Research," British Journal of Educational Studies, 53(December, 2005), 399-416., Richard Andrews

Annotation: Proposes a model of educational research incorporating systematic reviews.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

Anyon, Jean, "Adequate Social Science, Curriculum Investigations, and Theory," Theory into Practice, 21(Winter, 1982), 34-37., Jean Anyon

Annotation: Argues that social science should be empirically grounded, theoretically explanatory, and socially critical; sets criteria for adequate curriculum theory.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum Theory Creation and Uses

Aoki, Ted, "Interests, Knowledge and Evaluation: Alternative Approaches to Curriculum Evaluation," Journal of Curriculum Theorizing, 6(Spring, 1986), 27-44. Reprinted pp. 137-150 in William F. Pinar and Rita L. Irwin, eds., Curriculum in a New Key: The Collected Works of Ted T. Aoki. Mahwah, NJ: Lawrence Erlbaum, 2005., Ted Aoki

Annotation: Discusses technical, situational interpretive, and critical theoretic evaluation in the context of an evaluation of British Columbia Social Studies.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Evaluative Inquiry, Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum, Comparative Curriculum

Aoki, Ted T., "Curriculum Inquiry from a Critical Perspective," pp. 10-20 in Walter Werner, ed., Curriculum Canada . Vancouver: Centre for the Study of Curriculum and Instruction, University of British Columbia, 1979.*, Ted T. Aoki

Annotation: Descrbes briefly the critical perspective in curriculum inquiry.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

Aoki, Ted T., "Toward Curriculum Inquiry in a New Key," Presentations on Art Education Research, (No. 2, 1978), 47-69. Reprinted in J. J. Victoria and E. J. Sacca, eds., Phenomenlogical Description: Potential for Research in Art Education . Montreal: Concordia University, 1978. Reprinted pp. 89-110 in William F. Pinar and Rita L. Irwin, eds., Curriculum in a New Key: The Collected Works of Ted T. Aoki. Mahwah, NJ: Lawrence Erlbaum, 2005.*, Ted T. Aoki

Annotation: Describes three curriculum inquiry orientations--empirical analytic, situational interpretive, and critical theoretical.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

Aoki, Ted Tetsuo, "Towards a Dialectic Between the Conceptual World and the Lived World: Transcending Instrumentalism in Curriculum Orientation," Journal of Curriculum Theorizing, 5(Fall, 1983), 4-21. Reprinted pp. 402-416 in William F. Pinar, ed., Contemporary Curriculum Discourses . Scottsdale, AZ: Gorsuch Scarisbrick, 1988., Ted Tetsuo Aoki

Annotation: Calls for attention to phenomenological studies of curriculum (situational interpretive studies) in contrast to empirical analytic studies.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Comparisons Among Inquiry Modes

Apple, Michael W., "Analyzing Determinations: Understanding and Evaluating the Production of Social Outcomes in Schools," Curriculum Inquiry, 10(Spring, 1980), 55-76.*, Michael W. Apple

Annotation: Presents an analysis of ideological and practical tendencies for and against reproduction and socialization in a school and suggests how this may be used in evaluating and explaining outcomes.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Contexts and Societal Influences, Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Evaluative Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum, Hidden Curriculum

Apple, Michael W., "Ideology and Form in Curriculum Evaluation," pp. 495-521 in George Willis, ed., Qualitative Evaluation . Berkeley, CA: McCutchan, 1978., Michael W. Apple

Annotation: Critiques evaluation case studies and the value of phenomenological studies of individuals' responses to schooling.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Evaluative Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum

Apple, Michael W., "On Analyzing Hegemony," Journal of Curriculum Theorizing, 1(Winter, 1979), 10-27. A revised version appears pp. 1-25 in his Ideology and Curriculum. London: Routledge & Kegan Paul, 1979. Also in 2nd ed., 1990., Michael W. Apple

Annotation: Addresses how thought and culture are determined by the social and economic structure; shows how to detect ideology.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Ideology and School Knowledge, Knowledge Generation

Apple, Michael W., "Scientific Interests and the Nature of Educational Institutions," pp. 120-132 in William Pinar, ed., Curriculum Theorizing . Berkeley, CA: McCutchan, 1975., Michael W. Apple

Annotation: Argues that the curriculum field follows an outmoded positivist method of science, thinking it is interest-free, and needs to follow other forms of rationality.

Broad Topical Focus: Curriculum Conceptions and Theories,Curriculum Research and Inquiry-General,Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum

Apple, Michael W., "The Production of Knowledge and the Production of Deviance in Schools," pp. 113-131 in Len Barton and Roland Meighan, eds., Schools, Pupils, and Deviance . Nafferton, England: Nafferton Books, 1979., Michael W. Apple

Annotation: Explores the relation between student deviance and knowledge production in schools.

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

Apple, Michael W., Wayne Au, and Luis Armando Gandin, "Mapping Critical Education" pp.3-19 in Michael W. Apple, Wayne Au, and Luis Armando Gandin, eds., The Routledge International Handbook of Critical Education. New York: Routledge, 2009., Michael W. Apple, Wayne Au, and Luis Armando Gandin

Annotation: Traces the purposes, history, and forms of critical education and pedagogy.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum and Politics, Value Assumptions and Ideologies in Curriculum, Social Studies

Apple, Michael W., and Landon E. Beyer, "Social Evaluation of Curriculum," Educational Evaluation and Policy Analysis, 5(Winter, 1983), 425-434. Reprinted pp. 334-449 in Landon W. Beyer and Michael W. Apple, eds., The Curriculum: Problems, Politics, and Possibilities . Albany, NY: State University of New York Press, 1988; and revised as Ch. 4 in Michael W. Apple, ed., Power, Meaning, and Identity. New York: Peter Lang, 1999.*, Michael W. Apple and Landon E. Beyer

Annotation: Poses a way of evaluating curriculum that takes into account social, economic, and ideological purposes.

Broad Topical Focus: Curriculum Inquiry Guidelines, Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Evaluative Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum, Hidden Curriculum

Argyris, Chris, Robert Putnam, and Diane Maclain Smith, Action Science: Concepts, Methods, and Skills for Research and Intervention . San Franciso: Jossey-Bass, 1985., Chris Argyris, Robert Putnam, and Diane Maclain Smith

Annotation: Presents a thorough treatment of scientific action research and intervention.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Action Inquiry, Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

Ariav, Tamar, "Curriculum Analysis and Curriculum Evaluation: A Contrast," Studies in Educational Evaluation, 12(No. 2, 1986), 139-147., Tamar Ariav

Annotation: Idenitifies the similarities and differences between curriculum analysis and curriculum evaluation regarding purposes, method, addressees, the task, and the role--both analytically and historically.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

Armstrong, Jenny R., "Educational Process Model for Use in Research," Journal of Experimental Education, 39(Fall, 1970), 2-7., Jenny R. Armstrong

Annotation: Sets up a model of input components and combination interactions for use in doing research in curriculum and instruction.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research Domains and Structure, Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

Arnot, M., and George Whitty, "School Texts, the Hidden Curriculum and the Curriculum-in-use: A British Review of Recent American Contributions to the Sociology of the Curriculum," Discourse, 3(No. 1, 1982), 1-21., M. Arnot and George Whitty

Annotation: Comments on scholarship in the U. S. on these topics.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation, Textbooks, Hidden Curriculum, Comparative Curriculum, Ideology and School Knowledge

Aronowicz, Stanley, and Henry A. Giroux, "Curriculum Theory and the Language of Possibility," pp. 139-162 in Stanley Aronowicz and Henry A. Giroux, Education Under Siege . South Hadley, MA: Bergin and Garvey, 1985.*, Stanley Aronowicz and Henry A. Giroux

Annotation: Advocates linking cultural politics and the language of critique and possibility to curriculum theory.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Status Study
Narrow Topic: Ideology and School Knowledge, Knowledge Generation, Value Assumptions and Ideologies in Curriculum, Curriculum Theory Creation and Uses, Curriculum and Politics

Aronowitz, Stanley, "Preface," pp. 1-4 in Henry A. Giroux, ed., Ideology, Culture and the Process of Schooling . Philadelphia, PA: Temple University Press, 1981., Stanley Aronowitz

Annotation: Traces the development of critical research in American education, including Giroux's contribution.

Broad Topical Focus: Curriculum Inquiry Guidelines,Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism,Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Knowledge Generation

Atkin, Myron J., "Can Educational Research Keep Pace with Education Reform?" Phi Delta Kappan, 71(November, 1989), 200-205.*, Myron J. Atkin

Annotation: Contrasts applied social science research in education with practical, collaborative, action research.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Change
Source Discipline: Education
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry, Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teacher Research

Atkins, Elaine S., "The Relationship of Metatheoretical Principles in the Philosophy of Science to Metatheoretical Explorations in Curriculum," Journal of Curriculum Theorizing, 8(Winter, 1988), 69-85.*, Elaine S. Atkins

Annotation: Examines research paradigms based on realist, relativist, and hermeneutic traditions as they relate to their potential use in curriculum.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Hermeneutic Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Knowledge Generation, Comparisons Among Inquiry Modes

Atkinson, Paul, Sara Delamont, and Martyn Hammersley, "Qualitative Research Traditions: A British Response to Jacob," Review of Educational Research, 58 (Summer, 1988), 231-250., Paul Atkinson, Sara Delamont, and Martyn Hammersley

Annotation: Discusses qualitative research in Britain.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Comparative Curriculum, Qualitative Research

Audi, Robert, Practical Reasoning. London: Routledge, 1989., Robert Audi

Annotation: Describes practical reasoning as viewed by Aristotle, Hume, Kant, and the author (Audi).

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Deliberative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum Deliberation

Au, Wayne, "High-Stakes Testing and Curricular Control: A Qualitative Metasynthesis," Educational Researcher, 36(June/July, 2007) 258-267., Wayne Au

Annotation: Reports a metsynthesis of 49 qualitative studies using template analysis to examine effects of high-stakes testing on subject matter content alignment/contraction, changes in form of knowledge (fractured/integrated), and pedagogic change (student/teacher-centered).

Broad Topical Focus: Curriculum Evaluation, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Qualitative Research, Curriculum Standards and Testing, Knowledge Generation

Au, Wayne, "The Long March Toward Revitalization: Developing Standpoint in Curriculum Studies," Teachers College Record, 114(No. 5, 2012), 1-30., Wayne Au

Annotation: Describes standpoint theory as applied to curriculum and curriculum inquiry.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Inquiry Guidelines, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Knowledge Generation

Awbrey, Maureen Jessen, "A Teacher's Action Research Study of Writing in the Kindergarten: Accepting the Natural Expression of Children," Peabody Journal of Education, 64(Winter, 1987), 33-64., Maureen Jessen Awbrey

Annotation: Gives an example of action research on the topic.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teacher Research, Teaching/Learning Process, Early Childhood Curriculum

Baez, Benjamin, and Deron Boyles, The Politics of Inquiry: Educational Research and the 'Culture of Science'. Albany, NY: State University of New York Press, 2009., Benjamin Baez and Deron Boyles

Annotation: Analyzes and critiques several aspects of recent U. S. laws which favor certain definitions of scientific educational research; provides in-depth philosophical analysis and arguments on this and other topics such as Dewey's ideas on educational research, doctoral training in educational research, governing through science, and the grants culture in educational research.

Broad Topical Focus: Curriculum Research and Inquiry-General, Critique and Utilization of Curriculum Research and Inquiry, Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Comparisons Among Inquiry Modes, Knowledge Generation, Government Role in Educational Research & Development

Baker, Bernadette, ed., New Curriculum History. Rotterdam: Sense Publishers,2009., Bernadette Baker

Annotation: Contains a set of studies using or about using various forms of historical inquiry in curriculum by scholars from several different countries.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum History, Knowledge Generation

Baker, Eva L., "Curriculum Development Projects," pp. 579-585 in Lee C. Deighton, ed., The Encyclopedia of Education, Volume 2 . New York: Macmillan and Free Press, 1971., Eva L. Baker

Annotation: Summarizes procedures used in curriculum development projects using a six-stage model (formulation, specification, development, field testing, revision cycles, and implementation).

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Development as Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation, Content Selection and Organization

Baker, Robert, "Curriculum Evaluation," Review of Educational Research, 39(June, 1969), 339-358., Robert Baker

Annotation: Reviews the conceptual and methodological issues in curriculum evaluation.

Broad Topical Focus: Curriculum Evaluation, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry, Evaluative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation

Baker, Robert L., and Richard E. Schutz, "An Overview of Instructional Product Development," pp. xv-xxiii in Robert L. Baker and Richard C. Schutz, eds., Instructional Product Development . New York: Van Nostrand Reinhold, 1971., Robert L. Baker and Richard E. Schutz

Annotation: Gives an introduction to the volume and to elements in development of instructional products.

Broad Topical Focus: Curriculum Guides, Plans, Documents, Materials, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Development as Inquiry
Type of Study: Status Study
Narrow Topic: Knowledge Generation, Materials Development and Evaluation

Baker, Robert L., and Richard E. Schutz, eds., Instructional Product Research . New York: Van Nostrand Reinhold, 1972., Robert L. Baker and Richard E. Schutz

Annotation: Provides treatments of several aspects of instructional product research.

Broad Topical Focus: Curriculum Guides, Plans, Documents, Materials, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Development as Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation, Materials Development and Evaluation

Ball, Deborah Loewenberg, and Fancesca M. Foryani, "What Makes Education Research 'Educational'?" Educational Researcher, 36(December, 2007), 529-540., Deborah Loewenberg Ball and Fancesca M. Foryani

Annotation: Posits a formulation of multiple interactions named "the instructional dynamic" and argues that research in colleges of education should relate in some manner to these kinds of interactions at the heart of educational practice and policy; gives examples.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Research and Inquiry-General, Relation of Curriculum Research to Practice
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Practical Knowledge

Ball, Stephen J., ed., Foucault and Education: Disciplines and Knowledge . New York: Routledge, 1990., Stephen J. Ball

Annotation: Includes nine articles by Australian, English, and Canadian scholars on Foucault and power in education..

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation, Comparative Curriculum, Curriculum and Politics, Curriculum and the Disciplines

Banks, Philip, "Herbert Spencer: Victorian Curriculum Theorist," Journal of Curriculum Studies, 12(April-June, 1980), 123-135., Philip Banks

Annotation: Reviews British philosopher Spencer's views of the theory of knowledge and curriculum.

Broad Topical Focus: Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Comparative Curriculum, Knowledge Generation

Bannen-Ritland, Brenda, and John Y. Beck, "Investigating the Act of Design in Design Research," pp. 299-319 in Anthony E. Kelly, Richard A. Lesh, and John Y. Beck, eds., Handbook of Design Research Methods in Education. New York; Routledge, 2008., Brenda Bannen-Ritland and John Y. Beck

Annotation: Stipulates the phases and methods of the Integrative Learning Design Framework and discusses related issues.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Development as Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Knowledge Generation

Barab, Sasha A., and Wolff-Michael Roth, "Curriculum-Based Ecosystems: Supporting Knowing from an Ecological Perspective," Educational Researcher, 35(June/July, 2006), 3-13., Sasha A. Barab and Wolff-Michael Roth

Annotation: Offers an ecological focal point for curriculum design using affordance networks, effectivity sets, and life-worlds.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Knowledge Generation, Curriculum Frameworks, Curriculum Aims and Objectives, Curriculum as Experience, Curriculum as Environment, Teaching/Learning Process, Practical Knowledge

Barnes, Barry, Interests and the Growth of Knowledge . Boston: Routledge & Kegan Paul, 1977., Barry Barnes

Annotation: Opens up problems of knowledge, ideology, and power.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Curriculum and Politics, Knowledge Generation

Barone, Thomas E., "A Narrative of Enhance Professionalism: Educational Researchers and Popular Storybooks about Schoolpeople," Educational Researcher, 21(November, 1992), 15-24. Reprinted pp. 201-228 in Tom Barone, Aesthetics, Politics, and Educational Inquiry: Essays and Examples. New York: Peter Lang, 2000.*, Thomas E. Barone

Annotation: Discusses three conceptions of the researcher and ways research findings are communicated; suggests using story form to best reach the public.

Broad Topical Focus: Curriculum Inquiry Guidelines, Publication Outlets for Curriculum Research and Inquiry
Source Discipline: Education
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum Professors, Professionalization in Curriculum

Barone, Thomas E., "Curriculum Platforms and Literature," pp. 140-165 in Landon E. Beyer and Michael W. Apple, eds., The Curriculum: Problems, Politics, and Possiblities . Albany, NY: State University of New York Press, 1988., Thomas E. Barone

Annotation: Describes the crafting of stories, autobiography and biography, and educational criticisms as forms of aesthetic inquiry.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism
Type of Study: Single Study
Narrow Topic: Knowledge Generation

Barone, Thomas E., "On the Demise of Subjectivity in Educational Inquiry," Curriculum Inquiry, 22(Spring, 1992), 25-38. Reprinted pp. 161-178 in Tom Barone, Aesthetics, Politics, and Educational Inquiry: Essays and Examples. New York: Peter Lang, 2000., Thomas E. Barone

Annotation: Describes issues surrounding subjectivity in educational research; one of four related articles.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research and Inquiry-General
Source Discipline: Education
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Qualitative Research

Barone, Thomas E., "Research Out of the Shadows: A Reply to Rist," Curriculum Inquiry, 17(Winter, 1987), 453-463., Thomas E. Barone

Annotation: Responds to a critic of his article (pp.421-446) that appears just prior to this response.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism
Type of Study: Single Study
Narrow Topic: Knowledge Generation

Barone, Thomas E., "The Meadowhurst Experience: Phases in the Process of Educational Criticism," The Journal of Curriculum Theorizing, 4(Winter, 1982), 156-170., Thomas E. Barone

Annotation: Illustrates the processes in educational criticism from a visit to Meadowhurst School.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Classroom Observation & Research

Barone, Thomas, E., "'What's My Paradigm?' or, How I Dreamt about a Post-Revolutionary Harmony Among Literary Analysts of Curriculum," Curriculum Inquiry , 15(Summer, 1985), 187-200., Thomas E. Barone

Annotation: Consists of imaginary dialogue between representatives of three approaches to literary analysis of curriculum; an article follows responding to this article.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism
Type of Study: Single Study
Narrow Topic: Knowledge Generation

Barritt, Loren S., "Human Science and the Human Image," Phenomenology +Pedagogy, 4(No. 3, 1986), 14-21.*, Loren S. Barritt

Annotation: Argues the case for human understanding of human experience through the tradition of human sciences rather than social sciences.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

Barrow, Robin, "The Paradigm to End Paradigms: Reorientating Curriculum Research for the Secondary School," pp. 21-38 in Geoffrey Wilburn and Robin Enns, eds., Curriculum Canada VI . Vancouver: CSCI, University of British Columbia, 1985., Robin Barrow

Annotation: Critiques the dominant paradigm in curriculum research and suggests alternatives.

Broad Topical Focus: Curriculum Research and Inquiry-General,Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism,Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum

Barrow, Robin, "The Role of Conceptual Analysis in Curriculum Inquiry: A Holistic Approach," Journal of Curriculum and Supervision, 5(Spring, 1990), 269-278., Robin Barrow

Annotation: Makes the case for using conceptual analysis as a part of all research.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Knowledge Generation

Bartlett, Leo, "Issues in the Construction of an Historical Narrative," Curriculum Perspectives, 7(May, 1987), 1-6., Leo Bartlett

Annotation: Describes the methodology used in an historical interpretation of an Australian school and discusses related issues.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Comparative Curriculum

Barton, Len, and Stephen Walker, eds., Social Crisis and Educational Research. London: Croom Helm, 1984., Len Barton and Stephen Walker

Annotation: Collects twelve papers from 1982 sociology of education conference at Westhill on issues in social practice using interpretive and critical inquiry.

Broad Topical Focus: Curriculum Inquiry Guidelines, Defining Curriculum Research Questions
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry, Phenomenological Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation

Beattie, Catherine, "Action Research: A Practice in Need of Theory," pp. 110-120 in Geoffrey Milburn, Ivor F. Goodson, and Robert J. Clark, eds., Re-Interpreting Curriculum Research: Images and Arguments . Philadelphia: Falmer, 1989., Catherine Beattie

Annotation: Discusses the nature of theory needed within action research.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum Theory Creation and Uses

Begg, Andrew J. C., Emerging Curriculum. Rotterdam: Sense Publishers,2008., Andrew J. C. Begg

Annotation: Provides an autobiographical narrative of this New Zealand educator's emerging views of curriculum; focuses his report on selected incidents in teaching mathematics, writing textbooks, developing curriculum, teaching teachers, researching curriculum, and comparing international curricula; concludes with how he understands curriculum now.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Guides, Plans, Documents, Materials
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Frameworks, Curriculum Development Strategies, Comparative Curriculum, Knowledge Generation, Qualitative Research

Beittel, Kenneth R., Alternatives for Art Education Research: Inquiry into the Making of Art . Dubuque, IA: Wm. C. Brown Co, 1973., Kenneth R. Beittel

Annotation: Presents presentational, historical, and interpretive modes for the. making of art and closes with an evaluation and critque of presentational, phenomenological, and contextualist alternatives for inquiry into the making of art.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Art Education

Bellah, Robert N., "The Ethical Aims of Social Inquiry," Teachers College Record, 83(Fall, 1981), 1-18., Robert N. Bellah

Annotation: Discusses ethical reflections in social science research.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Ethical Issues in Curriculum

Berlak, Ann, and Harold Berlak, "Engaging in Critical Inquiry," pp. 229-275 in their Dilemmas of Schooling: Teaching and Social Change. New York: Methuen, 1981., Ann Berlak and Harold Berlak

Annotation: Gives an overview of five realms of inquiry and the kinds of questions each deals with; shows how critical inquiry deals with such questions; suggests ways sixteen dilemmas (outlined in earlier section of the book) can serve critical inquiry.

Broad Topical Focus: Curriculum Research Domains and Structure, Curriculum Inquiry Guidelines, Inquiry Language in Curriculum Research
Source Discipline: Education
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

Berlak, Ann, and Harold Berlak, "Toward a Nonhierarchical Approach to School Inquiry and Leadership," Curriculum Inquiry, 13(Fall, 1983), 267-294., Ann Berlak and Harold Berlak

Annotation: Casts a series of dilemmas around which critical inquiry may be used; gives an illustration in a hypothetical elementary school setting.

Broad Topical Focus: Curriculum Research Domains and Structure, Curriculum Inquiry Guidelines, Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teaching/Learning Process

Berlak, Harold, "Naturalistic Observation as a Research Instrument in Curriculum Development," Paper delivered at the 1971 AERA Symposium "Participant Observation and Curriculum: Research and Evaluation." ERIC Document ED 050 157., Harold Berlak

Annotation: Describes the use of naturalistic observation in research in curriculum development.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Classroom Observation & Research

Berman, Louise M., "Normative Inquiry: Dimensions and Stances," pp. 225-241 in Edmund C. Short, ed., Forms of Curriculum Inquiry . Albany, NY: SUNY Press, 1991.*, Louise M. Berman

Annotation: Describes the processes of normative inquiry in curriculum.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

Berman, Louise M., "Perspectives and Imperatives: Re-Searching, Rethinking, and Reordering Curriculum Priorities," Journal of Curriculum and Supervision, 1(Fall, 1985), 65-71., Louise M. Berman

Annotation: Identifies ten priorities in curriculum as viewed by the author.

Broad Topical Focus: Curriculum Research Domains and Structure,Curriculum Policies and Policy Making,Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay,Normative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

Berman, Louise M., Francine H. Hultgren, Diane Lee, Mary S. Rivkin, Jessie A. Roderick, Toward Curriculum for Being: Voices of Educators . Albany, NY: State University of New York Press, 1991., Louise M. Berman, Francine H. Hultgren, Diane Lee, Mary S. Rivkin, and Jessie A. Roderick

Annotation: Reports the exchanges among a study group of six women educators, their autobiographical statements and thoughts, and their mutual interpretations and meaning-making.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Hermeneutic Inquiry, Narrative Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation

Berman, Louise M., and Jessie A. Roderick, "The Relationship Between Curriculum Development and Research Methodology," Journal of Research and Development in Education, 6(Spring, 1973), 3-13., Louise M. Berman and Jessie A. Roderick

Annotation: Proposes research procedures for studying transactive teaching-learning situations; proposes six characteristics of curriculum design based on this view.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Inquiry Guidelines, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teaching/Learning Process

Bernstein, Richard J., The Restructuring of Social and Political Theory, Philadelphia: University of Pennsylvania Press, 1978., Richard J. Bernstein

Annotation: Addresses empirical, analytic (theoretical), phenomenological, and critical approaches to the political and social sciences.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Comparisons Among Inquiry Modes

Beyer, Landon E., "Ideology, Social Efficiency and Curriculum Inquiry: An Essay Response to Franklin's 'The Social Efficiency Movement Reconsidered'," Curriculum Inquiry, 12(Fall, 1982), 305-316.*, Landon E. Beyer

Annotation: Takes issue with Franklin's view of the relation between curriculum theory and practice as stated in pp. 9-33, same volume of Curriculum Inquiry.

Broad Topical Focus: Curriculum Change, Relation of Curriculum Research to Practice, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Historical Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Social Efficiency/Control, Value Assumptions and Ideologies in Curriculum, Knowledge Generation

Beyer, Landon E., "The Parameters of Educational Inquiry," Curriculum Inquiry, 16(Spring, 1986), 87-114., Landon E. Beyer

Annotation: Reviews Feinberg's Understanding Education and its multiple perspectives on educational inquiry.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

Beyer, Landon E., "The Reconstruction of Knowledge and Educational Studies," Journal of Education, 168(No. 2, 1986), 113-135.*, Landon E. Beyer

Annotation: Traces the epistemological foundations of educational theory and the current reorientation in inquiry in teacher education and curriculum.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Conceptions and Theories, Curriculum Research and Inquiry-General, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry, Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teacher Education, Value Assumptions and Ideologies in Curriculum, Philosophical Schools, Curriculum Theory Creation and Uses

Bleich, David, Subjective Criticism . Baltimore, MD: Johns Hopkins University Press, 1978., David Bleich

Annotation: Challenges the assumption of objectivity in literary and aesthetic criticism and analyzes a number of related issues; reveiwed in Curriculum Inquiry 9(4), 1979.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Evaluation
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism
Type of Study: Single Study
Narrow Topic: Knowledge Generation

Bloom, Benjamin S., "Innocence in Education," School Review, 80(May, 1972), 333-352., Benjamin S. Bloom

Annotation: Identifies seven areas of research for which causal chains need to be made clear.

Broad Topical Focus: Curriculum Research Domains and Structure, Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

Bloom, Benjamin S., "The Role of the Educational Sciences in Curriculum Development," International Journal of Educational Science, 1(1966), 5-16., Benjamin S. Bloom

Annotation: Discusses the role of sciences such as educational psychology in the process of curriculum development.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Psychology and Curriculum

Blumenfeld-Jones, Donald, "The Art of Renewing Curriculum Research," pp. 231-246 in Gloria Ladson-Billings and William F. Tate, eds., Educational Research in the Public Interest: Social Justice, Action, and Policy. New York: Teachers College Press, 2006., Donald Blumenfeld-Jones

Annotation: Calls for curriculum research to address the public interest through studies that utilize the arts and hermeneutic forms of inquiry.

Broad Topical Focus: Curriculum Research and Inquiry-General
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry, Philosophical Inquiry-Speculative Essay, Hermeneutic Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

Bogdan, Robert C., and Sari Knopp Biklen, Qualitative Reseach for Education: An Introduction to Theory and Methods, 2d Ed. Boston: Allyn & Bacon, 1992., Robert C. Bogdan and Sari Knopp Biklen

Annotation: Outlines practical approaches to conducting qualitative research studies in education from designing studies to writing them up.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Qualitative Research

Bogden, Robert C., and Sari Knopp Biklen, "Foundations of Qualitative Research in Education," pp. 21-44 in Wendy Luttrell, ed., Qualitative Educational Research: Readings in Reflexive Methodology and Trransformative Practice. New York: Routledge, 2010., Robert C. Bogden and Sari Knopp Biklen

Annotation: Gives a comprehensive overview of the nature and history of qualitative research approaches available for use in educational contexts.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Qualitative Research

Boote, David, "Notes Toward a Naturalistic Study of Education Research Methodology," Interchange, 39(July, 2008), 303-325., David Boote

Annotation: Discusses the need to examine how research is actually conducted in order to avoid blind adherence to methodology and to take context into account; urges producing reasoned arguments for research results.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

Boote, David N., and Penny Beile, "Scholars before Researchers: On the Centrality of the Dissertation Literature Review in Research Preparation," Educational Researcher, 34(August/September, 2005), 3-15.*, David N. Boote and Penny Beile

Annotation: Argues for sophisticated literature reviews in education dissertations and for explicit preparation in doing them in predissertation doctoral education; a related article and a response by these authors appears in the same journal, 35(December, 2006), 28-31; 32-35.

Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Programs of Study in Curriculum and Instruction, Knowledge Generation, Education as a Field of Study

Boughton, Douglas, "Response to Ted T. Aoki's Paper, 'Toward Curriculum Inquiry in a New Key'," Presentations in Art Education Research, 2(1978), 77-89., Douglas Boughton

Annotation: Responds to a 1978 conference paper by Aoki on several orientations to inquiry, featuring critically reflective inquiry.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

Bowers, C. A., "The Reproduction of Technological Consciousness: Locating the Ideological Foundations of a Radical Pedagogy," Teachers College Record, 83 (Summer, 1982), 529-557., C. A. Bowers

Annotation: Analyzes the sources and method of the reproducing of technological consciousness in education; reviews the literature on critical theory.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Conceptions of Teaching, Knowledge Generation

Bramwell, R. D., "Education and the Two Traditions of Science," Educational Theory, 48(Summer, 1978), 223-230., R. D. Bramwell

Annotation: Contrasts the logico-empirical and the human sciences traditions in scientific inquiry; discusses their implications for educational inquiry.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry, Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum

Bredo, Eric, and Walter Feinberg, eds., Knowledge and Values in Social and Educational Research . Philadelphia: Temple University Press, 1982., Eric Bredo and Walter Feinberg

Annotation: Presents overviews by the editors of positivistic, interpretive, and critical approaches to research; includes for each approach 6 or 7 chapters by other writers on related topics.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation

Bredo, Eric, and Walter Feinberg, "Introduction: Competing Modes of Social and Educational Research," pp. 3-11, "The Positivistic Approach to Social and Educational Research," pp. 13-27, "The Interpretive Approach to Social and Educational Research," pp. 115-128, "The Critical Approach to Social and Educational Research," pp. 271-291, in Eric Bredo and Walter Feinberg, eds., Knowledge and Values in Social and Educational Research . Philadelphia: Temple University Press, 1982.*, Eric Bredo and Walter Feinberg

Annotation: Explains three research approaches: positivist, interpretive, and critical.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum

Brinkerhoff, Robert O., Dale M. Brethower, Terry Hluchyi, and Jeri Ridings Nowakowski, Program Evaluation: Sourcebook; Program Evaluation: Design Manual; Program Evaluation: Sourcebook/Casebook . Hingham, MA: Kluwer Boston, Inc., 1983., Robert O. Brinkerhoff, Dale M. Brethower, Terry Hluchyi, and Jeri Ridings Nowakowski

Annotation: Specifies in this three-book series a seven step process for conducting program evaluations.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Program Audit/Evaluation

Bronowski, Jacob, "Humanism and the Growth of Knowledge," pp. 74-103 in his A Sense of the Future . Cambridge, MA: MIT Press, 1977.*, Jacob Bronowski

Annotation: Reviews the content of Popper's The Logic of Scientific Discovery.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum

Brookover, Wilber B., et al, "A Model for Research on Goal Achievement," pp. 48-100 in Wilber B. Brookover, et. al., eds., Measuring and Attaining the Goals of Education . Alexandria, VA: Association for Supervision and Curriculum Development, 1980., Wilber B. Brookover

Annotation: Describes ways of doing research on goal achievement.

Broad Topical Focus: Curriculum Evaluation, Defining Curriculum Research Questions, Curriculum Research Domains and Structure, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Program Audit/Evaluation, Knowledge Generation

Broudy, Harry S., "Can Research Escape the Dogma of Behavioral Objectives?" School Review, 79(November, 1970), 43-56.*, Harry S. Broudy

Annotation: Argues for embracing the interpretive dimension, not just the behavioral dimension, in educational research studies; explains four uses of schooling as detailed in the author's earlier work.

Broad Topical Focus: Curriculum Conceptions and Theories, Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Normative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Liberal Education/General Education, Knowledge Utilization, Knowledge Generation

Brown, Ann L., "Design Experiments: Theoretical and Methodological Challenges in Creating Complex Interventions in Classroom Settings," Journal of the Learning Sciences, 2(No. 2, 1992), 141-178., Ann L. Brown

Annotation: Lays out a conception of design experiments in the context of mathematics classroom learning, illustrates that in her own research, and outlines issues requiring attention.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Development as Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Mathematics

Brown, Anthony L., and Wayne Au, "Race, Memory, and Master Narratives: A Critical Essay on U.S. Curriculum History," Curriculum Inquiry, 44(June, 2014), 358-389., Anthony L. Brown and Wayne Au

Annotation: Asserts that U. S. curriculum history has omitted non-white topics and texts; cites African-American, Mexican-American, Asian-American, Native-American curriculum discourses that need to be recovered and included in U.S curriculum history; explores possible reasons for these omissions; suggests questions for further research on curriculum history in the U.S.

Broad Topical Focus: Curriculum as a Field of Practice and Study, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry, Historical Inquiry
Type of Study: Single Study
Narrow Topic: Literature of Curriculum, Curriculum History, Knowledge Generation, Value Assumptions and Ideologies in Curriculum

Bruner, Jerome, In Search of Pedagogy: The Selected Works of Jerome S. Bruner, Volumes 1 and 2. New York: Routledge, 2006., Jerome Bruner

Annotation: Contains brief excerpts from the author's writings (1957-2004) including several that reflect his contributions on teaching and on curriculum.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Multiple/Mixed Forms of Inquiry
Type of Study: Collection of Studies
Narrow Topic: Content Selection and Organization, Knowledge Generation, Classics of Curriculum Literature

Bruner, Jerome, "Narrative and Paradigmatic Modes of Thought," pp. 97-115 in Elliot W. Eisner, ed., Learning and Teaching the Ways of Knowing, 84th Yearbook of the NSSE, Part II. Chicago: University of Chicago Press, 1985., Jerome Bruner

Annotation: Contrasts two modes of thought by various constituent elements.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Content Selection and Organization, Knowledge Generation

Bryk, Anthony S., "Accelerating How We Learn to Improve," Educational Researcher, 44(No.9,2015), 467-477., Anthony S. Bryk

Annotation: Shows how joining together the discipline of improvement science and the power of structured network communities can accelerate learning to improve education; describes a way of doing practice-based research that discovers how to actually make things better.

Broad Topical Focus: Curriculum Inquiry Guidelines, Relation of Curriculum Research to Practice
Source Discipline: Education
Mode of Inquiry in the Study: Development as Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Practical Knowledge, Comparisons Among Inquiry Modes

Bryk, Anthony S., "Support a Science of Performance Improvement," Phi Delta Kappan, 90(April, 2009), 597-600.*, Anthony S. Bryk

Annotation: Argues for a D-EE-D (Design-Educational Engineering-Development) infrastructure that will address core problems of educational practice, both to determine whether a program can work at scale and to discern how to make it work; discusses creating usable knowledge for professional development communities focusing on specific instructional systems.

Broad Topical Focus: Curriculum Inquiry Guidelines, Relation of Curriculum Research to Practice
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Development as Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teacher Knowledge, In-service Teacher Development

Bryk, Anthony S., and Louis M. Gomez, "Reinventing a Research and Development Capacity," pp. 181-206 in Frederick M. Hess, ed., The Future of Educational Entrepreneurship: Possibilities for School Reform. Cambridge, MA: Harvard Education Press, 2008., Anthony S. Bryk and Louis M. Gomez

Annotation: Analyzes the status of the design-engineering-development method of school improvement; reviews the infrastructure needed for this type of development; discusses an agenda and funding for needed work.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Change, Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Development as Inquiry
Type of Study: Single Study
Narrow Topic: Materials Development and Evaluation, Government Role in Educational Research & Development, Media and Computers in Curriculum Development, Curriculum Development Strategies, Knowledge Generation

Bullough, Robert V., Jr., "Developing Interdisciplinary Researchers: What Ever Happened to the Humanities in Education?" Educational Researcher, 35(November, 2006), 3-10., Robert V. Bullough Jr.

Annotation: Makes the case for balanced research that includes not only scientific but also humanistic inquiry in education; discusses implications for graduate research training.

Broad Topical Focus: Curriculum Research and Inquiry-General
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Education as a Field of Study, Comparisons Among Inquiry Modes, Knowledge Generation, Qualitative Research, Programs of Study in Curriculum and Instruction

Burgess, Robert G., ed., Field Methods in the Study of Education . Philadelphia: Falmer Press, 1985., Robert G. Burgess

Annotation: Reports a 1982 British conference on ethnographic research; covers theoretical issues, data collection, and field methods.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation, Comparative Curriculum