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Apple, Michael W., "The Process and Ideology of Valuing in Educational Settings," pp. 3-34 in Michael W. Apple, Michael J. Subkoviak, and Henry S. Lufler, Jr., eds., Educational Evaluation: Analysis and Responsibility . Berkeley, CA: McCutchan, 1974. Reprinted pp. 468-494 in Arno A. Bellack and Herbert M. Kliebard, eds., Curriculum and Evaluation . Berkeley, CA: McCutchan, 1977., Michael W. Apple

Annotation: Analyzes issues in evaluation and urges institutional evaluation rather than evaluation of learning.

Broad Topical Focus: Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Evaluative Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Social Efficiency/Control

Autio, Tero, Subjectivity, Curriculum, and Society: Between and Beyond German Didaktik and Anglo-American Curriculum Studies. Mahwah, NJ: Lawrence Erlbaum, 2006., Tero Autio

Annotation: Traces the intellectual contributions to the instrumentalist values underlying the dominant curriculum discourse of the 20th century; notes that both the Didaktik and American curriculum traditions fall within this instrumentalist ideology; quotes dozens of thinkers including Descarte, Weber, Calvin, Locke, Kant, and Tyler.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Social Efficiency/Control, Curriculum Theory Creation and Uses

Au, Wayne, "Teaching Under the New Taylorism: High-Stakes Testing and the Standardization of 21st Century Curriculum, Journal of Curriculum Studies, 43(No.1, 2011), 25-45., Wayne Au

Annotation: Reviews history of Taylorism in curriculum theory and its current manifestation; describes the effects of contemporary high-stakes testing (recontextualization and commoditization) as attempts of policy-publics to control curriculum and teaching from a distance for political purposes.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists, 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: Curriculum Standards and Testing, Curriculum History, Social Efficiency/Control, Curriculum and Politics, Value Assumptions and Ideologies in Curriculum, Local Control of Schooling

Bashaw, Carolyn Terry, "Ella Flagg Young and Her Relationhsip to the Cult of Efficiency," Educational Theory, 36(Fall, 1986), 363-373., Carolyn Terry Bashaw

Annotation: Traces the work of Young as superintendent of Chicago's schools and president of the National Education Association.

Broad Topical Focus: Curriculum Theorists,Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Social Efficiency/Control, Curriculum History

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

Bullough, Robert V. Jr., "Teaching, Domination, and Curriculum," Journal of Thought, 18(Summer, 1983), 45-53., Robert V. Bullough Jr.

Annotation: Critiques the domination of curriculum and teaching by a control ideology.

Broad Topical Focus: Curriculum Contexts and Societal Influences, 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, Social Efficiency/Control

Bullough, Robert V., Jr., Stanley L. Goldstein, and Ladd Holt, Human Interests in the Curriculum: Teaching and Learning in a Technological Society . New York: Teachers College Press, 1984., Robert V. Bullough Jr., Stanley L. Goldstein, and Ladd Holt

Annotation: Critiques four school programs and discusses the need to confront technocratic education.

Broad Topical Focus: Curriculum Contexts and Societal Influences
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, Hidden Curriculum, Social Efficiency/Control

Carlson, Dennis, "Are We Making Progress? Ideology and Curriculum in an Age of No Child Left Behind," pp. 91-114 in Lois Weis, Cameron McCarthy, and Greg Dimitriadis, eds., Ideology, Curriculum, and the New Sociology of Education: Revisiting the Work of Michael Apple. New York: Routledge, 2006., Dennis Carlson

Annotation: Comments on Apple's use of the language of ideology in the critique of hegemonic power and urges the forging of counter-hegemonic movements to act against control mechanisms in education, especially in NCLB.

Broad Topical Focus: Curriculum Theorists, Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Ideology and School Knowledge, Value Assumptions and Ideologies in Curriculum, Social Efficiency/Control

Carlson, Dennis, "'Updating' Individualism and the Work Ethic: Corporate Logic in the Classroom," Curriculum Inquiry, 12(Summer, 1982), 125-160., Dennis Carlson

Annotation: Discusses work in advanced capitalist countries, worker compliance and resistance, the Individualized Instructional Planning model as a form of human control, and related student compliance and resistance.

Broad Topical Focus: 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, Hidden Curriculum, Social Efficiency/Control

Cohen, David K., and James P. Spillane, "Policy and Practice: The Relation between Governance and Instruction," pp. 3-49. Gerald Grant, ed., Review of Research in Education, 18: 1992. Washington, D.C.: AERA, 1992., David K. Cohen and James P. Spillane

Annotation: Compares the relation between curriculum policy (instructional guidance) and practice in the United States and other countries.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Social Efficiency/Control, Comparative Curriculum

Drost, Walter, H., "Social Efficiency Reexamined: The Dewey-Snedden Controversy," Curriculum Inquiry, 7(Spring, 1977), 19-32., Walter H. Drost

Annotation: Discusses the different positions on vocationalism taken by Dewey and by Snedden.

Broad Topical Focus: Curriculum Policies and Policy Making,Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Vocational vs. Liberal Education, Social Efficiency/Control, Curriculum History

Fallace, Thomas D., "Tracing John Dewey's Influence on Progressive Education, 1903-1951: Toward a Received Dewey," Teachers College Record, 113(March, 2011), 463-492., Thomas D. Fallace

Annotation: Focuses on what Dewey's peers took from his ideas and used for their own purposes in shaping thought and practice in civic and social education--often in ways that conflicted with Dewey's actual statements; challenges the conventional understandings of social efficiency and social justice.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Social Studies, Materials Development and Evaluation, Social Efficiency/Control

Fallace, Thomas, and Victoria Fantozzi, "Was There Really a Social Efficiency Doctrine? The Uses and Abuses of an Idea in Educational History," Educational Researcher, 42(April, 2013) 142-150., Thomas Fallace and Victoria Fantozzi

Annotation: Reviews the rise of the social efficiency doctrine in the field of history of curriculum; identifies problems in the use of the concept in this field; attempts a clarification thereof.

Broad Topical Focus: Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum History, Social Efficiency/Control

Franklin, Barry, "Dialogue: Reply to Landon Beyer's 'Ideology, Social Efficiency and Curriculum Inquiry'," Curriculum Inquiry, 12(Winter, 1982), 411-417., Barry Franklin

Annotation: Responds to Beyer's article regarding its historical basis.

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

Franklin, Barry M., "American Curriculum Theory and the Problem of Social Control, 1918-1938." Paper presented at AERA, Chicago, 1974. ERIC Document No. ED 092 419., Barry M. Franklin

Annotation: Reviews history of social control in U. S. curriculum.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Social Efficiency/Control

Franklin, Barry M., "Building a Cooperative Community: Social Control and Curriculum Thought, 1930-1955," pp. 119-137 in his Building the American Community: The School Curriculum and the Search for Social Control . Philadelphia: Falmer, 1986., Barry M. Franklin

Annotation: Discusses Caswell's relation to social control tendencies in curriculum.

Broad Topical Focus: Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Social Efficiency/Control

Franklin, Barry M., "Building an Efficient Community: The Origins of the Idea of Social Control in Curriuclum Thought," pp. 83-118 in his Building the American Community: The School Curriculum and the Search for Social Control . Philadelphia: Falmer, 1986., Barry M. Franklin

Annotation: Describes the role of Finney, Bobbitt, and Charters in the social efficiency movement in curriculum.

Broad Topical Focus: Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Social Efficiency/Control

Franklin, Barry M., Building the American Community: The School Curriculum and the Search for Social Control . Philadelphia: Falmer, 1986., Barry M. Franklin

Annotation: Traces the history of social control through the curriculum.

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

Franklin, Barry M., "Curriculum Thought and Social Meaning: Edward L. Thorndike and the Curriculum Field," Educational Theory, 26(Summer, 1976), 298-309., Barry M. Franklin

Annotation: Explores the impact of Thorndike's views on the curriculum.

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

Franklin, Barry M., "From Curriculum Thought to School Practice: Minneapolis Educators and the Search for Social Control," pp. 138-170 in his Building the American Community: The School Curriculum and the Search for Social Control. Philadelphia: Falmer Press, 1986., Barry M. Franklin

Annotation: GIves concrete examples of social control ideology at work in Minneapolis Public Schools ; this is an expanded version of an article in Curriculum Inquiry 12(Spring, 1982).

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

Franklin, Barry M., "George Herbert Mead, Curriculum Theorist: The Curriculum Field and the Problem of Social Control," Paper presented at annual meeting of American Educational Research Association, "Historical Studies within the Curriculum Field," Washington, DC: March 30-April 3, 1975. ERIC Document ED 103 976, Barry M. Franklin

Annotation: Describes Mead's views as they related to social control of curriculum.

Broad Topical Focus: Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Social Efficiency/Control

Franklin, Barry M., "Social Control and Curriculum Administration in Early Twentieth Century America: The Case of Special Education," pp. 46-63 in Henning Haft and Stephan Hopmann, eds., Case Studies in Curriculum Administration History. Philadelphia: The Falmer Press, 1990.*, Barry M. Franklin

Annotation: Gives the history of special education in Atlanta schools between 1900-1920.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Case Study
Narrow Topic: Curriculum History, Exceptional Education, Social Efficiency/Control, Curriculum Differentiation

Franklin, Barry M., "The Social Efficiency Movement and Curriculum Change: 1939-1976," pp. 239-268 in Ivor F. Goodson, ed., Social Histories of the Secondary Curriculum: Subjects for Study . London: Falmer, 1985., Barry M. Franklin

Annotation: Examines a change in the middle years of the 20th century and social control influences.

Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Social Efficiency/Control

Franklin, Barry M., "The Social Efficiency Movement Reconsidered: Curriculum Change in Minneapolis, 1917-1950," Curriculum Inquiry, 12(Spring, 1982), 9-33., Barry M. Franklin

Annotation: Provides an historical look at curriculum change in Minneapolis schools.

Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Case Study
Narrow Topic: Curriculum History, Social Efficiency/Control, Value Assumptions and Ideologies in Curriculum

Franklin, Barry M., "The State of Curriculum History," History of Education, 28(December, 1999), 459-476., Barry M. Franklin

Annotation: Sums up what curriculum historians in U.S., U.K., and Canada have said about curriculum as a social construct and about the social control (regulative) role of the curriculum.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum History, Comparative Curriculum, Curriculum Aims and Objectives, Social Efficiency/Control

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

Frymier, Jack, "Legislating Centralization," Phi Delta Kappan, 67(May, 1986), 646-648., Jack Frymier

Annotation: Argues that the detailed curriculum specifications set forth in Texas by the legislature are dangerous.

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: Local Control of Schooling, Social Efficiency/Control, Curriculum Development Strategies

Giroux, Henry A., "Teacher Education and the Ideology of Social Control," Journal of Education (Boston University), 162(Winter, 1980), 5-27. Reprinted pp. 143-159 in his Ideology, Culture and the Process of Schooling . Philadelphia, PA: Temple University Press, 1981., Henry A. Giroux

Annotation: Applies the concepts of power, culture, ideology, and hegemony to the form and content of teacher education; advises the use of theories not based exclusively in prediction and control.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Teacher Education, Social Efficiency/Control

Grace, Gerald, "Curriculum and Pedagogy," pp. 190-213 in his Teachers, Ideology, and Control: A Study of Urban Education . London: Routledge & Kegan Paul, 1978., Gerald Grace

Annotation: Explores the ideology of control present in teachers' use of curriculum and pedagogy in Britain.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Comparative Curriculum, Social Efficiency/Control

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

Kliebard, Herbert, "Exemplars of Curriculum Theory," pp. 84-101 in Celia S. Lavatelli, Walter J. Moore, and Theodore Kaltsounis, Elementary School Curriculum. New York: Holt, Rinehart, and Winston, 1972.*, Herbert Kliebard

Annotation: Gives five theories contributing to past and current development of curriculum.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Social Efficiency/Control, Value Assumptions and Ideologies in Curriculum

McNeil, Linda M., Contradictory Control: School Structure and School Knowledge . New York: Routledge & Kegan Paul, 1986., Linda M. McNeil

Annotation: Examines four high schools to discover ways management controls are exerted to achieve 'quality' and illustrates the resulting contradictions.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry, Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Secondary School Curriculum, Social Efficiency/Control

McNeil, Linda M., "Defensive Teaching and Classroom Control," pp. 114-142 in Michael W. Apple and Lois Weis, eds., Ideology and Practice in Schooling . Philadelphia, PA: Temple University Press: 1983., Linda M. McNeil

Annotation: Illustrates classroom control in economics classes and various conceptions of school knowledge via fragmentation, mystification, omission, and simplification.

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: Social Efficiency/Control, Social Studies, Ideology and School Knowledge

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

Null, J. Wesley, "Social Efficiency or Vocational Efficiency?: Toward a Deeper Knowledge of a Misunderstood Term," Curriculum History (SSCH), (2001), 41-47., J. Wesley Null

Annotation: Traces the various uses of the phrase "social efficiency' in curriculum history, with special reference to Snedden, Bagley, Bobbitt, and Dewey.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Conceptions and Theories, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Curriculum History, Social Efficiency/Control, Curriculum Aims and Objectives

Ponder, Gerald A., "Schooling and Control: Some Interpretations of the Changing Social Function of Curriculum," pp. 139-167 in O. L. Davis, Jr., ed., Perspectives on Curriculum Development: 1776-1976 . Washington, DC: Association for Supervision and Curriculum Development, 1976., Gerald A. Ponder

Annotation: Traces changes in function exhibited by the curriculum over time; treats issues such as social control, diversity, and conformity.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum Aims and Objectives, Social Efficiency/Control, Curriculum and Politics

Prado, C. G., "Educating the Self: Dewey and Foucault," pp. 174-193 in Paul Fairfield, ed., John Dewey and Continental Philosophy. Carbondale, IL: Southern Illinois University Press, 2010., C. G. Prado

Annotation: Presents a clear analysis of the similarities and differences between Dewey's and Foucault's philosophical positions: argues that Dewey goes farther down the road that both traveled.

Broad Topical Focus: Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Teaching/Learning Process, Self-Knowledge, Ethical Issues in Curriculum, Conceptions of Teaching, Character Education, Curriculum and Politics, Social Efficiency/Control, Value Assumptions and Ideologies in Curriculum

Sharp, Rachel, and Anthony G. Green, Education and Social Control. London: Routledge and Kegan Paul, 1975., Rachel Sharp and Anthony G. Green

Annotation: Presents a study of an English progressive primary school and the constraints of ideology at work in it.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Social Efficiency/Control, Comparative Curriculum

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

Stoller, Aaron, "Taylorism and the Logic of Learning Outcomes," Journal of Curriculum Studies, 47(No. 3, 2015), 317-333., Aaron Stoller

Annotation: Traces the connection between Taylor's scientific management principles and the current learning outcomes movement in education; compares these with Dewey's concept of ends-in-view; shows how both Taylorism and the current movement are at odds with democratic principles; written primarily about higher education.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Ideology and School Knowledge, Higher Education Curriculum, Social Efficiency/Control

Winfield, Ann G., "Eugenics and Social Control: Patterns and Influences in Current Thought," pp. 121-137 in Lesley Coia and others, eds., Democratic Responses in an Era of Standardization. Troy, NY: Educator's International Press, 2004., Ann G. Winfield

Annotation: Discusses the nature and influence of eugenics as an ideology on curriculum and other educational policies, both past and present.

Broad Topical Focus: Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Social Efficiency/Control, Value Assumptions and Ideologies in Curriculum

Wirth, Arthur G., "Educational Control for Crazy-Making: Notes Toward an Alternative," pp. 14-17 in Laurel N. Tanner, ed., Papers of the Society for the Study of Curriculum History . University Park, PA: The Society, College of Education, Penn State University, 1986., Arthur G. Wirth

Annotation: Discusses the historical social efficiency movement in education and contemporary alternatives.

Broad Topical Focus: Curriculum Development, Organization, Design
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

Wraga, William G., "The Cardinal Principles Report Revisited," Education and Culture (formerly Current Issues in Education), 11(Fall, 1994), 6-16., William G. Wraga

Annotation: Discusses the 1918 Cardinal Principles report around issues of social efficiency, tracking, and the common school ideal.

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, Classics of Curriculum Literature, Social Efficiency/Control, Curriculum Differentiation