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Adler, Susan, and Jesse Goodman, "Critical Theory as a Foundation for Methods Courses," Journal of Teacher Education, 37(July-August, 1986), 2-8., Susan Adler and Jesse Goodman

Annotation: Describes efforts to develop a social studies methods course linked to critical theory.

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: Teacher Education, Social Studies

Beauchamp, Larry, and Jim Parsons, "The Curriculum of Student Teacher Evaluation," Journal of Curriculum Theorizing , 9 (Spring, 1989), 125-171.*, Larry Beauchamp and Jim Parsons

Annotation: Examines critically a student teacher evaluation form used in a teacher education institution.

Broad Topical Focus: Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Evaluation, Teacher Education, Student Assessment

Ben-Peretz, Miriam, "Curriculum Theory and Practice in Teacher Education Programs," pp. 9-27 in Lilian G. Katz and James D. Raths, eds., Advances in Teacher Education: Volume I . Norwood, NJ: ABLEX, 1984., Miriam Ben-Peretz

Annotation: Presents components of curriculum theory and practice for teachers in preparation programs.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Education, Programs of Study in Curriculum and Instruction

Beyer, Landon E., "Field Experience, Ideology, and the Development of Critical Reflectivity," Journal of Teacher Education, 35(May-June, 1984), 36-41., Landon E. Beyer

Annotation: Describes the Knox College elementary teacher preparation program that involves critical reflection and a different kind of field experience.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Education

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

Beyer, Landon E., "The Value of Critical Perspective in Teacher Education," Journal of Teacher Education, 52(March, 2001), 151-163., Landon E. Beyer

Annotation: Discusses the role of critical theory in education and in teacher education in particular; describes the teacher education program at Indiana University within this critical perspective.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Education

Boote, David N., "Teachers' Professional Discretion and the Curricula," Teachers and Teaching, 12(August,2006), 461-478.*, David N. Boote

Annotation: Posits three developmental levels of teachers' professional discretion (procedural, substantive, innovative) in making teaching and curriculum decisions and describes the appropriate kinds of professional development required for teachers to move to the highest of these levels of professional discretion; discusses changes in curriculum policies and institutional practices and culture needed to acknowledge and foster teachers' development of innovative professional discretion.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Enactment and Teaching, 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: In-service Teacher Development, Teacher Education, Authority of Teacher, Curriculum Deliberation

Bowers, C.A., "Afterword," pp. 151-192 in C. A. Bowers and Frederique Apffel-Marglin, eds., Rethinking Freire: Globalization and the Environmental Crisis. Mahwah, NJ: Lawrence Erlbaum, 2005., C.A. Bowers

Annotation: Identifies missing elements in Friere's critical pedagogy and explains why addressing these elements that embrace ecojustic and local knowledge are important to include in the education of educators and in school and college curricula.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Criticism of Schooling, Value Assumptions and Ideologies in Curriculum, Teacher Education, Ethical Issues in Curriculum, Programs of Study in Curriculum and Instruction

Britzman, Deborah P., "The Terrible Problem of Knowing Thyself: Toward a Poststructural Account of Teacher Indentity," JCT: An Interdisciplinary Journal of Curriculum Studies, 9(Spring, 1992), 23-46., Deborah P. Britzman

Annotation: Provides a qualitative portrait of one student teacher's concept of self-identity.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Case Study
Narrow Topic: Self-Knowledge, Teacher Education

Britzman, Deborah P., "Who Has the Floor? Curriculum, Teaching, and the English Student Teacher's Struggle for Voice," Curriculum Inquiry, 19(Summer, 1989), 145-162.*, Deborah P. Britzman

Annotation: Shows how a student teacher experiences curriculum practices.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Education

Buchmann, Margret, "The Priority of Knowledge and Understanding in Teaching," pp. 29-50 in Lilian G. Katz and James D. Raths, eds., Advances in Teacher Education: Volume 1. Norwood, NJ: ABLEX, 1984., Margret Buchmann

Annotation: Analyzes the role of content knowledge in teaching and in teacher education.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Curriculum and the Disciplines, Teacher Education, Teaching/Learning Process

Buchmann, Margret, "The Use of Research Knowledge in Teacher Education and Teaching," American Journal of Education, 92(August, 1984), 421-439., Margret Buchmann

Annotation: Analyzes knowledge utilization in the curriculum of schools and of teacher education.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Philosophical Inquiry-Ampliative Criticism,Normative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Utilization, Teaching/Learning Process, Teacher Education, Practical Knowledge, Content Selection and Organization

Buchmann, Margret, and Robert E. Floden, "Coherence, the Rebel Angel," Educational Researcher, 21(December, 1992), 4-9., Margret Buchmann and Robert E. Floden

Annotation: Distinguishes between consistency and coherence in curriculum design and development.

Broad Topical Focus: Curriculum Decision-making Processes,Curriculum Development, Organization, Design,Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Teacher Education

Christensen, James E., and James E. Fisher, Organization and Colleges of Education: An Educological Perspective . Sydney: Educology Research Associates, 1983., James E. Christensen and James E. Fisher

Annotation: Formulates a pattern of academic organization for colleges of education based on categories of knowledge about education (educology).

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Teacher Education, Education as a Field of Study, Content Selection and Organization, Educology

Clift, Renee, Mary Lou Veal, Marlene Johnson, and Patricia Holland, "Restructuring Teacher Education through Collaborative Action Research," Journal of Teacher Education, 41(March-April, 1990), 52-62., Renee Clift, Mary Lou Veal, Marlene Johnson, and Patricia Holland

Annotation: Describes an action research project at University of Houston in teacher education based on inquiry and reflection.

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, Teacher Education

Cochran-Smith, Marilyn, and Kelly E. Demers, "Teacher Education as a Bridge? Unpacking Curriculum Controversies," pp. 261-281 in F. Michael Connelly, Ming Fang He, and JoAnn Phillion, eds., The SAGE Handbook of Curriculum and Instruction. Los Angeles: Sage Publications, 2008., Marilyn Cochran-Smith and Kelly E. Demers

Annotation: Analyzes variations in U. S. teacher education curricula and explores three contemporary controversies in teacher education curriculum related to the professional knowledge base, the science of reading, and social justice.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Teacher Education, Content Selection and Organization

Confrey, Jere, "The Lure of the Practical," Review Journal of Philosophy and Social Science, 7 (No. 1 & 2, 1982), 109-138.*, Jere Confrey

Annotation: Argues for merging theory and practice and draws implications that contrast with those derived from a separation of theory and practice.

Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum Inquiry Guidelines, Curriculum Research Domains and Structure, Curriculum Conceptions and Theories, Curriculum Theorists, Relation of Curriculum Research to Practice
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Action Inquiry
Type of Study: Single Study
Narrow Topic: Practical Knowledge, Teacher Education, Curriculum Theory Creation and Uses, Philosophical Schools

Cornbleth, Catherine, "Ritual and Rationality in Teacher Education Reform," Educational Researcher, 15(April, 1986), 5-14., Catherine Cornbleth

Annotation: Examines critically the nature and implications of recent calls for reform in teacher education along five dimensions.

Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Education

Darling-Hammond, Linda, et al., "Educational Goals and Purposes: Developing a Curricular Vision for Teaching," pp. 169-200 in Linda Darling-Hammond and John Bransford, eds., Preparing Teachers for a Changing World. San Francisco: Jossey-Bass, 2005.*, Linda Darling-Hammond

Annotation: Posits the purposes and content of the dimension of teacher education programs that focuses on curriculum, decision-making, planning, and evaluation.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Enactment and Teaching, Curriculum Proposals in Coherent Form, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Teacher Education, Curriculum Aims and Objectives, Content Selection and Organization, Curriculum Deliberation, Programs of Study in Curriculum and Instruction

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

Drake, Corey, Tonia J. Land, and Andrew M. Tyminski, "Using Educative Curriculum Materials to Support the Development of Prospective Teachers' Knowledge," Educational Researcher, 43(No. 3, 2014), 154-162., Corey Drake, Tonia J. Land, and Andrew M. Tyminski

Annotation: Reviews two learning-to-teach frameworks in mathematics education from which principles are derived for designing experiences with educative curriculum materials.

Broad Topical Focus: Curriculum Guides, Plans, Documents, Materials
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Teacher Education, Mathematics, Materials Development and Evaluation

Elliott, John, "Teachers as Researchers: Implications for Supervision and Teacher Education," Teaching and Teacher Education, 6(No. 1, 1990), 1-26.*, John Elliott

Annotation: Describes teacher-researchers in Stenhouse's Humanities Project, Ford Teaching Project, and Quality of Learning Project in England from perspective of Elliott's personal involvement.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Theorists, Curriculum Change
Source Discipline: Education
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Teacher Research, Teaching/Learning Process, Comparative Curriculum, Teacher Education

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

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

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

Fisher, Charles W., and David C. Berliner, "Clinical Inquiry in Research on Classroom Teaching and Learning," Journal of Teacher Education, 30 (November-December, 1979), 42-48., Charles W. Fisher and David C. Berliner

Annotation: Describes inquiry done in clinical settings to identify knowledge about teaching.

Broad Topical Focus: Curriculum Enactment and Teaching, Defining Curriculum Research Questions, Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teacher Education, Teacher Knowledge, Practical Knowledge

Frelin, Anneli, "Curriculum, Didaktik, and Professional Teaching: Conceptual Contributions from the Intersections of Curriculum Studies in an Age of 'Crisis' in Education," pp 645-662 in Joao M. Paraskeva and Shirley R. Steinberg, eds., Curriculum: Decanonizing the Field. New York: Peter Lang, 2016., Anneli Frelin

Annotation: Discusses both the Anglo-Saxon conception of Curriculum Studies and the German/European conception of the Didaktik tradition; notes the role of the teacher in these two traditions; raises questions regarding the teaching profession in light of these traditions.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Comparative Curriculum, Conceptions of Teaching, Curriculum Theory Creation and Uses, Professionalization in Curriculum, Teacher Education

Ginsburg, Mark B., "Reproduction, Contradictions, and Conceptions of Curriculum in Preservice Teacher Education," Curriculum Inquiry, 16(Fall, 1986), 283-309., Mark B. Ginsburg

Annotation: Explores the contradictions in the conceptions of curriculum which preservice teachers encounter, their attempts to resolve these dilemmas, and the efforts to resist the separation of conceptualizing and executing the curriculum.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry, Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Teacher Education, Ideology and School Knowledge

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

Giroux, Henry A., and Peter McLaren, "Teacher Education and the Politics of Democratic Reform," pp. 158-176 in Henry A. Giroux, ed., Teachers as Intellectuals: Toward a Critical Pedagogy of Learning . Granby, MA: Bergin and Garvey, 1988., Henry A. Giroux and Peter McLaren

Annotation: Argues that teacher education institutions need to be reconceived as public spheres engaging in social and political debate; pleads for citizenship education in teacher education.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum and Politics, Teacher Education, Citizenship Education

Goodman, Jesse, "Teaching Preservice Teachers a Critical Approach to Curriculum Design: A Descriptive Account," Curriculum Inquiry, 16(Summer, 1986), 179-201., Jesse Goodman

Annotation: Describes a five phase critical approach to curriculum design taught to preservice teachers in a methods course; set in a treatment of the literature and practice of progressive and critical pedagogy; describes the benefits of the course.

Broad Topical Focus: Curriculum Development, Organization, Design, 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, Teacher Education, Social Studies

Gore, Jennifer M., "On Silent Regulation: Emancipatory Action Reserach in Preservice Teacher Education," Curriculum Perspectives, 11(October, 1991), 47-51., Jennifer M. Gore

Annotation: Comments on dangers and possibilities of using action research methods in teacher education.

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 Education

Grumet, Madeleine R., "Autobiography and Reconceptualization," Impact, 14 (Spring, 1979), 10-14. Reprinted in Journal of Curriculum Theorizing, 2(Summer, 1980), 155-158. Reprinted pp. 139-144 in Henry A. Giroux, Anthony N. Penna, and William F. Pinar, eds., Curriculum and Instruction: Alternatives in Education . Berkeley, CA: McCutchan, 1981., Madeleine R. Grumet

Annotation: Describes the method of autobiography or reflexive analysis with students in teacher education.

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

Gudmundsdottir, Sigrun, "Story-maker, Story-teller: Narrative Structures in Curriculum," Journal of Curriculum Studies , 23 (May-June, 1991), 207-218., Sigrun Gudmundsdottir

Annotation: Gives examples of pedagogical content knowledge of two teachers presented in their narratives.

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

Hultgren, Francine H., "The Student Teacher as Person: Reflections on Pedagogy and Being," Phenomenology+Pedagogy, 5(No. 1, 1987), 35-50., Francine H. Hultgren

Annotation: Reports a phenomenological study of what it means to be a student teacher.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Conceptions of Teaching, Teacher Education

Joseph, Ellis A., "Epilogue," pp. 87-92 in Hendrik D. Gideonse and Ellis A. Joseph, eds., Increasing Research Capacity in Schools of Education: A Policy Inquiry and Dialogue . Dayton, OH: School of Education, University of Dayton, 1985., Ellis A. Joseph

Annotation: Envisions inquiry-based teacher education curricula.

Broad Topical Focus: Curriculum Proposals in Coherent Form, Curriculum Inquiry Guidelines, Defining Curriculum Research Questions
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Teacher Education

Kemmis, Stephen, "Phronesis, Experience, and the Primacy of Practice," pp. 147-161 in Elizabeth Anne Kinsella and Allan Pitman, eds., Phronesis as Professional Knowledge: Practical Wisdom in the Professions. Rotterdam: Sense Publishers, 2012., Stephen Kemmis

Annotation: Contrasts practical reasoning and practical wisdom attained through the experience of doing educational practice with propositional, theoretical, and scientific knowledge about educational practice; phronesis involves understanding and critiquing one's own practice as a professional practitioner through learning from and reporting on his own and other's praxis; provided through philosophical analysis on the concepts involved; the author elucidates phronesis as a disposition and as a moral action learned indirectly through praxis; gives implications for professional education of educators.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Enactment and Teaching
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Teacher Education, Value Assumptions and Ideologies in Curriculum, Programs of Study in Curriculum and Instruction, Practical Knowledge, In-service Teacher Development, Ethical Issues in Curriculum, Curriculum Deliberation, Curriculum as Experience

Kennedy, Mary, "Parsing the Practice of Teaching," Journal of Teacher Education, 67(January-February, 2016), 6-17., Mary Kennedy

Annotation: Presents an alternative 5-step way of defining what teachers do, the first of which is "portraying the curriculum"; describes this process as "live events", "activity flows", and judgements on "good portrayals" for which criteria can be prescribed.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Teaching/Learning Process, Teacher Education

Kliebard, Herbert, "The Rise of Scientific Curriculum Making and its Aftermath," Curriculum Theory Network, 5(No. 1, 1975), 27-38.* Reprinted pp. 83-96 in Herbert M. Kliebard, Forging the American Curriculum: Essays in Curriculum History and Theory. New York: Routledge, 1992., Herbert Kliebard

Annotation: Reviews in detail the work of Bobbitt and Charters in scientific curriculum making and the criticism of this work by Bode.

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: Curriculum History, Teacher Education

Mitrano, Barbara S., "Feminism and Curriculum Theory: Implications for Teacher Education," The Journal of Curriculum Theorizing, 3(Summer, 1981), 5-77., Barbara S. Mitrano

Annotation: Discusses regressive, progressive, analytic, and synthetic stages in teacher education curriculum from the perspective of feminist critique.

Broad Topical Focus: Curriculum Development, Organization, Design, Defining Curriculum Research Questions
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

Nolan, James F., "Student's Perceptions of the Ideal College Curriculum and the Real College Curriculum," Higher Education Abstracts, 22(No. 5, 1987), 282-283., James F. Nolan

Annotation: Reports a study of teachers' views of teaching as five metaphors.

Broad Topical Focus: Curriculum Enactment and Teaching, Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Conceptions of Teaching, Teacher Education

Null, J. Wesley, "William Bagley versus Arthur Bestor: Why the Standard Story is Not True," The Educational Forum, 72(No. 3, 2008), 200-214., J. Wesley Null

Annotation: Recovers the distinctive positions on teacher education curriculum held by these two men; shows what institutional forms these different conceptions took historically in higher education.

Broad Topical Focus: Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Education, Higher Education Curriculum

Popkewitz, Thomas S., A Political Sociology of Educational Reform: Power/ Knowledge in Teaching, Teacher Education, and Research. New York: Teachers College Press, 1991., Thomas S. Popkewitz

Annotation: Devotes chapters to topics in the political sociology of education such as reform, research, teaching, teacher education, professionalism, power, knowledge.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research Domains and Structure
Source Discipline: Education
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Critical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation, Ideology and School Knowledge, Teacher Education, Curriculum and Politics

Popkewitz, Thomas S., "Soviet Pedagogic Science: Visions and Contradictions," Journal of Curriculum Studies, 16(April-June, 1984), 111-130. Rewritten for chapter three in his Paradigm & Ideology in Educational Research. London: Falmer Press, 1984., Thomas S. Popkewitz

Annotation: Describes pedagogical research in the Soviet Union and its commitments to dialectical materialism; reviews inquiry procedures in this research; describes educational psychology and didactics.

Broad Topical Focus: Relation of Curriculum Research to Practice, Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Conceptions of Teaching, Comparative Curriculum, Teaching/Learning Process, Curriculum and Politics, Teacher Education, Value Assumptions and Ideologies in Curriculum

Popkewitz, Thomas S., B. Robert Tabachnick, and Kenneth M. Zeichner, "Dulling the Senses: Research in Teacher Education," Journal of Teacher Education, 30 (September-October, 1979), 52-60., Thomas S. Popkewitz, B. Robert Tabachnick, and Kenneth M. Zeichner

Annotation: Discusses the dominant research paradigm used in teacher education research, its effects and limitations, and suggests an alternative critical research stance.

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

Proctor, Nigel, "Matching the School Curriculum and Teacher Education," Journal of Education for Teaching, 12(No. 2, 1986), 141-153., Nigel Proctor

Annotation: Provides charts on aims and designs in DES and HMI papers in England and Wales; discusses teacher education's need to match these.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Teacher Education, Comparative Curriculum

Rogers, Vincent, "Ways of Knowing: Their Meaning for Teacher Education," pp. 250-264 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., Vincent Rogers

Annotation: Suggests ways of fostering intellectual growth in teachers such as doing naturalistic research.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Knowledge, Teacher Education

Ross, Dorene D., "Action Research for Preservice Teachers: A Description of Why and How," Peabody Journal of Education, 64(Spring, 1987), 131-150., Dorene D. Ross

Annotation: Reviews the literature on the topic and on guidelines for action research in preservice teacher education.

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 Education

Ross, E. Wayne, and Lynne M. Hannay, "Towards a Critical Theory of Reflective Inquiry," Journal of Teacher Education, 37(July-August, 1986), 9-15., E. Wayne Ross and Lynne M. Hannay

Annotation: Advocates a laboratory approach where practices can be modeled, experienced, and reflected upon.

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: Teacher Education, Conceptions of Teaching

Sawyer, Richard D., "Curriculum Deliberation Over Time: A Nexus of Teacher Dilemmas, Questions, Experimentation, and Agency," Teachers College Record, 119(No. 14,2017)., Richard D. Sawyer

Annotation: Describes a qualitative study of the changes in curriculum decision-making that occurred over an eleven-year span by 24 New Jersey teachers; reports the detailed patterns found for all 24 teachers; analyzed by levels taught and by preparation type (college or alternative route); a few broad conclusions are stated across individuals as well as for individuals over time.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation, Curriculum Implementation, Teacher Planning, Teaching/Learning Process, Teacher Education

Selden, Steve, "Biological Determinism and the Normal School Curriculum: Helen Putnam and the NEA Committee on Racial Welfare, 1910-1922," The Journal of Curriculum Theorizing, 1(Winter, 1979), 105-122., Steve Selden

Annotation: Examines the ideology underlying the work of this committee.

Broad Topical Focus: Curriculum Policies and Policy Making, 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, Ideology and School Knowledge, Teacher Education

Shaker, Paul, and Craig Kridel, "The Return to Experience: A Reconceptualist Call," Journal of Teacher Education , 40 (January-February, 1989), 2-8.*, Paul and Shaker and Craig Kridel

Annotation: Reviews the development and impact of the reconceptualist movement in curriculum and its potential in teacher education.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Change, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation, Curriculum as Experience, Teacher Education, Psychology and Curriculum

Shalem, Yael, "What Binds Professional Judgment? The Case of Teaching," pp. 93-105 in Michael Young and Johan Muller, eds., Knowledge, Expertise, and the Professions. New York Rutledge, 2014., Yael Shalem

Annotation: Treats the topic of how judgment in teaching depends on theoretical knowledge as well as on experiential knowledge.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Teacher Education, Conceptions of Teaching, Knowledge Utilization, Practical Knowledge, Teacher Knowledge

Short, Edmund C., "Curriculum Decision Making in Teacher Education: Policies, Program Development, and Design," Journal of Teacher Education , 38 (July- August, 1987), 2-12.*, Edmund C. Short

Annotation: Specifies steps in policy making and curriculum development in teacher education; sets forth design criteria; and discusses role of unifying themes.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Decision-making Processes, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Education, Content Selection and Organization

Shulman, Lee S., "Knowledge and Teaching: Foundations of the New Reform," Harvard Educational Review, 57( February , 1987), 1-22., Lee S. Shulman

Annotation: Sets forth seven categories of the knowledge base for teaching: content knowledge, general pedagogical knowledge, knowledge of curriculum and curriculum materials, pedoagogical content knowledge, knowledge of learners, knowledge of contexts, and knowledge of ends/purposes/values.

Broad Topical Focus: 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, Teacher Education, Curriculum Implementation, Professionalization in Curriculum, Practical Knowledge, Knowledge Utilization, Teacher Knowledge

Shulman, Lee S., "The Practical and the Eclectic: A Deliberation on Teaching and Educational Research," Curriculum Inquiry, 14(Summer, 1984), 183-200., Lee S. Shulman

Annotation: Compares Dewey's and Schwab's view of deliberation and applies this to research on teaching and teacher education.

Broad Topical Focus: Curriculum Decision-making Processes,Curriculum Theorists
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 Deliberation, Teacher Planning, Teacher Education

Stark, Sheila, "Toward an Understanding of the Beginning-Teacher Experience: Curricular Insights for Teacher Education," Journal of Curriculum and Supervision, 6 (Summer, 1991), 294-311., Sheila Stark

Annotation: Reports a phenomenological study of teacher's curriculum experience.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Education
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Teacher Education

Tabachnick, B. Robert, "Needed for Teacher Education: Naturalistic Research that is Culturally Responsive," Teaching and Teacher Education, 5(No. 2, 1989), 155-163.*, B. Robert Tabachnick

Annotation: Examines the advantages and problems in using qualitative research methods in studying teaching, learning, and schooling.

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

Tom, Alan R., "Inquiring into Inquiry-Oriented Teacher Education," Journal of Teacher Education , 36(September-October, 1985), 35-44., Alan R. Tom

Annotation: Presents several distinct kinds of inquiry within teacher education.

Broad Topical Focus: Curriculum Development, Organization, Design,Curriculum Proposals in Coherent Form,Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Theoretical/Conceptual Inquiry,Normative Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Teacher Education

Walters, Kerry S., "Critical Thinking in Teacher Education: Towards a Demythologization," Journal of Teacher Education, 40(May-June, 1989), 14-19., Kerry S. Walters

Annotation: Urges the reexamination of the reductionist and ideological nature of some views of crtical thinking.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Critical Thinking, Teacher Education, Content Selection and Organization

Watkins, William H., "Teaching and Learning in the Black Colleges: a 130-Year Retrospective," Teaching Education, 3(Summer/Fall 1990), 10-25., William H. Watkins

Annotation: Traces the history, purpose, and philosophies of Black college curricula between 1860-1990.

Broad Topical Focus: Curriculum Visions and Philosophies, 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, Higher Education Curriculum, Teacher Education

Weis, Lois, "Inequality: A Sociological Perspective in Teacher Education," Educational Foundations, 1(Fall, 1986), 41-50.*, Lois Weis

Annotation: Critiques teacher education from the perspective of inequality.

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, Teacher Education

Yinger, Robert J., "Learning the Language of Practice," Curriculum Inquiry, 17(Fall, 1987), 293-318.*, Robert J. Yinger

Annotation: Describes a study of teachers' learning to teach, analyzes various dimensions of the process in light of related research, and calls for development of a pattern language with which to think and talk about teaching practice.

Broad Topical Focus: Inquiry Language in Curriculum Research
Source Discipline: Education
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Practical Knowledge, Teacher Education

Zeichner, Kenneth M., and Hilary G. Conklin, "Teacher Education Programs," pp. 645-735 in Marilyn Cockran-Smith and Kenneth Zeichner, eds., Studying Teacher Education. Mahwah, NJ: Lawrence Erlbaum, 2005., Kenneth M. Zeichner and Hilary G. Conklin

Annotation: Reviews research on teacher education program structures and outcomes, both traditional and alternative, and proposes a research agenda for the future.

Broad Topical Focus: Curriculum Research Domains and Structure, Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Teacher Education, Content Selection and Organization

Zumwalt, Karen, "Beginning Professional Teachers: The Need for a Curricular Vision of Teaching," pp. 173-184 in Maynard C. Reynolds, ed., Knowledge Base for the Beginning Teacher. New York: Pergamon Press, 1989., Karen Zumwalt

Annotation: Makes the case for teachers acquiring knowledge of curriculum, curriculum planning, and curricular decision-making.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Proposals in Coherent Form, Curriculum as a Field of Practice and Study, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Teacher Education, Teacher Planning, Curriculum Deliberation, Curriculum Implementation, Programs of Study in Curriculum and Instruction