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Single Studies

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

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

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

Beattie, Catherine, "The Case for Teacher Directed Curriculum Evaluation," Journal of Curriculum Theorizing, 6(Spring, 1986), 56-73., Catherine Beattie

Annotation: Reviews the literature on the role of teachers in curriculum evaluation and discusses implications.

Broad Topical Focus: Curriculum Evaluation, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation, Teacher Knowledge, Teacher Research

Boomer, Garth, "Space and Meta-Space," Curriculum Perspectives, 4(October, 1984), 57-59., Garth Boomer

Annotation: Complains about the direction being taken in curriculum theorizing that omits the teacher as theorizer.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Teacher Research, Curriculum Theory Creation and Uses

Brown, L. David, "People-Centered Development and Participatory Research," Harvard Educational Review, 55(February, 1985), 69-75., L. David Brown

Annotation: Makes the case for combining these two approaches and illustrates this with a project in India.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Education
Mode of Inquiry in the Study: Development as Inquiry, Action Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Comparative Curriculum, Teacher Research

Burnaford, Gail, James Beane, and Barbara Brodhagen, "Teacher Action Research: Inside an Interpretive Curriculum," Middle School Journal, 26(November, 1994), 5-13.*, Gail Burnaford, James Beane, and Barbara Brodhagen

Annotation: Describes action research done by teachers where action research is viewed as curriculum, not something being done to curriculum, along with assumptions and examples.

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, Curriculum Integration

Calhoun, Emily F., "Action Research: Three Approaches," Educational Leadership, 51(October, 1993), 62-65., Emily F. Calhoun

Annotation: Describes individual teacher research, collaborative action research, and schoolwide 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, Teacher Research

Casanova, Ursula, "Research and Practice: We Can Integrate Them," National Education Association Journal, (January, 1989), 44-49.*, Ursula Casanova

Annotation: Makes the case for teacher involvement in practical research.

Broad Topical Focus: Relation of Curriculum Research to Practice
Source Discipline: Education
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Utilization, Teacher Research

Research Synthesis

Clandinin, D. Jean, and F. Michael Connelly, "Teachers as Curriculum Makers,' pp. 363-401 in Philip W. Jackson, ed., Handbook of Research on Curriculum. New York: Macmillan, l992., D. Jean Clandinin and F. Michael Connelly

Annotation: Reviews the literature on teachers as curriculum makers of two types--as conduits for externally prepared curricula and as their own curriculum makers (whose stories tell us what is involved).

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Definitions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry, Narrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Teacher Knowledge, Teacher Planning, Materials Development and Evaluation, Value Assumptions and Ideologies in Curriculum, Curriculum Implementation, Teacher Research

Single Studies

Cochran-Smith, Marilyn, and Susan L. Lytle, "Research on Teaching and Teacher Research: The Issues that Divide," Educational Researcher, 19(March, 1990), 2-11. *, Marilyn Cochran-Smith and Susan L. Lytle

Annotation: Makes the case for teacher research and contrasts this approach with the approaches used in research on teaching.

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 Research

Connelly, F. Michael, and Miriam Ben-Peretz, "Teachers' Roles in the Using and Doing of Research and Curriculum Development," Journal of Curriculum Studies, 12(April-June, 1980), 95-107. Reprinted pp. 624-636 in James R. Gress, ed., Curriculum: An Introduction to the Field. Berkeley, CA: McCutchan, 1988.*, F. Michael Connelly and Miriam Ben-Peretz

Annotation: Makes the case for teacher inquiry (action research) in developing new curricula, not just in implementing curricula.

Broad Topical Focus: Relation of Curriculum Research to Practice, Critique and Utilization of Curriculum Research and Inquiry, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Research, Teacher Planning, Curriculum Development Strategies

Status Studies

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

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

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

Single Studies

Elliott, John, "Making Evidence-based Practice Educational," pp. 164-186 in Gary Thomas and Richard Pring, eds., Evidenced-based Practice in Education. New York: Open University Press, 2004., John Elliott

Annotation: Contrasts the engineering model of education (outcomes-based education) with Peters' and Stenhouse's process model; demonstrates the flaws in the former in the context of discussing evidence-based practice in education.

Broad Topical Focus: Relation of Curriculum Research to Practice, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Curriculum Standards and Testing, Teacher Research

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

Finser, Torin M., Silence is Complicity: A Call to Let Teachers Improve our Schools through Action Research -- Not NCLB. Great Barrington, MA: Steiner Books, 2007., Torin M. Finser

Annotation: Gives practical guidance for teachers doing action research; illlustrates work done in Waldorf schools

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

Fox, Thomas G., "Generating Knowledge from Field Experience: Two Competing Conclusions about Teacher Center Support," High School Journal, 61(January, 1978), 186-209., Thomas G. Fox

Annotation: Shows how teachers' research can generate knowledge 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, In-service Teacher Development

Gitlin, Andrew David, "Educative Research, Voice, and School Change," Harvard Educational Review, 60(November, 1990), 443-466., Andrew David Gitlin

Annotation: Proposes and describes a dialogical approach to research that develops voice as a form of political protest; illustrated by a specific study.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Action Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teacher Research, Curriculum and Politics

Glesne, Corrine E., "Yet Another Role? The Teacher as Researcher," Action in Teacher Education , 13 (Spring, 1991), 7-13., Corrine E. Glesne

Annotation: Gives methods for doing teacher 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, Teacher Research

Collection of Studies

Gordon, Stephen P., ed., Collaborative Action Research:Developing Professional Learning Communities. New York: Teachers College Press, 2008., Stephen P. Gordon

Annotation: Reports a series of collaborative action research studies done by school-university partnerships; analyzes their results and the lessons learned from them; provides guidelines for doing this kind of action research.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Collection of Studies
Narrow Topic: Teacher Research

Single Studies

Groundwater-Smith, Susan, "Practitioner Research and Practical Knowledge: Their Relationship to Curriculum Enquiry," Curriculum Perspectives, 11(October, 1991), 51-55., Susan Groundwater-Smith

Annotation: Discusses issues involved in teacher inquiry and 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: Teacher Research, Practical Knowledge

Collection of Studies

Hollingsworth, Sandra, and Hugh Sockett, eds., Teacher Research and Educational Reform. 93rd Yearbook of the National Society of Education, Part I. Chicago: The University of Chicago Press, 1994., Sandra Hollingsworth and Hugh Sockett

Annotation: Reports the prospects and challenges to the teacher as inquirer and action researcher as a contributor to educational reform.

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

Single Studies

Kincheloe, Joe L., Teachers as Researchers: Qualitative Inquiry as a Path to Empowerment. Bristol, PA: Falmer Press, 1991., Joe L. Kincheloe

Annotation: Explores many facets of teachers as researchers from the critical theory perspective, including the nature of positivism and certainty, the qualitative alternative, and the role of values and ideology in inquiry.

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, Teacher Research, Value Assumptions and Ideologies in Curriculum, Qualitative Research, Comparisons Among Inquiry Modes

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

Kyle, Diane Wells, and Ric A. Hovda, "Teachers as Action Researchers: A Discussion of Developmental, Organizational, and Policy Issues," Peabody Journal of Education, 64(Winter, 1987), 80-95., Diane Wells Kyle and Ric A. Hovda

Annotation: Describes a teachers' study group in action and how they carried out their research.

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

Kyle, Diane W., and Gail McCutcheon, "Collaborative Research: Development and Issues," Journal of Curriculum Studies, 16(April-June, 1984), 173-179., Diane W. Kyle and Gail McCutcheon

Annotation: Discusses several aspects of doing collaborative research, including related issues.

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

Lytle, Susan L., and Marilyn Cochran-Smith, "Learning from Teacher Research: A Working Typology," Teachers College Record, 92(Fall, 1990), 83-103.*, Susan L. Lytle and Marilyn Cochran-Smith

Annotation: Describes and illustrates journals, essays, oral processes, and classroom studies used by teacher researchers.

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

May, Nick, "The Teacher-as-Researcher Movement in Britain," pp. 23-30 in William H. Schubert and Ann L. Schubert, eds., Conceptions of Curriculum Knowledge: Focus on Students and Teachers. University Park, PA: College of Education, Penn State University, 1982., Nick May

Annotation: Describes experiences of teachers who have become teacher-researchers.

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

McCutcheon, Gail, "Curriculum Theory and Practice: Considerations for the 1990's and Beyond," NASSP Bulletin, 72(September, 1988), 33-42.*, Gail McCutcheon

Annotation: Describes the relation between theory and practice and how educators develop theories of action out of their experience.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Enactment and Teaching, Curriculum Conceptions and Theories, Relation of Curriculum Research to Practice, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teacher Research, Practical Knowledge

Collection of Studies

Nixon, Jon, ed., A Teacher's Guide to Action Research . London: Grant McIntyre, 1981., Jon Nixon

Annotation: Gives views of several authors on doing action research.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation, Teacher Research

Single Studies

Nixon, Jon, "The Teacher as Researcher: Contradictions and Continuities," Peabody Journal of Education, 64(Winter, 1987), 20-32., Jon Nixon

Annotation: Examines several problems associated with the process of doing 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, Teacher Research

Noffke, Susan E., "Hearing the Teacher's Voice: Now What?" Curriculum Perspectives, 11(October, 1991), 55-59., Susan E. Noffke

Annotation: Discusses rifts between teacher research and 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, Teacher Research

Nolen, Amanda L., and Jim Vander Putten, "Action Research in Education: Addressing Gaps in Ethical Principles and Practices," Educational Researcher, 36(October, 2007), 401-407., Amanda L. Nolen and Jim Vander Putten

Annotation: Explores unaddressed ethical issues related to conducting teacher (action) research and makes recommendations for addressing them.

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, Ethical Issues in Curriculum, Teacher Research

Oberg, Antoinette, and Gail McCutcheon, "Teachers' Experience Doing Action Research," Peabody Journal of Education, 64(Winter, 1987), 116-127., Antoinette Oberg and Gail McCutcheon

Annotation: Reports a study of teachers' experience doing 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, Teacher Research

Collection of Studies

Rudduck, Jean, and David Hopkins, eds., Research as a Basis for Teaching: Readings from the Work of Lawrence Stenhouse . Portsmouth, NH: Heinemann Educational Books, 1985., Jean Rudduck and David Hopkins

Annotation: Collects excerpts from the writings of Stenhouse on curriculum research and the teacher.

Broad Topical Focus: Curriculum Theorists, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Collection of Studies
Narrow Topic: Teacher Research, Conceptions of Teaching

Single Studies

Sagor, Richard, The Action Research Guidebook: A Four-Step Process for Educators and School Teams. Thousand Oaks, CA: Corwin, 2005., Richard Sagor

Annotation: Gives teachers heuristic procedures and model forms for planning and data gathering in a four-step practical how-to-do-it manual; gives rationale for each step in the action research process.

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 Research

Schon, Donald A. The Reflective Practitioner: How Professionals Think in Action . New York: Basic Books, 1983., Donald A. Schon

Annotation: Describes various facets of reflection-in-action by practitioners in diverse fields, including education.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Research, Curriculum Deliberation, Conceptions of Teaching, Professionalization in Curriculum

Schon, Donald A., William D. Drake, and Roy I. Miller, "Social Experimentation as Reflection-in-Action," Knowledge: Creation, Diffusion, Utilization, 6(September, 1984), 5-36., Donald A. Schon, William D. Drake, and Roy I. Miller

Annotation: Shows how programs of social experimentation are attempts at doing reflection-in-action.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Change, Curriculum Proposals in Coherent Form
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Research

Smyth, John, "Critical Engagement for Collaborative Action Research," p. 58-76 in Stephen P. Gordon, ed., Collaborative Action Research: Developing Professional Learning Communities. New York: Teachers College Press, 2008., John Smyth

Annotation: Makes the case for taking a critical perspective in doing collaborative action research; examines five propositions necessitated by this perspective; argues vigorously for freedom from governmental restraint on using research approaches such as action research and other so-called "non-scientific" approaches.

Broad Topical Focus: Curriculum Inquiry Guidelines, Relation of Curriculum Research to Practice, Curriculum Research and Inquiry-General
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Government Role in Educational Research & Development, Teacher Research, Practical Knowledge

Collection of Studies

Stenhouse, Lawrence, ed., Curriculum Research and Development in Action . London: Heinemann Educational Books, 1980., Lawrence Stenhouse

Annotation: Treats various dimensions of research and development undertaken in curriculum by teachers and others in action research settings in England.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry, Ethnographic Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum Development Strategies, Teacher Research, Comparative Curriculum

Single Studies

Stenhouse, Lawrence, "Towards a Research Model," pp. 123-141 in his An Introduction to Curriculum Research and Development . London: Heinemann, 1975.*, Lawrence Stenhouse

Annotation: Discusses and illustrates research by teachers on a curriculum project in race relations.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teacher Research, Comparative Curriculum, Social Studies

Tikunoff, William J., and John R. Mergendollar, "Inquiry as a Means to Professional Growth: The Teacher as Researcher," pp. 210-227 in Gary A. Griffin, ed., Staff Development, 82nd Yearbook of NSSE, Part II. Chicago: University of Chicago Press, 1983., William J. Tikunoff and John R. Mergendollar

Annotation: Makes the case for inquiry done by teachers.

Broad Topical Focus: 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 Research, Teaching/Learning Process, In-service Teacher Development

Tikunoff, William J., Beatrice A. Ward, and Franklin D. Stacy, "Toward Ecology -Based Curriculum: A Model for Professional Growth Through Participatory Research and Development," pp. 61-80 in Roy A. Edelfelt and E. Brooks Smith, eds., Breakaway to Multidimensional Approaches: Integrating Curriculum Development and Inservice Education . Washington, DC: Association for Teacher Education, 1978.*, William J. Tikunoff, Beatrice A. Ward, and Franklin D. Stacy

Annotation: Sets forth an interactive model for curriculum development.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Decision-making Processes, Curriculum Development, Organization, Design, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Action Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Teacher Research, In-service Teacher Development

Walker, Rob, "Getting Involved in Curriculum Research: A Personal History," pp. 193-213 in Martin Lawn and Len Barton, eds., Rethinking Curriculum Studies . New York: Halsted Press, 1981., Rob Walker

Annotation: Presents typologies of classroom research and illustrates by referring to a study of the SAFARI project in England.

Broad Topical Focus: Curriculum Enactment and Teaching, 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: Knowledge Generation, Classroom Observation & Research, Comparative Curriculum, Teacher Research

Yorks, Lyle, "Adult Learning and the Generation of New Knowledge and Meaning: Creating Liberating Spaces for Fostering Adult Learning through Practitioner-Based Collaborative Action Inquiry," Teachers College Record, 107(June, 2005), 1217-1244., Lyle Yorks

Annotation: Reviews the literature on the dimensions of collaborative action inquiry in the context of adult education and reports an example from a VA project; draws implications for adult learning.

Broad Topical Focus: Curriculum Inquiry Guidelines, Relation of Curriculum Research to Practice, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Integrative Inquiry, Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teacher Research, Practical Knowledge