Narrow Topic - Teaching/Learning Process

 

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Ainscow, Mel, "Teaching for Diversity: The Next Big Challenge," pp. 240-258 in F. Michael Connelly, Ming Fang He, and JoAnn Phillion, eds., The SAGE Handbook of Curriculum and Instruction. Los Angeles: Sage Publications, 2008., Mel Ainscow

Annotation: Focuses on inclusive teaching practices used to respond to diversity among learners and on implications for school organizational arrangements and teacher behaviors.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Exceptional Education, Teaching/Learning Process

Aschner, Mary Jane McCue, "Meaning and Thinking," pp. 74-92 in James B. Macdonald and Robert R. Leeper, eds., Language and Meaning . Washington, DC: Association for Supervision and Curriculum Development, 1966., Mary Jane McCue Aschner

Annotation: Describes two types of meaning--attached and "taken-in" meaning; relates this to recent studies of classroom teaching.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Psychology and Curriculum, Teaching/Learning Process

Au, Wayne, "Fighting with the Text: Conceptualizing and Reconceptualizing Freire's Critical Pedagogy," pp. 221-231 in Michael W. Apple, Wayne Au, and Luis Armando Gandin, eds., The Routledge International Handbook of Critical Education. New York: Routledge, 2009., Wayne Au

Annotation: Provides a succinct but penetrating overview of Paulo Freire's ideas on critical pedagogy.

Broad Topical Focus: Curriculum Theorists
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry, Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Practical Knowledge, Teaching/Learning Process

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

Ayers,William, Therese Quinn, David O. Stovall, and Libby Scheiern, "Teachers' Experience of Curriculum, Policy, Pedagogy, and Situation," pp. 306-326 in F. Michael Connelly, Ming Fang He, and JoAnn Phillion, eds., The SAGE Handbook of Curriculum and Instruction. Los Angeles: Sage Publications, 2008., William Ayers, Therese Quinn, David O. Stovall, and Libby Scheiern

Annotation: Cites research on the topic classified by various research approaches; major categories include policy and curriculum, curriculum and pedagogy, and situations of resistance and justice.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Teacher Knowledge, Practical Knowledge, Curriculum and Politics, Teaching/Learning Process, Values in the Classroom

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

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

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

Bereiter, Carl, and Marlene Scardamalia, "Cognition and Curriculum," pp. 517-542 in Philip W. Jackson, ed., Handbook of Research on Curriculum. New York: Macmillan, l992., Carl Bereiter and Marlene Scardamalia

Annotation: Reviews the recent research in cognitive science for planning instruction and curriculum.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Teaching/Learning Process, Teacher Planning, Content Selection and Organization, Psychology and Curriculum

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

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

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

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

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

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

Boomer, Garth, "Curriculum Composing and Evaluating." pp. 32-45 in Garth Boomer, Nancy Lester, Cynthia Onore, and Jan Cook, eds., Negotiating the Curriculum: Educating for the 21st Century. London: The Falmer Press, 1992., Garth Boomer

Annotation: Conceptualizes five stages of the negotiation process involved in curriculum planning, teaching, learning, and evaluation.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Conceptions of Teaching, Teaching/Learning Process, Content Selection and Organization, Democratic Education

Bowers, Norman D., "Psychological Forces Influencing Curriculum Decisions," Review of Educational Research, 33(June, 1963), 268-277., Norman D. Bowers

Annotation: Examines the learning process and learning outcomes in relation to curriculum decision making.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Teaching/Learning Process, Psychology and Curriculum

Brown, Stephen I., "Discovery and Teaching a Body of Knowledge," Curriculum Theory Network, 5(No. 3, 1976), 191-218., Stephen I. Brown

Annotation: Discusses the epistemological issues in knowing and teaching a body of disciplined knowledge.

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

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

Clandinin, D. Jean, "Personal Practical Knowledge: A Study of Teachers' Classroom Images," Curriculum Inquiry, 15(Winter, 1985), 361-385., D. Jean Clandinin

Annotation: Reports a study of teachers' personal practical knowledge in the classroom and the images used to characterize the classroom.

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

Cohen, David K., "Curriculum Contract," pp. 1152-1154 in T. Husen and T. N. Postlethwaite, eds., International Encyclopedia of Education . New York: Pergamon Press, 1984., David K. Cohen

Annotation: Describes uses and advantages of curriculum contracts negotiated with students.

Broad Topical Focus: Curriculum Guides, Plans, Documents, Materials
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Teaching/Learning Process

Common, Dianne L., "Curriculum Language," The Educational Forum, 48(Spring, 1984), 343-352., Dianne L. Common

Annotation: Shows the significance and place of assertive language (curriculum as imitation) and of emotive language (curriculum as imagination) in curriculum enactment.

Broad Topical Focus: Curriculum Enactment and Teaching, Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Teaching/Learning Process

Daniels, Le Roi, "What Psychology Can Do for Education," Canadian Journal of Education, 13(Winter, 1988), 52-64., Le Roi Daniels

Annotation: Draws on the analysis of three concepts (persons, intentions, and reception) to build an interdisciplinary research approach to pedagogy.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Teaching/Learning Process, Psychology and Curriculum

del Pilar O'Cadiz, Maria, Pia Lindquist Wong, and Carlos Alberto Torres, "Creating the Popular Public Schools," pp. 71-105, and "Reorienting the Curriculum: The Interdisciplinary Project," pp. 107-134, in their Education and Democracy: Paulo Freire, Social Movements, and Educational Reform in Sao Paulo. Boulder, CO: Westview PRess, 1998., Maira del Pilar O'Cadiz, Pia Lindquist Wong, and Carlos Alberto Torres

Annotation: Describes the principles and creation of the Popular Public School in Sao Paulo, Brazil, under the direction of Freire as Secretary of Education, 1989-1991; describes three phases of curriculum development employed in the Interdisciplinary Project, the centerpiece of the curriculum.

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 Development Strategies, Teaching/Learning Process, Curriculum and Politics

DiVesta, Francis J., "An Evolving Theory of Instruction," Educational Technology, 12(August, 1972), 34-39.*, Francis J. DiVesta

Annotation: Describes dynamic systems model of instruction and learning.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Conceptions of Teaching, Teaching/Learning Process

Doll, William E., Jr., "Curriculum and Change: Piaget's Organismic Origins," The Journal of Curriculum Theorizing, 5(Spring, 1983), 4-61., William E. Doll Jr.

Annotation: Explains three views of change plus one based on Piaget's view of change; draws implications for curriculum; followed by five articles critiquing this article.

Broad Topical Focus: Curriculum Change, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Psychology and Curriculum, Teaching/Learning Process

Doll, William E., Jr., "Play and Mastery: A Structuralist View," The Journal of Curriculum Theorizing, 2(Winter, 1980), 209-226., William E. Doll Jr.

Annotation: Shows the advantages of the knowledge-construct view of knowing vs those of a knowledge-copy view of knowing.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Psychology and Curriculum, Teaching/Learning Process

Doll, William E., "The Culture of Method," pp. 21-75 in William E. Doll, M. Jayne Fleener, Donna Trueit, and John St. Julien, eds., Chaos, Complexity, Curriculum, and Culture: A Conversation. New York: Peter Lang, 2005.*, William E. Doll

Annotation: Traces the history of eductional methods from Ramus to Comenius to scientific methods and their appearance in education; proposes a new conception of education method for curriculum design and instruction that is dynamic, transformative, interactive, and practical.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Enactment and Teaching, Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum History, Curriculum Theory Creation and Uses, Conceptions of Teaching, Curriculum as Experience, Teaching/Learning Process, Value Assumptions and Ideologies in Curriculum

Duchastel, Philippe C., and Paul F. Merrill, "The Effects of Behavioral Objectives on Learning: A Review of Empirical Studies," Review of Educational Research, 43 (Winter, 1973), 53-68., Philippe C. Duchastel and Paul F. Merrill

Annotation: Summarizes empirical studies on several aspects of the use of behavioral objectives.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum Aims and Objectives, Teaching/Learning Process

Eash, Maurice J., "Curriculum Components," pp. 1147-1150 in T. Husen and T. N. Postlethwaite, eds., International Encyclopedia of Education. New York: Pergamon, 1984., Maurice J. Eash

Annotation: Identifies aims, objectives, scope, sequence, transactions, and evaluation.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Evaluation, Curriculum Conceptions and Theories, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Status Study
Narrow Topic: Content Selection and Organization, Curriculum Aims and Objectives, Teaching/Learning Process

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

Esland, Geoffrey M., "Teaching and Learning as the Organization of Knowledge," pp. 70-115 in Michael F. D. Young, ed., Knowledge and Control: New Directions for the Sociology of Education . London: Collier-Macmillan, 1971., Geoffrey M. Esland

Annotation: Describes the possibilities for studying teaching and learning from the perspective of the sociology of knowledge; ends with some specific questions for research.

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

Everhart, Robert B., "Classroom Management, Student Opposition, and the Labor Process," pp. 169-192 in Michael W. Apple and Lois Weis, eds., Ideology and Practice in Schooling . Philadelphia, PA: Temple University Press, 1983., Robert B. Everhart

Annotation: Addresses the social-political context of classroom management in a study of four schools (1973-1975); describes beating the system and student perceptions on opposition.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Teaching/Learning Process

Gay, Geneva, "Beyond 'Brown': Promoting Equality Through Multicultural Education," Journal of Curriculum and Supervision, 19(Spring, 2004), 193-216., Geneva Gay

Annotation: Traces the history of devleopments in multicultural curriculum and instruction since Brown v. Board of Education fifty years ago.

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: Content Selection and Organization, Curriculum Integration, Multicultural Education, Teaching/Learning Process, Multiethnic Adaptation

Giroux, Henry A., "Critical Pedagogy, Cultural Politics, and the Discourse of Experience," pp. 86-107 in Henry A. Giroux, ed., Teachers as Intellectuals: Toward a Critical Pedagogy of Learning . Granby, MA: Bergin and Garvey, 1988., Henry A. Giroux

Annotation: Contrasts the discourse of management and control with the discourse of relevance and with the discourse of cultural politics.

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, Curriculum and Politics, Teaching/Learning Process

Giroux, Henry A., "Critical Theory and Rationality in Citizenship Education," Curriculum Inquiry, 10(Winter, 1980), 329-366., Henry A. Giroux

Annotation: Contrasts three modes of rationality (technical, hermeneutic, and emancipatory) in relation to citizenship education; proposes a theory of citizenship education involving actual experiences engaged in by students.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Citizenship Education, Teaching/Learning Process, Hidden Curriculum, Ideology and School Knowledge

Giroux, Henry A., "Intellectual Labor and Pedagogical Work: Rethinking the Role of Teacher as Intellectual," Phenomenology+Pedagogy, 3(No. 1, 1985), 20-32.*, Henry A. Giroux

Annotation: Discusses the tension between teachers work under control ideology and teachers as intellectuals.

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, Teaching/Learning Process, Teacher Knowledge, Authority of Teacher

Giroux, Henry A., "Paulo Freire's Approach to Radical Educational Reform," Curriculum Inquiry, 9(Fall, 1979), 257-272. Reprinted pp. 127-141 in his Ideology, Culture, and the Process of Schooling. Philadelphia, PA: Temple University Press, 1981., Henry A. Giroux

Annotation: Outlines Freire's approach to educational reform, pointing out cultural context, theory of knowledge, and theory of domination; calls for modification when applied to educational settings different from Freire's.

Broad Topical Focus: Curriculum Enactment and Teaching,Curriculum Change,Curriculum Conceptions and Theories,Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism,Critical Inquiry
Type of Study: Single Study
Narrow Topic: Teaching/Learning Process

Giroux, Henry A., "Pedagogy, Pessimism, and the Politics of Conformity: A Reply to Linda McNeil," Curriculum Inquiry, 1(Fall, 1981), 211-222., Henry A. Giroux

Annotation: Replies to McNeil's critique of his article in this journal 10(4), 1980.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Citizenship Education, Hidden Curriculum, Teaching/Learning Process, Ideology and School Knowledge, Criticism of Schooling

Giroux, Henry A., "Schooling and the Myth of Objectivity: Stalking the Politics of the Hidden Curriculum," McGill Journal of Education, 16(Fall, 1981), 282-304., Henry A. Giroux

Annotation: Describes the older approaches to the hidden curriculum and argues that certain elements needed to develop a critical pedagogy are missing.

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: Teaching/Learning Process, Curriculum and Politics

Giroux, Henry A., "Schooling and the Politics of the Hidden Curriculum," pp. 42-71 in his Theory and Resistance in Education: A Pedagogy for the Opposition . Granby, MA: Bergin and Garvey, 1983., Henry A. Giroux

Annotation: Reprints and expands an article from McGill Journal of Education, Fall, 1981.

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: Hidden Curriculum, Teaching/Learning Process, Curriculum and Politics

Giroux, Henry A., "Theories of Reproduction and Resistance in the New Sociology of Education: A Critical Analysis," Harvard Educational Review, 53(August, 1983), 257-293., Henry A. Giroux

Annotation: Analyzes various theories of reproduction and resistance and concludes a new theory is needed for a crtical science of schooling; outlines such a theory in which power, resistance, and human agency can become central elements in a struggle for social practice in schools and society.

Broad Topical Focus: Curriculum Enactment and Teaching, 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, Teaching/Learning Process

Glaser, Robert, "Components of a Psychology of Instruction: Toward a Science of Design," Review of Educational Research, 46(Winter, 1976), 1-24., Robert Glaser

Annotation: Elaborates a theory of instructional design.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Research Synthesis
Narrow Topic: Conceptions of Teaching, Teaching/Learning Process, Psychology and Curriculum, Materials Development and Evaluation, Teacher Planning

Grant, S. G., "The California History-Social Science Framework: A Study in the Deprofessionalization of Teachers," Journal of Curriculum and Supervision , 6 (Spring, 1991), 213-221., S. G. Grant

Annotation: Analyzes the conception and impact on teacher professionalization of the 1988 California History-Social Science Framework.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Enactment and Teaching, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Frameworks, Social Studies, Content Selection and Organization, Curriculum Implementation, Teacher Planning, Teaching/Learning Process, Authority of Teacher, Local Control of Schooling

Greene, Maxine, "Consciousness and the Public Space: Discovering a Pedagogy," Phenomenology + Pedagogy, 3(No. 2, 1985), 69-83., Maxine Greene

Annotation: Argues for teachers to interact with the public community to pursue freedom, critical understanding, and transformation.

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: Content Selection and Organization, Teaching/Learning Process, Curriculum and Politics

Grollios, Georgios, Paulo Freire and the Curriculum. Boulder, CO: Paradigm Publishers, 2009., Georgios Grollios

Annotation: Gives a comprehensive analysis and elucidation of Freire's ideas on education and curriculum; examines the contexts in which his ideas were formulated and the settings in which he put them into practice; differentiates his perspective on curriculum planning from other historic and contemporary perspectives.

Broad Topical Focus: Curriculum Theorists, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Teaching/Learning Process, Content Selection and Organization

Hansen, David T., "Curriculum and the Idea of a Cosmopolitan Inheritance," Journal of Curriculum Studies, 40(June, 2008), 289-312., David T. Hansen

Annotation: Traces the history of the idea of the cosmopolitan and various conceptions of cosmopolitanism; contrasts these ideas with other "isms," suggests that a cosmopolitan-oriented curriculum need not conflict with organizing curriculum content or structures but can affect the understanding or world inheritance of that content; discusses the contours of cosmopolitan sensibility and how to educate for it.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Value Assumptions and Ideologies in Curriculum, Teaching/Learning Process

Hansen, David T., Mary Erina Driscoll, and Rene V. Arcilla, eds., A Life in Classrooms: Philip W. Jackson and the Practice of Education. New York: Teachers College Press, 2007., David T. Hansen, Mary Erina Driscoll, and Rene V. Arcilla

Annotation: Presents eleven essays in honor of the professional life and work of Philip W. Jackson; including analyses of several of his writings, including Life in Classrooms, and his several works on Dewey; chapter 9 focuses on his contributions to Curriculum Studies.

Broad Topical Focus: Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Collection of Studies
Narrow Topic: Curriculum Professors, Teaching/Learning Process, Classics of Curriculum Literature

Hargreaves, Andy, "Curriculum Policy and the Culture of Teaching," pp. 26-40 in Geoffrey Milburn, Ivor F. Goodson, and Robert J. Clark, eds., Re-Interpreting Curriculum Research: Images and Arguments. Philadelphia: Falmer, 1989., Andy Hargreaves

Annotation: Suggests the role of cultural interruption in school and curriculum change.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: In-service Teacher Development, Value Assumptions and Ideologies in Curriculum, Teaching/Learning Process

Heap, James L., "Discourse in the Production of Classroom Knowledge: Reading Lessons," Curriculum Inquiry, 15(Fall, 1985), 247-279., James L. Heap

Annotation: Presents a study of reading lessons and the constitutive activities that are seen as knowledge in these lessons.

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: Content Selection and Organization, Reading, Teaching/Learning Process, Discourse Analysis, Comparative Curriculum

Hopmann, Stefan, "The Monitorial Movement and the Rise of Curriculum Administration: A Comparative View," pp. 13-30 in Henning Haft and Stefan Hopmann, eds., Case Studies in Curriculum Administration History. Philadelphia: The Falmer Press, 1990.*, Stefan Hopmann

Annotation: Describes the history of the monitorial system in Europe and elsewhere.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Administration, Leadership, Finance
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Teaching/Learning Process, Comparative Curriculum

Hyun, Eunsook, "Transforming Instruction into Pedagogy through Curriculum Negotiation," Journal of Curriculum and Pedagogy, 3(Summer, 2006), 136-164*, Eunsook Hyun

Annotation: Presents a thoroughly elucidated, carefully justified general theory of curriculum and pedagogy involving negotiation and shared ownership of curriculum; contains several elaborate diagrams that capsulize aspects of the general theory.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Enactment and Teaching, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Teaching/Learning Process, Conceptions of Teaching, Curriculum Development Strategies, Curriculum Implementation

Janesick, Valerie J., "Of Snakes and Circles: Making Sense of Classroom Group Process through a Case Study," Curriculum Inquiry, 12 (Summer, 1982), 161-189.*, Valerie J. Janesick

Annotation: Describes an ethnographic study of a teacher's classroom from the teacher's perspective.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Case Study
Narrow Topic: Teaching/Learning Process, Classroom Observation & Research

Jardine, David W., Sharon Friesen, and Patricia Clifford, Curriculum in Abundance. Mahwah, NJ: Lawrence Erlbaum, 2006., David W. Jardine, Sharon Friesen, and Patricia Clifford

Annotation: Illuminates the potential of a curriculum in abundance rather than the deadliness of the current curriculum of scarcity; in his foreword to these essays, W. F. Pinar highlights the significance of this metaphoric vision of curriculum as presented by the authors.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Visions and Philosophies, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Collection of Studies
Narrow Topic: Curriculum Aims and Objectives, Content Selection and Organization, Teaching/Learning Process

Jorgenson, Gerald W., "Graded Schools and Textbooks: A View from the Nineteenth Century," pp. 145-160 in Craig Kridel, ed., Curriculum History. Lanham, MD: University Press of America, 1989., Gerald W. Jorgenson

Annotation: Gives a history of impact of graded schools and textbooks on American education.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Teaching/Learning Process, Textbooks, Curriculum History

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

Kilpatrick, William H., A Reconstructed Theory of the Educative Process . New York City: Bureau of Publication, Teachers College, Columbia, 1935., William H. Kilpatrick

Annotation: Gives a view of the educative process aligned with progressive principles.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Teaching/Learning Process, Classics of Curriculum Literature

Kimpston, Richard D., Howard Y. Williams, and William S. Stockton, "Ways of Knowing and the Curriculum," The Educational Forum, 56(Winter, 1992), 153-172., Richard D. Kimpston, Howard Y. Williams, and William S. Stockton

Annotation: Sets forth four learning paradigms (association, correspondence, coherence, recognition), each with two subtypes, and provides a matrix analyzing each of these by six questions, including implications for curriculum planning.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Visions and Philosophies, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Teaching/Learning Process

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

Kirylo, Peter D., Paulo Freire: The Man from Recifi. New York: Peter Lang, 2011., Peter D. Kirylo

Annotation: Explicates Freire's life and work (1921-1997) throughout his pre-exile years, his exile years, and the years following his return to Brazil; summarizes the influence that his own experiences had and that others' thinking had on his conception of critical education and pedagogy; analyzes the various themes found in his writings and his practice of education; presents the views of numerous scholars on Freire's legacy and his use of liberation theology and critical pedagogy; contains lengthy interviews with James A. Cone and with Freire's second wife Nita; opens with a foreword by Donald Macedo and a preface by Shirley Steinberg and concludes with an afterword by Peter McLaren; quotes and exposes the reader to most of Freire's writings and ideas apart from having to read original sources.

Broad Topical Focus: Curriculum Theorists, Curriculum Visions and Philosophies
Source Discipline: Education
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Historical Inquiry, Critical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Classics of Curriculum Literature, Conceptions of Teaching, Curriculum History, Curriculum Theory Creation and Uses, Teaching/Learning Process, Value Assumptions and Ideologies in Curriculum, Curriculum and Politics

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

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

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

Kvernbekk, Tone, "The Concept of Evidence in Evidence-Based Practice," Educational Theory, 61(No.5, 2011), 515-532., Tone Kvernbekk

Annotation: Gives a philosophical analysis of the concept of evidence as employed in the phrase "evidence-based practice"; argues against the limited conception of evidence as employed in studies using randomized controlled trials; shows four possible relationships evidence can have to epistemic truth and to practice based on research evidence.

Broad Topical Focus: Relation of Curriculum Research to Practice, Curriculum Research and Inquiry-General
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Knowledge Linkage, Teaching/Learning Process, Government Role in Educational Research & Development

Lamberg, Teruni D., and James A. Middleton, "Design Research Perspectives on Transitioning from Individual Microgenetic Interviews to a Whole-Class Teaching Experiment," Educational Researcher, 38(May, 2009), 233-245., Teruni D. Lamberg and James A. Middleton

Annotation: Provides a description of a compleat cycle of design research and illustrates its use in a study of ways students conceptualize their understanding of factions as quotients enroute to developing iterations of whole-class teaching procedures for this topic.

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

Lee, Diane, "Everyday Problem Solving: Implications for Education," pp. 251-265 in Jan D. Sinnott, ed., Everyday Problem Solving: Theory and Applications. New York: Praeger, 1989., Diane Lee

Annotation: Describes in a phemomenological mode three teachers' experience of classroom problem-solving activities.

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: Teaching/Learning Process

Lee, Diane M., "Relativistic Operations: A Framework for Conceptualizing Teachers' Everyday Problem Solving," pp. 73-86 in Jan D. Sinnott and John C. Cavanaugh, Bridging Paradigms: Positive Development in Adulthood and Cognitive Aging. New York: Praeger, 1989.*, Diane M. Lee

Annotation: Describes teachers' use of all-structured problems within J. D. Sinnott's concept of "relativistic operations".

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

Lundgren, Ulf P. and M. A. Colliander, "Curriculum Pacing," pp. 1233-1235 in T. Husen and T. N. Postlethwaite, eds., International Encyclopedia of Education . New York: Pergamon, 1984., Ulf P. Lundgren and M. A. Colliander

Annotation: Discusses the notion of pacing and time factors in curriculum construction and implementation.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Content Selection and Organization, Teaching/Learning Process

Macdonald, James B., "Myths About Instruction," Educational Leadership, 22(May, 1965), 571-576; 609-617., James B. Macdonald

Annotation: Discusses six myths of instruction which have been used wrongly to prescribe instructional practices.

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: Teaching/Learning Process

Magrini, James M., "Socratic Resonations: At the Limit of Education," pp. 170-184 in James M. Magrini, Reconceptualizing Plato's Socrates at the Limit of Education: A Socratic Curriculum Grounded in Finite Human Transcendencies. New York: Routledge, 2017., James M. Magrini

Annotation: Pulls together implications for a possible curriculum based on his analysis (earlier in the book) of Socratic forms of dialectics-dialogues; shows how this model differs from today's knowledge-based forms of standardized education; sums up the nature of an education based on question-worthy normative assumptions and Socratic dialogue.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Curriculum as Experience, Teaching/Learning Process, Ethical Issues in Curriculum, Self-Knowledge, Values in the Classroom, Authority of Teacher

May, Wanda T., "Constructing History in a Graduate Curriculum Class," Curriculum Inquiry , 21 (Summer, 1991), 163-191., Wanda T. May

Annotation: Explores teachers' constructions of historical knowledge and other perceptions in a graduate curriculum class.

Broad Topical Focus: Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry, Hermeneutic Inquiry
Type of Study: Single Study
Narrow Topic: Programs of Study in Curriculum and Instruction, Curriculum History, Teaching/Learning Process

McClintock, Robert, "Toward a Place for Study in a World of Instruction," Teachers College Record, 73(December, 1971), 161-205., Robert McClintock

Annotation: Traces the significance of "study" in the history of education as opposed to "teaching" and "instruction"; the author begins with contributions of Erasmus and Montaigne and provides some possibilities for recovering "study" in the "schooling" of the future.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Proposals in Coherent Form, Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry, Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Criticism of Schooling, Conceptions of Teaching, Teaching/Learning Process

McCutcheon, Gail, "Curriculum and the Work of Teachers," pp. 191-203 in Landon E. Beyer and Michael W. Apple, eds., The Curriculum: Problems, Politics, and Possibilities. Albany, NY: State University of New York Press, 1988., Gail McCutcheon

Annotation: Sets forth a deliberationist view of teachers at work with classroom curriculum in contrast to a traditional view related to the overt and the hidden curriculum.

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

McNeil, Linda, "Talking About Differences, Teaching to Sameness," Journal of Curriculum Studies, 19(March-April, 1987), 105-122., Linda McNeil

Annotation: Presents a model for examining teachers' views of student differences in classrooms and the way they attend to these differences.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Differentiation, Teaching/Learning Process

Nunan, Ted, Countering Educational Design . New York : Nichols,1983., Ted Nunan

Annotation: Raises theoretical and practical issues involved in educational design.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum Development Strategies, Philosophical Schools, Ideology and School Knowledge, Teaching/Learning Process

Palonsky, Stuart B., 900 Shows a Year: A Look at Teaching from the Teacher's Side of the Desk . New York: Random House, 1986., Stuart B. Palonsky

Annotation: Reports classroom examples of teachers' teaching and their perspectives on their teaching.

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: Teaching/Learning Process, Classroom Observation & Research

Ponte, Petra, and Jan Ax, "Action Research and Pedagogy as Science of the Child's Upbringing," pp. 324-335 in Susan Noffke and Bridget Somekh, eds., The Sage Handbook of Educational Action Research. Thousand Oaks, CA: Sage, 2009., Petra Ponte and Jan Ax

Annotation: Elucidates the European concept of pedagogy; distinguishes normative/dogmatic, humanistic, empirical/analytic, and critical pedagogy; notes the potential of action research for studying pedagogy.

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

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

Posner, George, "A Cognitive Science Conception of Curriculum and Instruction," Journal of Curriculum Studies, 14(October-December, 1982), 343-351.*, George Posner

Annotation: Poses the concept of curricular task as a basis for suggesting inquiry questions.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Teaching/Learning Process

Posner, George J., Kenneth A Strike, Peter W. Hewson, and William A. Gertzog, "Accommodation of a Scientific Conception: Toward a Theroy of Conceptual Change," Science Education, 66( April, 1982), 211-227.*, George J. Posner, Kenneth A. Strike, Peter W. Hewson, and William A. Gertzog

Annotation: Reports evidence of accommodation by students of science of various scientific conceptions.

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: Psychology and Curriculum, Teaching/Learning Process, Science

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

Provenzo, Eugene F., Jr., The Difference Engine: Computing, Knowledge, and the Transformation of Learning. Lanham, MD: Rowman & Littlefield, 2012., Eugene F. Provenzo Jr.

Annotation: Reviews the nature of computing and related technology and its changing role in accessing and reconfiguring knowledge; provides a broad general philosophical treatment of this topic; draws implications for education in K-12 and higher education; gives introduction to language of the hypertext age and examples of a variety of current technologies.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Computers and Technology as Subjects, Teaching/Learning Process

Raths, James D., "Teaching Without Specific Objectives," Educational Leadership, 28(April, 1971), 714-720., James D. Raths

Annotation: Explains alternatives to specifying objectives for teaching.

Broad Topical Focus: Curriculum Development, Organization, Design,Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry,Normative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Teaching/Learning Process

Richards, Monica, " A Teacher's Action Research Study: The 'Bums' of 8H," Peabody Journal of Education, 64(Winter, 1987), 65-79., Monica Richards

Annotation: Gives a report of low achievers and teachers' motivation strategies.

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

Rosario, Jose R., "Curriculum, Nuyorican Memoirs, and the Improvisation of Identity," pp. 547-563 in Joao M. Paraskeva and Shirley R. Steinberg, eds., Curriculum: Decanonizing the Field. New York: Peter Lang, 2016., Jose R. Rosario

Annotation: Argues that curriculum should focus on the individual's "making of oneself" or assisting with unfolding his/her identity and life; implications of this view are drawn; illustrations are presented from a Puerto Rican memoir.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Ethical Issues in Curriculum, Teaching/Learning Process

Rose, Edward, and David Hawkins, "The Schooling Machine and Mechanisms of Education," pp. 78-89 in Edward Rose, ed., Forms and Formulations of Education. Lincoln, NE: Nebraska Curriculum Development Center, University of Nebraska, 1976., Edward Rose and David Hawkins

Annotation: Argues for research on knowing and coming to know in the classroom.

Broad Topical Focus: Curriculum Enactment and Teaching, Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Teaching/Learning Process

Rosenbaum, James E., "Social Implications of Educational Grouping," pp. 361-401 in David C. Berliner, ed., Review of Research in Education ,8:1980. Washington, DC: American Educational Research Association, 1980., James E. Rosenbaum

Annotation: Discusses implications of ability grouping and curriculum grouping.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum Differentiation, Teaching/Learning Process

Sagarin, Stephan K., The Story of Waldorf Education in the United States: Past, Present, and Future. Great Barrington, MA: Steiner Books, 2011., Stephan K. Sagarin

Annotation: Provides a historical treatment of Waldorf Education in the United States and the incorporation (and lack thereof) of the educational ideas of Rudolf Steiner in specific schools.

Broad Topical Focus: Curriculum Conceptions and Theories, 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, Ethical Issues in Curriculum, Curriculum Aims and Objectives, Teaching/Learning Process, Values in the Classroom

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

Schneider, Jack, From the Ivory Tower to the Schoolhouse: How Scholarship Becomes Common Knowledge in Education. Cambridge, MA: Harvard Education Press, 2014., Jack Schneider

Annotation: Describes four exemplary research ideas that found their way into educational practice and provides and analysis of why they did so (perceived significance, philosophical compatibility, occupational realism, transportability); these four were Bloom's Taxonomy, multiple intelligences, project method, direct instruction; four related ideas that did not so readily make it into practice are also discussed.

Broad Topical Focus: Relation of Curriculum Research to Practice
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Utilization, Teaching/Learning Process

Schoonmaker, Frances, Living Faithfully: The Transformation of Washington School. Charlotte, NC: Information Age Publishing, 2012., Frances Schoonmaker

Annotation: Reports the stances and deliberative processes taken by the principals, teachers, and others in transforming a failed Oklahoma school into a successful one, a conflicted school into a school with a wholesome atmosphere; extensive quotes are included from participants; interpreted with spiritual and sacred dimensions taken from philosopher Philip H. Phenix.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Elementary School Curriculum, Ethical Issues in Curriculum, Teaching/Learning Process, Value Assumptions and Ideologies in Curriculum, Supervision of Instruction, In-service Teacher Development

Schoonmaker, Frances, "Only Those Who See Take Off Their Shoes: Seeing the Classroom as a Spiritual Space," Teachers College Record, 111(December, 2009)., 2713-2731., Frances Schoonmaker

Annotation: Argues for recognizing classrooms as spiritual space; offers examples from the author's own experience of teaching that illustrate students experiencing awe, wonder, and other dimensions of spirituality; suggests ways teachers and teacher educators can enhance their ability to see and facilitate the spiritual aspects of classroom learning.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Religious Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Curriculum as Experience, Conceptions of Teaching, Self-Knowledge, Values in the Classroom, Value Assumptions and Ideologies in Curriculum, Hidden Curriculum, Teaching/Learning Process

Schwartz, Morey, "For Whom Do We Write the Curriculum?" Journal of Curriculum Studies, 38(August, 2006), 449-457.*, Morey Schwartz

Annotation: Describes a form of curriculum writing called "rehearsal curriculum" that intends to educate the teacher to go through the same learning experiences that are to be used with students.

Broad Topical Focus: Curriculum Guides, Plans, Documents, Materials, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Frameworks, Curriculum as Experience, In-service Teacher Development, Materials Development and Evaluation, Teaching/Learning Process

Seguel, Mary Louise, "Conceptualizing Method: A History," pp. 6-13 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, 1981., Mary Louise Seguel

Annotation: Draws an historical picture of teaching methodology from 1829-1977.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Teaching/Learning Process

Shawer, Saad F., "Teacher-driven Curriculum Development at the Classroom Level: Implications for Curriculum, Pedagogy, and Teacher Education," Teaching and Teacher Education, 63(April, 2017), 296-313., Saad F. Shawer

Annotation: Reports a study of the ways six British teachers developed their official curriculum for its use in their classrooms; some were seen as curriculum transmitters, some as curriculum makers, and some as curriculum developers; factors related to their training and their current circumstances were also examined in relation to these categories.

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: Curriculum Development Strategies, Curriculum Implementation, Teacher Planning, Teaching/Learning Process

Shaw, Francine Shuchat, "In Search of Congruence," pp. 227-249 in George Willis, ed., Qualitative Evaluation . Berkeley, CA: McCutchan, 1978., Francine Shuchat Shaw

Annotation: Argues for congruence between the artistic principles of intructional methods and the content being taught.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Teaching/Learning Process

Smith, David G., "Brighter Than a Thousand Suns: Facing Pedagogy in the Nuclear Shadow," pp. 275-285 in Terrance R. Carson, ed., Toward a Renaissance of Humanity . Edmonton: Faculty of Education, University of Alberta, 1988., David G. Smith

Annotation: Gives an explanation of hermeneutics applied to the teaching-learning process.

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

Smith, Ralph, The New Aesthetic Curriculum Theorists and Their Astonishing Ideas. Vancouver, BC: CSCI, University of British Columbia, 1984., Ralph Smith

Annotation: Critiques recent theoretical work by Arnstine, Travers, and Eisner in curriculum.

Broad Topical Focus: Curriculum Theorists,Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism,Aesthetic Inquiry and Curriculum Criticism
Type of Study: Single Study
Narrow Topic: Teaching/Learning Process, Program Audit/Evaluation

Streck, Danilo R., Enclides Redin, and Jaime Jose Zitkoski, eds., Paulo Freire Encyclopedia. Lanham, MD: Rowman & LIttlefield Publishers, 2012., Danilo R. Streck, Enclides Redin, and Jaime Jose Zitkoski

Annotation: Presents short treatments of over 200 words and concepts found in the writings of Freire; these are organized from A to Z and are written by a variety of Freire scholars (many from Brazil); authors privide direct quotations from Freire's many writings and add their own elucidations; contains a bibliography of Freire's books in Portuguese and English compiled by his wife.

Broad Topical Focus: Curriculum Theorists
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum Theory Creation and Uses, Comparative Curriculum, Curriculum and Politics, Conceptions of Teaching, Ethical Issues in Curriculum, Literature of Curriculum, Teaching/Learning Process, Value Assumptions and Ideologies in Curriculum

Tangerud, Hans, and Erik Wallin, "Values and Contextual Factors in School Improvement," Journal of Curriculum Studies, 18(January-March, 1986), 45-61., Hans Tangerud and Erik Wallin

Annotation: Analyzes several aspects and strategies of school improvement, including those with open-ended and/or closed-ended pedagogies.

Broad Topical Focus: Curriculum Contexts and Societal Influences,Curriculum Change,Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Teaching/Learning Process

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

Torres, Carlos Alberto, First Freire: Early Writings in Social Justice Education. New York: Teachers College Press, 2014., Carlos Alberto Torres

Annotation: Interprets Freire's thought in personal and analytic terms; key themes in Freire's works are cited and documented from his many writings; thorough elucidation by one of Freire's closest friends and critics.

Broad Topical Focus: Curriculum Visions and Philosophies
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Alternatives in Education, Citizenship Education, Conceptions of Teaching, Curriculum and Politics, Democratic Education, Curriculum Theory Creation and Uses, Ethical Issues in Curriculum, Ideology and School Knowledge, Teaching/Learning Process

Tyler, Ralph W., "Educational Improvements Best Served by Curriculum Development," pp. 237-262 in Jon Schaffarzick and Gary Sykes, eds., Value Conflicts and Curriculum Issues: Lessons from Research and Experience . Berkeley, CA: McCutchan, 1979.*, Ralph W. Tyler

Annotation: Demonstrates how national change projects overlook teacher's role in learning by pupils.

Broad Topical Focus: Curriculum Change, 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: Curriculum Development Strategies, Teaching/Learning Process, Content Selection and Organization

Van Manen, Max, "Edifying Theory, Serving the Good," Theory into Practice, 21 (Winter, 1982), 44-49., Manen Max Van

Annotation: Sets forth curriculum theory that edifies children through teachers' lives.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay,Normative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Values in the Classroom, Curriculum Theory Creation and Uses, Teaching/Learning Process

Waks, Leonard J., "Philosophy, Education, and the Doomsday Threat," Review of Educational Research, 39(December, 1969), 607-621., Leonard J. Waks

Annotation: Describes analytic philosophy and shows how it can be used in analysis of educational terms such as "teaching," "learning," "aims," and others.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Research Synthesis
Narrow Topic: Curriculum Aims and Objectives, Teaching/Learning Process

Walberg, H. J., "The Social Environment as a Mediator of Classroom Learning," Journal of Educational Psychology, 60(1969), 443-448., H. J. Walberg

Annotation: Analyzes the social environment as a mediator of classroom learning.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Environment, Teaching/Learning Process

Weade, Regina, "Curriculum 'n' Instruction: The Construction of Meaning," Theory Into Practice, 26(Winter, 1987), 15-25., Regina Weade

Annotation: Raises the desirability of linking curriculum and instruction as a way of reflecting on what occurs in classrooms, with illustrations.

Broad Topical Focus: Curriculum Definitions,Curriculum Conceptions and Theories,Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Teaching/Learning Process, Value Assumptions and Ideologies in Curriculum