Broad Topical Focus - Curriculum Conceptions and Theories

 

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Ahwee, Suzette, et al., "The Hidden and Null Curriculum: An Experiment in Collective Educational Biography," Educational Studies, 35(February, 2004), 25-43., Suzette Ahwee

Annotation: Gives examples from schooling of the hidden and the null curriculum along with a literature summary of the two topics.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Hidden Curriculum, Ideology and School Knowledge

 

Alexander, H. A., "Eisner's Aesthetic Theory of Evaluation," Educational Theory, 36(Summer, 1986), 259-270.*, H. A. Alexander

Annotation: Identifies several problems with Eisner's aesthetic theory of evaluation.

Broad Topical Focus: Curriculum Evaluation, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Aesthetics and Curriculum

 

Alexander, H. A., "Elliot Eisner's Artistic Model of Education," Religious Education, 81(Winter, 1986), 45-58., H. A. Alexander

Annotation: Reviews Eisner's The Educational Imagination and suggests several crticisms.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists, Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Aesthetics and Curriculum

 

Alexander, Hanan A., "Education as Spiritual Critique: Dwayne Huebner's Lure of the Transcendent," Journal of Curriculum Studies, 35(March, 2003), 231-245., Hanan A. Alexander

Annotation: Gives a critique of Huebner's views on education from philosophical and theological perspectives.

Broad Topical Focus: Curriculum Theorists, Curriculum Conceptions and Theories, Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum

 

Alexander, Patricia A., Diane L. Schallert, and Victoria C. Hare, "Coming to Terms: How Researchers in Learning and Literacy Talk About Knowledge," Review of Educational Research, 61 (Fall, 1991), 315-343.*, Patricia A. Alexander, Diane L. Schallert, and Victoria C. Hare

Annotation: Analyzes various uses of the term "knowledge".

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: English

 

Alvik, Trond, "Some Terminological and Conceptual Considerations Concerning Curriculum Problems," Curriculum Theory Network, 5(Spring, 1970), 58-68.*, Trond Alvik

Annotation: Distinguishes between curriculum and didactics and betweeen curriculum and instruction, among other concepts, from a Danish perspective.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses

 

Angulo Rasco, Jose Felix, "In Search of the Lost Curriculum," pp. 137-155 in Joao M. Paraskeva and Shirley R. Steinberg, eds., Curriculum: Decanonizing the Field. New York: Peter Lang, 2016., Rasco Angulo and Jose Felix

Annotation: Reviews concepts and rationales related to curriculum, curriculum purposes, and curriculum content; raises questions about the concept of a curriculum canon.

Broad Topical Focus: Curriculum Definitions, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum History, Curriculum Theory Creation and Uses

 

Antonelli, George A., "Ralph W. Tyler and the Curriculum Arena," Journal of General Education, 24(July, 1972), 123-131., George A. Antonelli

Annotation: Gives a review of Tyler's contributions to curriculum.

Broad Topical Focus: Curriculum Theorists,Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History

 

Antonelli, George A., "Ralph W. Tyler: The Man and His Work," Peabody Journal of Education, 50(October, 1972), 68-74., George A. Antonelli

Annotation: Gives a summary of Tyler's contributions to education.

Broad Topical Focus: Curriculum Theorists,Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History

 

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

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

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

 

Applebee, Arthur N., Curriculum as Conversation: Transforming Traditions of Teaching and Learning. Chicago: The University of Chicago, 1996., Arthur N. Applebee

Annotation: Proposes a conception of curriculum as conversation with attendent options for alternative patterns of design and related pedogogy; examples are from models in the curriculum of English but principles are applicable more generally.

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

 

Apple, Michael W., "Beyond Ideological Reproduction," pp. 154-166; 193-195 in his Ideology and Curriculum , 1st ed. Boston: Routledge and Kegan Paul, 1979. 2nd ed., New York; Routledge, 1990., Michael W. Apple

Annotation: Discusses the sociology and economics of school knowledge and argues for a critical examination of the relation between ideology and curriculum needs; uses the language of distribution and reproduction in the analysis.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Content Selection and Organization, Curriculum and Politics

 

Apple, Michael W., Can Education Change Society? New York: Routledge, 2013., Michael W. Apple

Annotation: Treats in previously unpublished essays the question in the title in light of the work of Freire, Counts, DuBois, Woodson , and others with examples both positive (Porto Alegre - Citizen Schools) and negative (Wal-Mart - Christian Conservative) influences; gives examples of the author's personal action in keeping with his commitment to critical education and action.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Comparative Curriculum, Curriculum and Politics, Democratic Education, Value Assumptions and Ideologies in Curriculum

 

Apple, Michael W., Cultural Politics and Education. New York: Teachers College Press, 1996., Michael W. Apple

Annotation: Discusses various educational issues involved in cultural politics: a national curriculum, the formation of the conservative right, the economy's implications for education, and the intellectual discourse surrounding these issues.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Conceptions and Theories, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum and Politics, Value Assumptions and Ideologies in Curriculum, Discourse Analysis

 

Apple, Michael W., "Curriculum and Reproduction," Curriculum Inquiry, 9(Fall, 1979), 251-257., Michael W. Apple

Annotation: Presents a review of Basel Berstein's book, Class, Codes, and Controls, Vol. 3.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Theorists, Curriculum Conceptions and Theories
Source Discipline: All Fields
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Philosophical Inquiry-Ampliative Criticism, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge

 

Apple, Michael W., "Curriculum as Ideological Selection," Comparative Education Review, 20(June, 1976), 209-215., Michael W. Apple

Annotation: Presents an essay review of Knowledge and Control (Young, 1971) and Educability, Schools, and Ideology (Flude and Ahier,1974).

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Philosophical Inquiry-Ampliative Criticism, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Comparative Curriculum

 

Apple, Michael W., "Making Curriculum Problematic," The Review of Education, 1(January-February, 1976)., Michael W. Apple

Annotation: Reviews a series of current curriculum books including ones by Eisner & Vallance, Payne, and Young.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Literature of Curriculum, Value Assumptions and Ideologies in Curriculum

 

Apple, Michael W., "Power and School Knowledge," The Review of Education, 3(January-February, 1977), 26-49., Michael W. Apple

Annotation: Presents an essay review of Sharp & Green's Education and Social Control (1975).

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Curriculum and Politics, Curriculum Aims and Objectives

 

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

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

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

 

Apple, Michael W., "What Correspondence Theories of the Hidden Curriculum Miss," The Review of Education, 5(Spring, 1979), 101-112., Michael W. Apple

Annotation: Reviews Paul Willis' Learning to Labor, 1977.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Hidden Curriculum

 

Apple, Michael W., and Philip Wexler, "Cultural Capital and Educational Transmissions: An Essay on Basil Bernstein, Class, Codes and Control, Vol. III: Towards a Theory of Educational Transmissions," Educational Theory, 28(Winter, 1978), 34-44., Michael W. Apple and Philip Wexler

Annotation: Critiques and comments on the content of the Bernstein book.

Broad Topical Focus: Curriculum Conceptions and Theories,Curriculum Development, Organization, Design,Curriculum Contexts and Societal Influences,Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism,Philosophical Inquiry-Speculative Essay,Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Content Selection and Organization, Comparative Curriculum

 

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

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

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

 

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

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

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

 

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

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

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Curriculum History, Social Efficiency/Control, Curriculum and Politics, Value Assumptions and Ideologies in Curriculum, Local Control of Schooling

 

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

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

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

 

Ayers, William, "Liberating the Curriculum," pp. 85-108 in William Ayers, To Teach: The Journey of a Teacher, 2nd ed. New York: Teachers College Press, 2001., William Ayers

Annotation: Argues for a dynamic view of curriculum that is responsive to six questions posed by the author and which liberates it from focusing solely on knowledge, skills, test scores,and classroom management; examples are given.

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: Freedom/Authority and Curriculum

 

Bai, Heesoon, and Avraham Cohen, "Breathing Qi (Ch'i), Following Dao(Tao): Transforming This Violence-Ridden World," pp. 35-54 in Claudia Eppert and Hongyu Wang, eds., Cross-Cultural Studies in Curriculum: Eastern Thought, Educational Insights. New York: Lawrence Erlbaum, 2008., Heesoon Bai and Avraham Cohen

Annotation: Explains these concepts from Chinese philosophy and argues for curriculum based on these concepts as an antidote to Western dualism; stresses empmowerment through criticism, creativity, and ethics.

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: Curriculum as Experience, Value Assumptions and Ideologies in Curriculum

 

Banks, James A., "Pluralism, Ideology, and Curriculum Reform, The Social Studies, 67(1976), 99-106. Reprinted pp. 115-126 in James A. Banks, Race, Culture, and Education: The Selected Works of James A. Banks. New York: Routledge, 2006., James A. Banks

Annotation: Contrasts cultural pluralist and assimilationist ideologies and supports a combination pluralist-assimilationist position for curriculum reform.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Frameworks, Citizenship Education, Content Selection and Organization, Ideology and School Knowledge, Value Assumptions and Ideologies in Curriculum

 

Banks, James A., "The Canon Debate, Knowledge Construction, and Multicultural Education," Educational Researcher, 22(June, 1993), 4-14. Reprinted pp. 145-164 in James A. Banks, Race, Culture, and Education: The Selected Works of James A. Banks. New York: Routledge, 2006., James A. Banks

Annotation: Presents and describes a typology of knowledge for multicultural education: personal/cultural, popular, mainstream academic, transformative academic, and school knowledge.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Multicultural Education, Content Selection and Organization

 

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

 

Barone, Thomas E., "Insinuated Theory from Curricula-in-Use," Theory into Practice, 21(Winter, 1982), 38-43. Reprinted pp. 51-60 in Tom Barone, Aesthetics, Politics, and Educational Inquiry: Essays and Examples. New York: Peter Lang, 2000., Thomas E. Barone

Annotation: Envisions a kind of curriculum theory that portrays what really happens in a setting and provides critiques to the practitioners.

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

 

Barrow, Robin, "Curriculum Theory and Values," pp. 110-117 in Noel Entwistle, ed., Handbook of Educational Ideas and Practices . New York: Routledge, 1990., Robin Barrow

Annotation: Notes the value issues involved in doing curriculum theorizing about practical curriculum questions.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Curriculum Theory Creation and Uses

 

Barrow, Robin, Giving Teaching Back to Teachers: A Critical Introduction to Curriculum Theory . London, Ontario: Althouse Press, 1984., Robin Barrow

Annotation: Critiques prevailing views of curriculum theory, the curriculum itself, and curriculum development.

Broad Topical Focus: 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 Theory Creation and Uses, Curriculum Development Strategies, Content Selection and Organization, Curriculum Implementation

 

Barrow, Robin, "Over the Top: A Misuse of Philosophical Techniques?" Interchange, 19(Summer, 1988), 59-63.*, Robin Barrow

Annotation: Sets forth agreements and disagreements with Jickling (1988) on his analysis and criticism of Tanner and Tanner (1980) and their views on the Tyler Rationale.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies

 

Barrow, Robin, "Prolegomenon to Curriculum Theory: Some Comments on The Canadian Curriculum," Canadian Journal of Education, 8(No. 1, 1983), 77-85., Robin Barrow

Annotation: Gives a response to a critque of his book.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Comparative Curriculum

 

Barrow, Robin, "Skill Talk," Journal of Philosophy of Education, 21(No. 2, 1987), 187-195.*, Robin Barrow

Annotation: Analyzes the term "skill" and its various uses in curriculum.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives

 

Basile, Carole G., A Good Little School. Albany, NY: State University of New York Press, 2004., Carole G. Basile

Annotation: Describes a model open school with a thirty-year history of student-centered learning.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Proposals in Coherent Form, Curriculum Conceptions and Theories, Curriculum Enactment and Teaching
Source Discipline: Education
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism, Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Democratic Education, Local Control of Schooling, Open Education, Value Assumptions and Ideologies in Curriculum

 

Beane, James A., "A Common Core of a Different Sort: Putting Democracy at the Center of the Curriculum," Middle School Journal, 44(No. 3, 2013), 6-14., James A. Beane

Annotation: Traces the history of 20th century curriculum trends related to common learnings; analyzes the features of the Common Core State Standards of the early 21st century which emphasizes college preparation and employability for the global economy; poses a third way that emphasizes a democratic core reminiscent of the core curriculum of the 1930s/1940s; discusses common core and middle level education.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Middle School Curriculum, Core Mandates, Curriculum Integration

 

Beauchamp, George A., "A Hard Look at Curriculum," Educational Leadership, 35 (February, 1978), 404-409., George A. Beauchamp

Annotation: Examines curriculum design, planning, development, improvement, implementation, and evaluation as they relate to curriculum theory and definitions.

Broad Topical Focus: Curriculum Conceptions and Theories,Curriculum Development, Organization, Design,Curriculum Research Domains and Structure,Curriculum Definitions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses

 

Beauchamp, George A., "Basic Components of a Curriculum Theory," Curriculum Theory Network, 10(Fall, 1972), 16-22., George A. Beauchamp

Annotation: Analyzes the basic components of curriculum theory; critiques of this article appear in CTN (No. 1, 1973-74), 56-59.

Broad Topical Focus: Curriculum Conceptions and Theories,Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses

 

Beauchamp, George A., Curriculum Theory , 4th Edition. Itasca, IL: Peacock, 1981., George A. Beauchamp

Annotation: Provides an extended analysis of curriculum theory and theory building and offers a theory of his own; describes curriculum design, engineering, values in curriculum, and curriculum as a field of study.

Broad Topical Focus: Curriculum Conceptions and Theories,Curriculum Research Domains and Structure,Curriculum Theorists,Curriculum Definitions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses

 

Beauchamp, George A., "Curriculum Theory: Meaning, Development, and Use," Theory into Practice, 21 (Winter, 1982), 23-27., George A. Beauchamp

Annotation: Defines curriculum theory and describes how to build theory; discusses functions of curriculum theory; draws on ideas from his 1981 book.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses

 

Beauchamp, George A., "Curriculum Thinking," pp. 18-29 in Fenwick W. English, ed., Fundamental Curriculum Decisions. 1983 ASCD Yearbook. Alexandria, VA: ASCE, 1983. Reprinted pp. 555-567 in James R. Gress, ed., Curriculum: An Introduction to the Field . Berkeley, CA: McCutchan, 1988., George A. Beauchamp

Annotation: Notes three uses of the word "curriculum"--content, process activities (planning, implementing, and evaluating), and curriculum as a field of study; analyzes the language used with each of these.

Broad Topical Focus: Curriculum Definitions,Curriculum Conceptions and Theories,Curriculum Research and Inquiry-General,Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies

 

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

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

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

 

Behar, Linda, and Allan Ornstein, "An Overview of Curriculum: The Theory and Practice," NASSP Bulletin, 76(November, 1992), 32-44.*, Linda Behar and Allan Ornstein

Annotation: Reports an empirical study comparing teachers' and professors of curriculum's views of the importance of various curriculum practices within selected systems and domains of curriculum.

Broad Topical Focus: Curriculum Research Domains and Structure, Curriculum Conceptions and Theories, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Professors, Teacher Knowledge

 

Beier, Jessie L, "1976: Toward a Weird(er) 'Poor Curriculum'," pp. 150-151 in Teresa Strong-Wilson, et al., eds, Provoking Curriculum Encounters Across Educational Experience. New York: Routledge, 2020., Jessie L. Beier

Annotation: Illuminates and reflects on the key ideas of Pinar and Grumet's 1976 book, Toward a Poor Curriculum and its later editions; these pages appear as a part of a larger treatment by the author, subtitled, "Close Encounters of a Pedagogical Kind.'"

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Classics in Curriculum Literature, Curriculum as Experience

 

Bellack, Arno, and Herbert Kliebard, eds.. Curriculum and Evaluation, from the series, Readings in Educational Research . Berkeley, CA: McCutchan, 1977., Arno Bellack and Herbert Kliebard

Annotation: Presents a collection of fundamental readings in educational research focused on five questions: how should curriculum problems be studied? what purposes should the curriculum serve? how should knowledge be selected and organized for the curriculum? how should the curriculum be evaluated? how should the curriculum be changed?

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Research Domains and Structure, Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Collection of Studies
Narrow Topic: Literature of Curriculum

 

Benavot, Aaron, and Cecilia Braslavsky, eds., School Knowledge in Comparative and Historical Perspective: Changing Curriculum in Primary and Secondary Education. Dordrecht, Netherlands: Springer, 2007., Aaron Benavot and Cecilia Braslavsky

Annotation: Reports 15 studies of curriculum change, content, and organization across and within various countries (see especially chapters 1, 12, and 15).

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Comparative Curriculum, Ideology and School Knowledge

 

Ben-Peretz, Miriam, "Curriculum Development," pp. 256-260 in Marvin C. Alkin, ed., Encyclopedia of Educational Research, 6th ed. New York: Macmillan, 1992.*, Miriam Ben-Peretz

Annotation: Summarizes three models of curriculum development, who should participate in the process, and the relation between society and the curriculum.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Development, Organization, Design, Curriculum Decision-making Processes, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum Development Strategies

 

Ben-Peretz, Miriam, "Curriculum Inquiry: Commonplace Topics," pp. 227-229 in Torsten Husen and Thomas N. Postlethwaite, eds., International Encyclopedia of Education, Supplement Volume One. New York: Pergamon, 1988., Miriam Ben-Peretz

Annotation: Discusses Schwab's notion of "commonplaces" and their role and relationships in curriculum deliberation.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Conceptions and Theories, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry, Theoretical/Conceptual Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum Deliberation

 

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

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

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

 

Ben-Peretz, Miriam, "The Concept of Curriculum Potential," Curriculum Theory Network, 5(No. 2, 1975), 151-159., Miriam Ben-Peretz

Annotation: Explores the idea of intentions in curriculum development and the potential of curriculum material; analyzes the factors that shape the potential of curriculum materials and their use in curriculum implementation and evaluation.

Broad Topical Focus: Curriculum Evaluation,Defining Curriculum Research Questions,Curriculum Enactment and Teaching,Curriculum Research Domains and Structure,Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Potential, Materials Development and Evaluation, Curriculum Implementation

 

Berman, Louise M., and Jessie A. Roderick, "Approaches to Creative Curriculum Development," WCCI Forum, IV(December, 1990), 169-175.*, Louise M. Berman and Jessie A. Roderick

Annotation: Posits creative ways of seeing, reflecting, sharing, and acting within curriculum development.

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

 

Best, Edward, "A Failure in Communication," Studies in Philosophy and Education, 3(Spring, 1964), 163-184., Edward Best

Annotation: Argues for the identification and examination of prescriptive premises in educational theories.

Broad Topical Focus: Curriculum Proposals in Coherent Form,Curriculum Conceptions and Theories,Curriculum Visions and Philosophies
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum

 

Beyer, Landon E., "Aesthetic Theory and the Ideology of Educational Institutions," Curriculum Inquiry, 9(Spring, 1979), 13-26., Landon E. Beyer

Annotation: Discusses some issues in aesthetic theory in education focusing primarily upon ideology.

Broad Topical Focus: Curriculum Conceptions and Theories, Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism
Type of Study: Single Study
Narrow Topic: Aesthetics and Curriculum, Ideology and School Knowledge, Value Assumptions and Ideologies in Curriculum

 

Beyer, Landon E., "Education and Cultural Reproduction," pp. 47 - 65 in his The Arts, Popular Culture, and Social Change. New York: Peter Lang, 2000.*, Landon E. Beyer

Annotation: Discusses in a critical framework how what is included (and excluded) in curriculum is determined by those in power.

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

 

Beyer, Landon E., "Political Notes and Notices," Journal of Curriculum Theorizing, 2(Summer, 1985), 150-161.*, Landon E. Beyer

Annotation: Offers an argument for political activity by educators with several examples.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Professionalization in Curriculum, Value Assumptions and Ideologies in Curriculum

 

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

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

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

 

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

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

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

 

Beyer, Landon E., and Daniel P. Liston, Curriculum in Conflict: Social Visions, Educational Agendas, and Progressive School Reform. New York: Teachers College Press, 1996., Landon E. Beyer and Daniel P. Liston

Annotation: Analyzes the educational positions associated with the new right, modern liberals, radicals, and postmodernists and then develops a new position -- new progressivism -- with an associated view of curriculum.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Proposals in Coherent Form, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Value Assumptions and Ideologies in Curriculum, Philosophical Schools

 

Beyer, Landon E., and Daniel P. Liston, "Discourse or Moral Action? A Critique of Postmodernism," Educational Theory, 42(Fall,1992), 371-393., Landon E. Beyer and Daniel P. Liston

Annotation: Discusses criticisms of postmodern curriculum theory and the implications for curriculum deliberation.

Broad Topical Focus: Curriculum Decision-making Processes, Inquiry Language in Curriculum Research, 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 Deliberation, Value Assumptions and Ideologies in Curriculum

 

Biesta, Gert, "How Genreal Can Bildung Be? Reflections on the Future of a Modern Educational Ideal," British Journal of Philosophy of Education, 36(3,2002), 377-390.Reprinted pp. 23-38 In Gert Biesta, Obstinate Education. Boston: Brill Sense, 2019., Gert Biesta

Annotation: Explains the evolution of the term Bildung as a prelude for discussing the question stated in the title.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inqyiry--Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Curriculum as Experience

 

Biesta, Gert J. J., and Deborah Osberg,"Beyond Re/Presentation: A Case for Updating the Epistemology of Schooling," Interchange, 38(March, 2007), 15-29., Gert J. J. Biesta and Deborah Osberg

Annotation: Describes with careful analysis a presentational rather than a representational epistemology; ponders what schooling would be like if it relied upon the former rather than the latter; other articles follow on the implications of this thesis (p. 31 and p. 69).

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Knowledge Utilization, Value Assumptions and Ideologies in Curriculum, Content Selection and Organization, Curriculum Aims and Objectives

 

Block, Alan A., "By Way of Introduction," pp. 5-31 in his Talmud, Curriculum, and the Practical: Joseph Schwab and the Rabbis. New York: Peter Lang, 2004., Alan A. Block

Annotation: Argues that Schwab's ideas on curriculum might be situated in Jewish Talmud practice.

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, Curriculum Deliberation, Value Assumptions and Ideologies in Curriculum, Curriculum Professors

 

Blumenfeld-Jones, Donald, "Dance Curricula Then and Now: A Critical Historical-Hermenuetic Evaluation," pp. 125-153 in William M. Reynolds and Julie A. Webber, eds., Expanding Curriculum Theory: Dis/positions and Lines of Flight. Mahwah, NJ: Lawrence Erlbaum, 2004., Donald Blumenfeld-Jones

Annotation: Examines and critiques three models for dance education in terms of underlying assumptions.

Broad Topical Focus: Curriculum Proposals in Coherent Form, Curriculum Development, Organization, Design, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Hermeneutic Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Physical Education, Aesthetics Education, Value Assumptions and Ideologies in Curriculum

 

Bolin, Frances S., "The Teacher as Curriculum Decision Maker," pp. 92-108 in Frances S. Bolin and Judith McConnell Falk, eds., Teacher Renewal: Professional Issues, Personal Choices . New York: Teachers College Press, 1987.*, Frances S. Bolin

Annotation: Makes a case for teachers to be curriculum decision makers.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Decision-making Processes, Curriculum Policies and Policy Making, 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 Deliberation, Authority of Teacher

 

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

 

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

 

Botel, Morton, and Neil Botel, A Critical Analysis of the Taxomony of Educational Objectives . Washington, DC: Curriculum Development Associates, 1975.*, Morton Botel and Neil Botel

Annotation: Critiques Bloom's taxonomy of educational objectives from a number of psychological perspectives and from a practical perspective.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Criticism of Schooling, Psychology and Curriculum

 

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

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

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

 

Bowers, C. A., Critical Essays on Education, Modernity, and the Recovery of the Ecological Imperative. New York: Teachers College Press, 1993., C. A. Bowers

Annotation: Critiques the place of cultural literacy, educational computing, and the ecological perspective on education.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Proposals in Coherent Form, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Collection of Studies
Narrow Topic: Curriculum Aims and Objectives, Computers and Technology as Subjects, Social Studies, Value Assumptions and Ideologies in Curriculum

 

Bowers, C. A., "Curriculum as Cultural Reproduction: An Examination of Metaphor as a Carrier of Ideology," Teachers College Record, 82(Winter, 1980), 267-289.*, C. A. Bowers

Annotation: Critiques commonly used metaphors used by cultural reproduction theorists in curriculum.

Broad Topical Focus: Curriculum Conceptions and Theories, Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge

 

Bowers, C. A., "Educational Critics and Technocratic Consciousness: Looking into Future Through a Rearview Mirror," Teachers College Record, 80(December, 1978), 273-286., C. A. Bowers

Annotation: Critiques the views of revisionists and neo-romantic educators and calls for a way for sociologists of knowledge to confront technocratic consciousness.

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

 

Bradbeer, James, Imagining Curriculum: Practical Intelligence in Teaching. New York: Teachers College Press, 1998., James Bradbeer

Annotation: Explores the mythopoetic in teaching and curriculum and from examples of teachers' narratives; reviews the lived currculum and related curriculum theories.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Value Assumptions and Ideologies in Curriculum

 

Brady, Laurie, "Models for Curriculum Development," Curriculum and Teaching, l(Nos. 1 & 2, l986), 25-32.*, Laurie Brady

Annotation: Reviews models for curriculum development and reports an Australian study of teacher preferences for two alternative models.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Comparative Curriculum, Teacher Planning

 

Brady, Marion, "Thinking Big: A Conceptual Framework for the Study of Everything," Phi Delta Kappan, 86(December, 2004), 276-281., Marion Brady

Annotation: Presents a conception of general education that does not consist of separate disciplines but consists of seeing the big picture with connections, relationships, and synthesizing of ideas.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Proposals in Coherent Form, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Liberal Education/General Education, Curriculum Integration, Curriculum and the Disciplines

 

Brady, Patrick, "Chasing Ghosts out of the Machine: A Deconstruction of Some Curriculum Theory," Curriculum Perspectives, 4(October, 1984), 64-67., Patrick Brady

Annotation: Responds to articles in May 1984 issue on curriculum theory.

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

 

Britzman, Deborah P., "The Structure of Experience and the Experience of Structure in Teacher Education," pp. 45-73 in her Practice Makes Perfect: A Critical Study of Learning to Teach, Revised edition. Albany, NY: SUNY Press, 2003., Deborah P. Britzman

Annotation: Analyzes the theories and practices that structure experience in learning to teach (fragmented experience, compartmentalization of knowledge, pedagogy and content, knowledge and interest, theory and practice, socialization to subjectivity).

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

 

Brooks, Nancy J., "Paul Klohr and the Second Wave," pp. 49-65 in Kris Sloan and James T. Sears, eds., Democratic Curriculum Theory and Practice: Retrieving Public Spaces. Troy, NY: Educator's International Press, 2001., Nancy J. Brooks

Annotation: Traces the contributions of Klohr to the field of curriculum and highlights his contributions to new conceptualizations of the field.

Broad Topical Focus: Curriculum Theorists, Curriculum Conceptions and Theories, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Professors, Curriculum History

 

Broudy, Harry S., "Aesthetics and the Curriculum," pp. 332-342 in William F. Pinar, ed., Contemporary Curriculum Discourses . Scottsdale, AZ: Gorsuch Scarisbrick, 1988., Harry S. Broudy

Annotation: Makes the case for aesthetics in the curriculum.

Broad Topical Focus: Curriculum Policies and Policy Making, 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: Aesthetics and Curriculum, Art Education, Content Selection and Organization

 

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

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

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

 

Broudy, Harry S., "Components and Constraints of Curriculum Research," Curriculum Theory Network, 5(Spring, 1970), 16-31.*, Harry S. Broudy

Annotation: Poses four components of a theory of curriculum: objectives, relation between input and outcomes, inputs, rules for sequencing; states cultural constraints; and discusses uses of schooling.

Broad Topical Focus: Curriculum Conceptions and Theories,Curriculum Research Domains and Structure,Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry,Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Content Selection and Organization

 

Broudy, Harry S., "Philosophy and Curriculum," pp. 59-71 in Philosophy and Education, Proceedings of the International Seminar, March 23-25, 1966, Toronto, Ontario: OISE, 1967.*, Harry S. Broudy

Annotation: Clarifies meanings of terms such as curriculum, program of studies, subjects, etc.; curriculum outcomes; uses of knowledge in curriculum, and explores other applications ofk philosophy to curriculum studies.

Broad Topical Focus: Curriculum Definitions,Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses

 

Broudy, Harry S., "The Philosophical Foundations of Educational Objectives," Educational Theory, 20(Winter, 1970), 3-21. Reprinted pp. 91-110 in Arno A. Bellack and Herbert M. Kliebard, eds., Curriculum and Evaluation. Berkeley, CA: McCutchan, 1977. *, Harry S. Broudy

Annotation: Sorts out the various levels and kinds of educational objectives used in education.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives

 

Broudy, Harry S., The Uses of Schooling. New York: Routledge, 1988., Harry S. Broudy

Annotation: Describes four uses of schooling: replicative, applicative, associative, and interpretive; urges curriculum be designed with these uses in mind.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum Aims and Objectives, Curriculum and the Disciplines, Classics of Curriculum Literature, Curriculum Frameworks, Liberal Education/General Education, Specialization vs General Education, Value Assumptions and Ideologies in Curriculum

 

Brown, Theodore M., "How Fields Change: A Critique of the 'Kuhnian' View," Journal of Curriculum Theorizing, 3(Winter, 1981), 5-13., Theodore M. Brown

Annotation: Critiques Thomas S. Kuhn's view of paradigm and its application in curriculum theorizing.

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

 

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

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

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

 

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

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

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

 

Burke, Kenneth, and Avner Segall, "Christianity and Its Legacy in Education," Journal of Curriculum Studies, 43(No. 5, 2011), 631-658., Kenneth Burke and Avner Segall

Annotation: Analyzes the relationship between religion and education; examines historically the remnants of Christian thought in U. S. schooling (dates-B.C./A.D.; terms-dean, mission,academic gowns; apple-as metaphor; childhood-as innocent or deviant; conversion-regulation of behavior, et cet.); addresses implications of this analysis.

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: Curriculum History, Value Assumptions and Ideologies in Curriculum, Hidden Curriculum

 

Bussis, Anne M., Edward A. Chittenden, and Marianne Amarel, Beyond Surface Curriculum: An Interview Study of Teachers' Understandings . Boulder, CO: Westview Press, 1976., Anne M. Bussis, Edward A. Chittenden, and Marianne Amarel

Annotation: Reports a phenomenological study of teachers' understanding of curriculum.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Conceptions and Theories, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Teacher Knowledge, Teacher Planning, Knowledge Generation

 

Butt, Richard, "Curriculum: Metatheoretical Horizons and Emancipatory Action," The Journal of Curriculum Theorizing, 6(Summer, 1985), 7-23., Richard Butt

Annotation: Notes the place of critical and valuation theory in curriculum; critiques past curriculum theory and urges pursuit of emancipatory curriculum theory.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Curriculum and Politics

 

Cady, Joan M., "The Progressive Legacy of Holism," Education and Culture, 11(Summer, 1995), 13-23.*, Joan M. Cady

Annotation: Reviews historically those curriculum conceptions that combine curriculum and instruction holisticly.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Definitions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum History

 

Carr, David, "Rational Curriculum Planning," pp. 173-184 in Roger Marples, ed., The Aims of Education. New York: Routledge, 1999., David Carr

Annotation: Traces philosophical assumptions behind, and problems with, attempts at technical/rational curriculum planning; advocates a moral rather than technological approach.

Broad Topical Focus: Curriculum Decision-making Processes, 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 Deliberation, Curriculum Development Strategies, Value Assumptions and Ideologies in Curriculum

 

Carson, A. S., "Experts and Control of Curriculum," Journal of Educational Thought, 13(August, 1979), 129-139., A. S. Carson

Annotation: Argues that educational theorists can contribute to curriculum decision making but control of curriculum should be left to local decision makers.

Broad Topical Focus: Curriculum Policies and Policy Making,Curriculum Decision-making Processes,Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Local Control of Schooling

 

Cary, Lisa J., "From Currere to Curriculum Spaces," pp. 133-138 in Lisa J. Cary, Curriculum Spaces: Discourse, Postmodern Theory, and Educational Research. New York: Peter Lang, 2006., Lisa J. Cary

Annotation: Sums up the basis of the author's Curriculum Space Research Theory that is explained in detail throughout her book and that highlights the curriculum issue: "the way we know what we know."

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

 

Castner, Daniel J., "Adaptive Challenges," pp. 241-254 in Charles L. Lowery and Patrick M. Jenlink, eds., The Handbook of Dewey's Educational Theory and Practice. Boston: Brill Sense, 2019., Daniel J. Castner

Annotation: Traces the influences of (and the absence of) Dewey's thinking in the field of curriculum development and curriculum leadership.

Broad Topical Focus: Curriculum Thoerists, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Hiistorical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Curriculum Development Strategies

 

Caswell, Hollis L., "Persistent Curriculum Problems," Educational Forum, 43(November, 1978), 99-110.*, Hollis L. Caswell

Annotation: Identifies three problems encountered during the author's years of work in curriculum that still persist: the definition of the basics, procedures to improve the curriculum, and general education.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Change, Curriculum Decision-making Processes, Curriculum Theorists, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Specialization vs General Education, Curriculum History

 

Chambers, John H., "The Many Different Types of Theory which Underpin the Study of Education," Educational Foundations , 4(Fall, 1990), 79-102.*, John H. Chambers

Annotation: Distinguishes fourteen kinds of theory in eight categories and gives examples in education for each.

Broad Topical Focus: Curriculum Conceptions and Theories, 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: Knowledge Generation, Curriculum Theory Creation and Uses

 

Cherryholmes, Cleo H., "A Social Project for Curriculum: Post-Structural Perspectives," Journal of Curriculum Studies, 19(July-August, 1987), 295-316.*, Cleo H. Cherryholmes

Annotation: Critiques a structural view of curriculum from the perspective of a post-structural view and suggests activities that follow from the latter.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Conceptions and Theories, Curriculum Definitions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and the Disciplines, Value Assumptions and Ideologies in Curriculum, Content Selection and Organization

 

Cherryholmes, Cleo H., "What is Curriculum Theory? A Special Problem in Social Theory," Theory into Practice, 21(Winter, 1982), 28-33., Cleo H. Cherryholmes

Annotation: Discusses the necessity of ethical criteria in doing theorizing about curriculum improvement.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Research Domains and Structure
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, Value Assumptions and Ideologies in Curriculum, Ethical Issues in Curriculum