Broad Topical Focus - Curriculum Contexts and Societal Influences

 

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Murphy, Joseph, "Equity as Student Opportunity to Learn," Theory Into Practice, 27(Spring, 1988), 145-151.*, Joseph Murphy

Annotation: Reviews studies of equity in curriculum enactment.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Curriculum Differentiation

 

Educational Policies Commission, National Education Association, The Unique Function of Education in American Democracy. Washington, DC: National Educational Assoication, 1937., Educational Policies Commission, National Education Association

Annotation: Traces history of the functions of education in the United States; urges a program of knowledge, training, and aspirations with specific content (see Chapter VI); book drafted by Charles A. Beard.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Proposals in Coherent Form, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Classics of Curriculum Literature, Curriculum History, Democratic Education

 

Nelson, Murry R., "No Pot of Gold at the End of the Rainbow," Journal of Curriculum and Supervision, 16(Spring, 2001), 206-227., Murry R. Nelson

Annotation: Traces the political pressures at work in the development, the implementation, and the dropping of the Rainbow Curriculum in New York City schools 1989-1993.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Case Study
Narrow Topic: Curriculum History, Curriculum and Politics

 

Nespor, Jan, Tangled Up in School: Politics, Space, Bodies, and Signs in Educational Process. Mahwah, NJ: Lawrence Erlbaum, 1997., Jan Nespor

Annotation: Explores in one elementary school the intersections between business-motivated reform school neighborhoods, children's activities, and images they encountered.

Broad Topical Focus: Curriculum Contexts and Societal Influences
Source Discipline: Education
Mode of Inquiry in the Study: Ethnographic Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Value Assumptions and Ideologies in Curriculum

 

Noddings, Nel, "Gender and the Curriculum ," pp. 659-684 in Philip W. Jackson, ed., Handbook of Research on Curriculum. New York: Macmillan, 1992., Nel Noddings

Annotation: Reviews historical aspects of educating women and men as well as the 20th century curriculum situation and transformative endeavors.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Research Synthesis
Narrow Topic: Curriculum History, Curriculum Differentiation, Value Assumptions and Ideologies in Curriculum

 

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

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

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

 

Odiembo, Isaya, "The Loss of Direction in U. S. Education: Who Is to Blame? pp. 119-132 in Joao M. Paraskava and Elizabeth Janson, eds., Voicing the SIlences of Social and Cognitive Justice. Boston: Brill/Sense Publishers, 2018., Isaya Odiembo

Annotation: Analyzes the effects on U. S. public education of the under-funding of schools; of the rise of privatization of schooling; of housing policies, and of a focus on testing of educational outcomes; points to possible remedies.

Broad Topical Focus: Curriculum Policies and Policy Making; Curriculum Contexts and Societal Influences
Source Discipline: Currriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum; Curriculum and Politics

 

O'Neill, Maureen, "Curricular Reconstruction: Vision of The Social Frontier ," The Educational Forum, 52(Spring, 1988), 223-234.*, Maureen O'Neill

Annotation: Gives the views of curricular reconstruction as provided in The Social Frontier of the 1930s.

Broad Topical Focus: Publication Outlets for Curriculum Research and Inquiry, Curriculum Change, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Value Assumptions and Ideologies in Curriculum, Literature of Curriculum

 

Orfield, Gary, "Choice Theories and the Schools," pp. 37-66 in Gary Orfield and Erica Frankenberg and Associates, Educational Delusions? Why Choice Can Deepen Inequality and How to Make Schools Fair. Berkeley, CA: University of California Press, 2013., Gary Orfield

Annotation: Spells out and compares the different assumptions behind the Market Theory and the Integration Theory of Choice in American education; discusses their effects on reducing inequality; see related article pp. 255-270.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Policies and Policy Making
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Value Assumptions and Ideologies in Curriculum, Enrollment Changes-Implications

 

Paechter, Carrie, "Gender, Power, and Curriculum: An Inevitable Interconnection," pp. 75-86 in Alex Moore, ed., Schooling, Society, and Curriculum. New York: Routledge, 2006., Carrie Paechter

Annotation: Argues that power influences the ways curricular experiences are made available to boys and girls.

Broad Topical Focus: 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: Content Selection and Organization, Ideology and School Knowledge

 

Paechter, Carrie F., Changing School Subjects: Power, Gender, and Curriculum. Philadelphia: Open University Press, 2000., Carrie F. Paechter

Annotation: Reports evidence of the way power and gender differences affect the content, teaching, and learning of certain school subjects (primarily, design and technology, physical education, and music) in English and Welsh secondary schools.

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

 

Parker, Laurence, "Critical Race Theory in Education: Possibilities and Problems," pp. 184-198 in Michael Peters, Colin Lankshear, and Mark Olssen, eds., Critical Theory and the Human Condition: Founders and Praxis. New York: Peter Lang, 2003., Laurence Parker

Annotation: Reviews critical race theory as it relates to qualitative inquiry in education and as race-based epistemology; examples of such studies are included.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Contexts and Societal Influences
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation, Comparative Curriculum

 

Pearson, Allen T., "Some Reflections on Curriculum, Knowledge, and the Sociology of the Curriculum," Perspectives on Curriculum (University of Alberta), 3(1974), 87-97., Allen T. Pearson

Annotation: Analyzes several kinds of knowledge and relates these to the new sociology of knowledge for curriculum.

Broad Topical Focus: Curriculum Inquiry Guidelines,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: Knowledge Generation

 

Peddiwell, J. Abner, The Saber-Tooth Curriculum, The Classic Edition. New York: McGraw-Hill, 2004. (1st Edition, 1939), J. Abner Peddiwell

Annotation: Satarizes curricular anachronisms through humorous narrative.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Classics of Curriculum Literature, Criticism of Schooling

 

Perlstein, Daniel, "William Van Til and the Nashville Story: Curriculum, Supervision, and Civil Rights," Journal of Curriculum and Supervision, 20(Fall, 2004), 31-38., Daniel Perlstein

Annotation: Covers the role of curriculum leader William Van Til in desegregation efforts in Nashville in the 1950s; also contains other biographical information on his professional life and work.

Broad Topical Focus: Curriculum Theorists, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Curriculum Professors, Curriculum and Politics, Democratic Education, Multicultural Education

 

Peshkin, Alan, "The Relationship between Culture and Curriculum: A Many Fitting Thing," pp. 248-267 in Philip W. Jackson, ed., Handbook of Research on Curriculum. New York: Macmillan, 1992., Alan Peshkin

Annotation: Summarizes the research on the relation of culture to curriculum and curriculum change.

Broad Topical Focus: Curriculum Change, Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum and Politics, Comparative Curriculum

 

Peters, Michael, Colin Lankshear, and Mark Olssen, eds., Critical Theory and the Human Condition: Founders and Praxis. New York : Peter Lang, 2003., Michael Peters, Colin Lankshear, and Mark Olssen

Annotation: Contains 15 articles discussing founders of critical theory (Adorno, Horkheimer, Marcuse, Benjamin, Fromm, Arendt, Marx, Wittgenstein, Habermas, Greene) and its use in critical pedagogy, Freire's work, race theory, multculturalism, female body politics, cultural studies, and the environment as they relate to education.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Contexts and Societal Influences
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation, Comparative Curriculum

 

Peterson, Paul E., "The Politics of Curriculum Change," pp. 52-71 in his The Politics of School Reform: 1870-1940 . Chicago: University of Chicago Press, 1985., Paul E. Peterson

Annotation: Traces the conflicts among power groups that influenced foreign language, stratification, manual training, and vocational education.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Change, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, School Subjects

 

Phillion, JoAnn, Ming Fang He, and F. Michael Connelly, eds., Narrative and Experience in Multicultural Education. Thousand Oaks, CA: Sage, 2005., JoAnn Phillion, Ming Fang He, and F. Michael Connelly

Annotation: Collects 13 studies of daily living in multicultural educational settings that employ narrative inquiry approaches.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Multicultural Education, Knowledge Generation

 

Phillips, J. Arch, Jr., and Richard Hawthorne, "Political Dimensions of Curriculum Decision Making," Educational Leadership, 35(February, 1978), 363-366., J. Arch Phillips Jr. and Richard Hawthorne

Annotation: Examines implications of political realities on curriculum decision-making.

Broad Topical Focus: Curriculum Policies and Policy Making, 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 and Politics

 

Pinar, William F., "Comments on McDiarmid's 'Conceptual-Empirical Theory of Curriculum," Interchange, 18(Fall, 1987), 73-76.*, William F. Pinar

Annotation: Provides criticisms and suggested modifications of McDiarmid's article in the same issue of Interchange.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Curriculum History

 

Pinar, William F., ed., Curriculum: Toward New Identitiies. New York: Garland, 1998., William F. Pinar

Annotation: Includes 17 essays, edited and introduced by William Pinar, that exhibit cutting-edge theory in Curriculum Studies as developed after the comprehensive 1995 volume (Understanding Curriculum, by Pinar, et al.).

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists, Curriculum Contexts and Societal Influences, Inquiry Language in Curriculum Research
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: Knowledge Generation

 

Pinar, William F., "Gender, Sexuality, and Curriculum Studies: The Beginning of the Debate," McGill Journal of Education, 16(Fall, 1981), 305-316., William F. Pinar

Annotation: Reviews work of Grumet, Taubman, and Hocquenghem concerning the relation of gender and sexuality to curriculum.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge

 

Pinar, William F., "Reconstructing the Private and Public Spheres in Curriculum and Teaching," pp. 205-232 in his What is Curriculum Theory ? Mahwah, NJ: Lawrence Erlbaum, 2004., William F. Pinar

Annotation: Condemns the anti-intellectual business mentality now dominant in U.S. education and public policies (such as the NCLB Act) and the collusion by groups such as AACTE and NCATE with these policy directions; challenges curriculum theorists to teach against this mentality both in the classroom and with the public.

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

 

Pinar, William F., "Relocating Cultural Studies into Curriculum Studies," pp. 79-93 in William F. Pinar, The Synoptic Text Today and Other Esssays: Curriculum Development after the Reconceptualization. New York: Peter Lang, 2006., William F. Pinar

Annotation: Gives a rationale for why scholarly work in Cultural Studies has been (and should be) incorporated into Curriculum Studies; illustrates with examples.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum as a Field of Practice and Study, 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: Content Selection and Organization

 

Pinar, William F., "The Miseducation of the American Public," pp. 15-34 in his What is Curriculum Theory?" Mahwah, NJ: Lawrence Erlbaum, 2004., William F. Pinar

Annotation: Shows the shifts over the last thirty years in the field of curriculum studies, the role of curriculum theory, and the impact of business thinking on education; see also related discussion on pp.179-184.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum History, Curriculum and Politics, Curriculum Theory Creation and Uses

 

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

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

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

 

Popkewitz, Thomas S., "A Changing Terrain of Knowledge and Power: A Social Epistemology of Educational Research," Educational Researcher, 26(December, 1997), 18-29., Thomas S. Popkewitz

Annotation: Uses analytical and historical strategies to address the social context of educational research (space, time, and change) and its influence on the production of knowledge in the service of the democratic ideal.

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

 

Popkewitz, Thomas S., "Educational Evaluation as a Political Form," pp. 157-182 in his Paradigm and Ideology in Educational Research . London: Falmer Press, 1985., Thomas S. Popkewitz

Annotation: Shows how evaluation can be a rational science or can be transformed to address issues of social, philosophic, and political import.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Contexts and Societal Influences, Curriculum Evaluation
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry, Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

Popkewitz, Thomas S., "Educational Reform and the Problem of Institutional Life," Educational Researcher, 8(March, 1979), 3-8.*, Thomas S. Popkewitz

Annotation: Critques educational reform in terms of favored knowledge, students, and professional groups.

Broad Topical Focus: Curriculum Change, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Professionalization in Curriculum

 

Popkewitz, Thomas S., "Educational Reform: Rhetoric, Ritual, and Social Interest," Educational Theory, 38 (Winter, 1988), 77-93., Thomas S. Popkewitz

Annotation: Discusses the social construction of schooling as evidenced by changes in curriculum and teaching; discusses the social distribution of knowledge and the discourses of school reform as evidence of social and political relations and interests.

Broad Topical Focus: Curriculum Policies and Policy Making,Curriculum Change,Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Critical Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Ideology and School Knowledge

 

Popkewitz, Thomas S., "Knowledge and Interest in Curriculum Studies," pp. 335-354 in Thomas S. Popkewitz, ed., Critical Studies in Teacher Education: Its Folklore, Theory, and Practice . Philadelphia: Falmer, 1987.*, Thomas S. Popkewitz

Annotation: Critiques curriculum from perspective of preferred institutional knowledge and social and cultural interests.

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

 

Popkewitz, Thomas S., "Knowledge, Power, and a General Curriculum," pp. 69-93 in Ian Westbury and Alan C. Purves, eds., Cultural Literacy and the Idea of General Education , Eighty-Seventh Yearbook of the NSSE, Part II. Chicago: University of Chicago Press, 1988., Thomas S. Popkewitz

Annotation: Discusses power elements in subjects in the general education curriculum, including classroom inequities.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Ideology and School Knowledge, Liberal Education/General Education, School Subjects, Curriculum and Politics

 

Popkewitz, Thomas S., "The Formation of School Subjects and the Political Context of Schooling," pp. 1-14 in Thomas S. Popkewitz, ed., The Formation of the School Subjects: The Struggle for Creating an American Institution. Philadelphia: Falmer, 1987.*, Thomas S. Popkewitz

Annotation: Introduces the history of the creation of school subjects and the social and ideological pressures on this process.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: School Subjects, Psychology and Curriculum, Value Assumptions and Ideologies in Curriculum

 

Popkewitz, Thomas S., "The Social Contexts of Schooling, Change, and Educational Research," Journal of Curriculum Studies, 13(July-September, 1981), 189-206., Thomas S. Popkewitz

Annotation: Considers a reform program (IGE) within its social and ideological context.

Broad Topical Focus: Curriculum Change, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Ethnographic Inquiry, Critical Inquiry
Type of Study: Case Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Ideology and School Knowledge

 

Proefriedt, William A., High Expectations: The Cultural Roots of Standards Reform in American Education. New York: Teachers College Press, 2010., William A. Proefriedt

Annotation: Argues against the policies and practices of educational reformers who demand testing, high individual achievement for all, and an economic model of curriculum for national competitiveness; traces threads both for and against these views throughout American educational history; gives a close reading and balanced interpretation of our leading educators over the last 250 years.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Visions and Philosophies, Curriculum Contexts and Societal Influences
Source Discipline: Education
Mode of Inquiry in the Study: Historical Inquiry, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum History, Curriculum Aims and Objectives, Curriculum Standards and Testing, Philosophical Schools, Value Assumptions and Ideologies in Curriculum

 

Pruyn, Marc, and Luis M. Huerta-Charles, eds., Teaching Peter McLaren: Paths of Dissent. New York: Peter Lang, 2005., Marc Pruyn and Luis M. Huerta-Charles

Annotation: Presents ten essays giving McLaren's intellectual contributions and ways his ideas are used with students.

Broad Topical Focus: Curriculum Theorists, Curriculum Contexts and Societal Influences
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Collection of Studies
Narrow Topic: Curriculum Theory Creation and Uses, Value Assumptions and Ideologies in Curriculum

 

Ragan, William B., and Gene D. Shepherd, "Historical Influences," pp. 9-43 in their Modern Elementary Curriculum . 4th Edition. New York: Holt, Rinehart and Winston, 1971., William B. Ragan and Gene D. Shepherd

Annotation: Summarizes historical influences on the curriculum from the colonial period to the present.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History

 

Ramsay, Peter, "Fresh Perspectives on the School Transformation-Reproduction Debate: A Response to Anyon from the Antipodes," Curriculum Inquiry, 13(Fall, 1983), 295-320., Peter Ramsay

Annotation: Critiques the methodology used by Anyon in her study, 11(No.1, 1981), and four of her findings; indicates differences in findings from his own New Zealand study.

Broad Topical Focus: Curriculum Policies and Policy Making,Curriculum Inquiry Guidelines,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: Ideology and School Knowledge, Comparative Curriculum, Value Assumptions and Ideologies in Curriculum

 

Reid, William A., "Currriculum as an Expression of National Identity," Journal of Curriculum and Supervision, 15 (Winter, 2000), 113-122., William A. Reid

Annotation: Suggests that curriucula in various nations reflect their cultural idnetities and that there are no universal curriculum theories across countries; reviews German, English, and American historical evidence on the topic.

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: Comparative Curriculum, Curriculum History, Curriculum Aims and Objectives

 

Reid, William A., "Schools, Teachers, and Curriculum Change: The Moral Dimension of Theory-Building," Educational Theory, 29(Fall, 1979), 325-336.*, William A. Reid

Annotation: Identifies and critiques some theories of curriculum change from a moral perspective.

Broad Topical Focus: Curriculum Change, Curriculum Conceptions and Theories, Curriculum Contexts and Societal Influences, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay, Development as Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Implementation, Curriculum and Politics, Value Assumptions and Ideologies in Curriculum, Curriculum Deliberation

 

Reid, William A., "The Technological Society and the Concept of General Education," pp. 115-131 in Ian Westbury and Alan C. Purves, eds., Cultural Literacy and the Idea of General Education , Eighty-Seventh Yearbook of the NSSE, Part II. Chicago: University of Chicago Press, 1988., William A. Reid

Annotation: Traces the arguments for general education in light of the technological society.

Broad Topical Focus: Curriculum Conceptions and Theories,Curriculum Policies and Policy Making,Curriculum Development, Organization, Design,Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Philosophical Inquiry-Ampliative Criticism,Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Liberal Education/General Education, Value Assumptions and Ideologies in Curriculum, Content Selection and Organization

 

Reynolds, John and Malcolm Skilbeck, Culture and the Classroom . London: Open Books, 1976., John Reynolds and Malcolm Skilbeck

Annotation: Gives an overview of schools within the culture and implications for curriculum design.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum as Environment

 

Rohman, Aliya, and Bruce Parker, "Engaging Race and Nation in Curriculum Studies," Curriculum Inquiry, 41 (January, 2011), 81-91., Aliya Rohman and Bruce Parker

Annotation: Reviews Curriculum Studies Reader (2009) and Curriculum Studies Handbook (2010); describes how each volume maps the field; shows how the two volumes understand race, nationality, and their interrelationship; comments of the state of the field.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Contexts and Societal Influences, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Literature, Literature of Curriculum, Programs of Study in Curriculum and Instruction

 

Rugg, Harold, American Life and the School Curriculum: Next Steps Toward Schools of Living. Boston: Ginn and Company, 1936., Harold Rugg

Annotation: Reviews in detail the history of United States curriculum within the context of social changes; purposes a new educational program: a school of living.

Broad Topical Focus: Curriculum Theorists, Curriculum Visions and Philosophies, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Classics of Curriculum Literature, Curriculum Aims and Objectives, Curriculum History, Literature of Curriculum, Secondary School Curriculum, Curriculum Professors, Curriculum Frameworks

 

Sahlberg, Pasi, "The Finnish Paradox: Public Education Within a Competitive Market Economy," pp. 110-130 in Frank Adamson, Bjorn Astrand, and Linda Darling-Hammond, eds., Global Educational Reform: How Privatization and Public Investment Influence Educational Outcomes. New York: Rutledge, 2016., Pasi Sahlberg

Annotation: Explains the features of the Finnish educational system that has been completely supported by public funds and has attained top level global status in student achievement while remaining immune to the lure of the Global Education Reform movement with its opposite features of market-mechanisms, standarization of learning, test-based accountability,and neoliberal ideology.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Comparative Curriculum, Curriculum and Politics, Freedom/Authority and Curriculum, Curriculum Standards and Testing, Democratic Education, Local Control of Schooling

 

Sanders, Donald P., and Marian Schwab, "Schooling and the Development of Education," The Educational Forum, 45(March, 1981), 265-289.*, Donald P. Sanders and Marian Schwab

Annotation: Critiques the R & D model of curriculum development in terms of practical stumbling blocks to school improvement.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Change, Curriculum Research Domains and Structure, Curriculum Administration, Leadership, Finance, Curriculum Contexts and Societal Influences
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum

 

Sandlin, Jennifer A., Jake Burdick, and Trevor Norris, "Erosion and Experience: Education for Democracy in a Consumer Society," Review of Research in Education,36 (March, 2012), 139-168., Jennifer A. Sandlin, Jake Burdick, and Trevor Norris

Annotation: Explores evidence of the ideology of consumerism and commercialism at work in the schools and of the erosion of the public sphere; reviews research on these topics and on their consequences in public schooling; identifies critical practices used against these ideologies.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Curriculum Aims and Objectives, Curriculum and Politics, Value Assumptions and Ideologies in Curriculum, Democratic Education

 

Sandlin, Jennifer A., and Jennifer L. Milam, "Cultural Jamming as Curriculum: Exploring the Critical Public Pedagogy of Adbusters and Reverend Billy," pp. 131-150 in Sheri Leafgren, Brian D. Schultz, Michael P. O'Malley, Larry Johnson, Jeanne F. Brady, and Audrey M. Dentith, eds., The Articulation of Curriculum and Pedagogy for a Just Society: Advocacy, Artistry, and Activism. Troy, NY: Educator's International Press, 2007., Jennifer A. Sandlin and Jennifer L. Milam

Annotation: Describes efforts at jamming (or confronting) cultural messages in ads from a critical curriculum perspective.

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

 

Sandlin, Jennifer A., Jennifer L. Milam, and Corrine M. Wickens, " 'Spend Smart, Live Rich': Popular Pedagogy and the Construction of the 'Good Consumer' in the Popular Culture Lifestyle Magazine 'Budget Living'," Journal of Curriculum and Pedagogy, 4(Summer, 2007), 113-135., Jennifer A. Sandlin, Jennifer L. Milam, and Corrine M. Wickens

Annotation: Presents a critical media analysis of what is conveyed to readers of the magazine 'Budget Living'; addresses the not-so-hidden curriculum of consumerism.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Guides, Plans, Documents, Materials
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Discourse Analysis, Hidden Curriculum

 

Sandlin, Jennifer A., Michael P. O'Malley, and Jake Burdick, "Mapping the Complexity of Public Pedagogy Scholarship 1894-2010," Review of Educational Research, 81(September, 2011),338-375., Jennifer A. Sandlin, Michael P. O'Malley, and Jake Burdick

Annotation: Traces the meaning and use of the term "public pedagogy" in the literature; reviews studies of its use in the areas of 1) popular culture and everyday life, 2) informal institutions and public spaces, 3) cultural and political discourse, and 4) public intellectuals and social activism; makes recommendations for future research.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Literature of Curriculum, Citizenship Education, Curriculum as Experience

 

Santoro, Doris A., "'We're Not Going To Do That Because It's Not Right': Using Pedagogical Responsibility to Reframe the Doublespeak of Fidelity," Educational Theory, 66(Nos.1-2, 2016), 263-277., Doris A. Santoro

Annotation: Draws on Dewey to argue for teachers' responsibility to implement curriculum ethically, amid mandates by corporatocratic policy makers to adhere with fidelity to specific education laws or regulations.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Enactment and Teaching, Curriculum Contexts and Societal Influences, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Curriculum Implementation, Ethical Issues in Curriculum, Freedom/Authority and Curriculum, Local Control of Schooling

 

Santos, Bonaventura de Sousa, "Ecologies of Knowledge," pp. 185-211 in Bonaventura de Sousa Santos, Epistemologies of the South: Justice Against Epistemicide. New York: Rutledge, 2014., Bonaventura de Sousa Santos

Annotation: Make the case that epistemologies other than those generated by European and North American philosophers (e. g., those from the Global South) should be included in an "ecology of knowledge"; refers chiefly to non-scientific knowledges such as those based on the experience of persons and on various practice (especially of local knowledge and by subaltern groups); extensive explication of the concept is presented; offers thirteen observations as a basis for bringing about such an ecology of knowledge; the book containing this chapter discusses the concept of cognitive justice and its implications world-wide.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Contexts and Societal Influences
Source Discipline: Field other than Education
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, Curriculum and the Disciplines, Value Assumptions and Ideologies in Curriculum, Practical Knowledge, Knowledge Utilization, Ideology and School Knowledge, Content Selection and Organization

 

Schofield, Harry, "The Concept 'Curriculum'," pp. 123-148 in his The Philosophy of Education: An Introduction . London: Barnes and Noble, 1972., Harry Schofield

Annotation: Presents criteria for curriculum content and describes the influence of method and culture on curriculum.

Broad Topical Focus: Curriculum Definitions,Curriculum Conceptions and Theories,Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Content Selection and Organization

 

Schubert, William H., "Curriculum Reform," pp. 80-112 in Gordon Cawelti, ed., Challenges and Achievements of American Education . Alexandria, VA: ASCD, 1993.*, William H. Schubert

Annotation: Traces the history of four curriculum orientations since 1943, notes their contributors and the related literature, and identifies questions needing reflection today.

Broad Topical Focus: Curriculum Change, Curriculum Conceptions and Theories, Curriculum Theorists, Curriculum Contexts and Societal Influences, Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Classics of Curriculum Literature, Value Assumptions and Ideologies in Curriculum

 

Schubert, William H., "Knowledge About Out-of-School Curriculum," The Educational Forum, 45(January, 1981), 185-198.*, William H. Schubert

Annotation: Makes the case for why knowledge of out-of-school curriculum pursued by students is important; makes recommendations on how to use such knowledge in planning in-school curriculum.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Decision-making Processes, 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: Content Selection and Organization, Criticism of Schooling, Curriculum Deliberation

 

Schubert, William H., "Social Justice in Curriculum and Pedagogy through Art, Advocacy, and Activism," pp. xi - xxxvi in Sheri Leafgren, Brian D. Schultz, Michael P. O'Malley, Larry Johnson, Jeanne F. Brady, and Audrey M. Dentith, eds., The Articulation of Curriculum and Pedagogy for a Just Society: Advocacy, Artistry, and Activism. Troy, NY: Educator's International Press, 2007., William H. Schubert

Annotation: Introduces the volume by tracing historical themes in curriculum thought and in Schubert's professional experience that highlight the book's focus.

Broad Topical Focus: Curriculum as a Field of Practice and Study, Curriculum Contexts and Societal Influences, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, American/International Curriculum Organizations

 

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

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

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Ideology and School Knowledge, Teacher Education

 

Selden, Steven, "Eugenics and Curriculum: 1860-1929," The Educational Forum, 43(November, 1978), 67-82., Steven Selden

Annotation: Examines the history of the eugenics movement and its impact on the curriculum, especially the education of the gifted.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Ideology and School Knowledge, Exceptional Education

 

Selden, Steven, "Resistance in School and Society: Public and Pedagogical Debates about Eugenics, 1900-1947," Teachers College Record, 90(Fall, 1988), 61-84., Steven Selden

Annotation: Describes the work of Jennings, Dewey, Bagley, and Lippmann in resisting the push in education to embrace eugenics.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences
Source Discipline: Education
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Ideology and School Knowledge, Exceptional Education

 

Shapiro, H. Svi, "Beyond the Sociology of Education: Culture, Politics, and the Promise of Educational Change," Educational Theory, 38(Fall, 1988), 415-430., H. Svi Shapiro

Annotation: Reviews the literature on the new sociology of education and radical educational theory and poses an agenda for political support for educational change.

Broad Topical Focus: Curriculum Change, Curriculum Contexts and Societal Influences
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum and Politics

 

Sharp, Rachel, "Ideology and Schooling," pp. 16-158 in her Knowledge, Ideology and the Politics of Schooling . London: Routledge and Kegan Paul, 1980., Rachel Sharp

Annotation: Gives an analysis of the historical and contemporary role that class struggle and hegemony play in schooling, along with examples.

Broad Topical Focus: Curriculum Contexts and Societal Influences
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Curriculum and Politics

 

Shaw, Frederick, "The Changing Curriculum," Review of Educational Research, 36(June, 1966), 343-352., Frederick Shaw

Annotation: Reviews influences on curriculum change from 1963-1966.

Broad Topical Focus: Curriculum Change, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum and Politics

 

Slater, Graham B., "Breaking the Binds of Enclosure: Chet Bowers and the Commons in Educational Theory," Educational Studies, 55(5, 2019), 548-562., Graham B. Slater

Annotation: Elucidates Bowers' concepts of the commons and of enclosure; highlights Bowers' contributions to educational theory for his ecological, political, and pedagogical insights.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Theorists, Curriculum Contexts and Societal Influences
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Criticism of Schooling, Idelogy and School Knowledge, Curriculum Theory Creation and Uses

 

Slattery, Patrick "A Postmodern Vision of Time and Learning: A Response to the National Education Commission Report, Prisoners of Time," Harvard Educational Review, 65(WInter, 1995), 612-633.*, Patrick Slattery

Annotation: Critiques the view of time in curriculum as something to be restructured more efficiently in favor of a view of time as something infused with meaning and grounded in the present, cosmic, and quantum in its qualitites, integrated with self and place.

Broad Topical Focus: Curriculum Administration, Leadership, Finance, Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Time on Task, Teaching/Learning Process, Curriculum as Experience

 

Smith, David Geoffrey, "The Specific Challenges of Globalizaiton for Teaching... and Vice Versa," pp. 293-318 in Donna Trueit, William E. Doll, Jr., Hongyu Wang, and William F. Pinar, eds., The Internationalization of Curriculum Studies. New York: Peter Lang, 2003., David Geoffrey Smith

Annotation: Gives a thorough analysis of the economics of globalization aand implications for curriculum and teaching; also addresses the recovery of personal truth.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Proposals in Coherent Form, 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, Curriculum and Politics

 

Sobol, Thomas, "The Broader Meaning of Articulation," Phi Delta Kappan, 53(September, 1971), 25-29., Thomas Sobol

Annotation: Describes four dilemmas in contemporary schooling (between have's and have-not's, school and life, head and heart, and old values and new values) and envisions a type of schooling to overcome these dilemmas.

Broad Topical Focus: Curriculum Development, Organization, Design,Curriculum Contexts and Societal Influences,Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Content Selection and Organization

 

Spillane, James P., Standards Deviation: How Schools Misunderstand Education Policy. Cambridge, MA: Harvard University Press, 2004., James P. Spillane

Annotation: Presents a case study of curriculum policy implementation of standards-based science and math policies in Michigan schools (1992-1996) at the district and classroom levels.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Enactment and Teaching, Curriculum Administration, Leadership, Finance, Curriculum Change, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Frameworks, Curriculum Standards and Testing, Curriculum and Politics, Content Selection and Organization, Local Control of Schooling, Government Role in Educational Research & Development, Core Mandates

 

Stanley, William B., Curriculum for Utopia: Social Reconstructionism and Critical Pedagogy in the Postmodern Era. Albany, NY: SUNY Press, 1992., William B. Stanley

Annotation: Analyzes the role of reconstructionism in critical pedogogy and relates this to past and present tradtions of educational theory.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Enactment and Teaching, 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: Ideology and School Knowledge, Value Assumptions and Ideologies in Curriculum, Curriculum Aims and Objectives, Philosophical Schools

 

Steffy, Betty, "Curriculum Planning: Community Participation," pp. 1241-1243 in T. Husen and T. N. Postlethwaite, eds., International Encyclopedia of Education. New York: Pergamon, 1984., Betty Steffy

Annotation: Discusses community participation in curriculum planning in developing countries and in industrialized countries.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Development, Organization, Design, Curriculum Policies and Policy Making, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Comparative Curriculum

 

Stein, Sandra J., The Culture of Education Policy. New York: Teachers College Press, 2004., Sandra J. Stein

Annotation: Reports a study of critical and ideological assumptions found in the discourse surrounding the passage and implementation of ESEA and NCLB.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences
Source Discipline: Education
Mode of Inquiry in the Study: Ethnographic Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Discourse Analysis, Government Role in Educational Research & Development, Local Control of Schooling, Curriculum and Politics, Curriculum Implementation, Value Assumptions and Ideologies in Curriculum

 

Stray, Chris, "Paradigms Regained: Towards a Historical Sociology of the Textbook," Journal of Curriculum Studies, 26(January- February, 1994), 1-29., Chris Stray

Annotation: Discusses textbooks as cultural commodities throughout history.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Textbooks, Curriculum History

 

Strickland, Dorothy S., and Carol Ascher, "Low Income African-American Children and Public Schooling," pp. 609-625 in Philip W. Jackson, ed., Handbook of Research on Curriculum. New York: Macmillan, 1992., Dorothy S. Strickland and Carol Ascher

Annotation: Reviews how poverty and race affect curriculum reform and innovation.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Development, Organization, Design, Curriculum Policies and Policy Making, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Content Selection and Organization

 

Subedi, Binaya, "Decolonizing the Curriculum for Global Perspectives," Educational Theory, 63(No. 6, 2013), 621-638., Binaya Subedi

Annotation: Critiques Eurocentric ideology or the deficit approach used in global curricula as well as the accommodations approach which claims to be the corrective to the former approach; advocates and argues for the decolonization or contrapuntal approach.

Broad Topical Focus: Critique and Utilization of Curriculum Research and Inquiry, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Criticism of Schooling, Character Education, Content Selection and Organization, Curriculum Aims and Objectives, Ideology and School Knowledge, Value Assumptions and Ideologies in Curriculum

 

Sumara, Dennis, and Brent Davis, "Interrupting Heteronormativity," Curriculum Inquiry, 29(Summer, 1999), 191-208., Dennis Sumara and Brent Davis

Annotation: Explores the role of curriculum theory in interrupting straight norms embedded in curriculum.

Broad Topical Focus: Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum

 

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

 

Taubman, Peter M., "Gender and Curriculum: Discourse and the Politics of Sexuality," The Journal of Curriculum Theorizing, 4(Winter, 1982), 12-87., Peter M. Taubman

Annotation: Theorizes about gender and the curriculum, the sexual revolution, Foucault's analysis, the organization of sexuality, and what a de-gendered society would be like.

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, Value Assumptions and Ideologies in Curriculum

 

Taxel, Joel, "The American Revolution in Children's Fiction: An Analysis of Literary Content, Form, and Ideology," pp. 61-88 in Michael W. Apple and Lois Weis, eds., Ideology and Practice in Schooling . Philadelphia: Temple University Press, 1983., Joel Taxel

Annotation: Shows how children's fiction portrays the American Revolution in four periods, with symbolic representations of socioeconomic relations.

Broad Topical Focus: Curriculum Contexts and Societal Influences, 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, Literature

 

Taxel, Joel, "The Black Experience in Children's Fiction: Controversies Surrounding Award Winning Books," Curriculum Inquiry, 16(Fall, 1986), 245-281., Joel Taxel

Annotation: Discussed bases for the controversies on this topic.

Broad Topical Focus: Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry,Critical Inquiry
Type of Study: Single Study
Narrow Topic: Literature, Ideology and School Knowledge, Materials Development and Evaluation

 

Taylor, William, "Power and the Curriculum," pp. 7-21 in Colin Richards, ed., Power and the Curriculum: Issues in Curriculum Studies . Nafferton, England: Nafferton Books, 1978 / Walkergate Press, 1979.*, William Taylor

Annotation: Relates the new criticism to the politics of the curriculum.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Enactment and Teaching, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Value Assumptions and Ideologies in Curriculum

 

Thomas, Thomas F., and William H. Schubert, "Recent Curriculum Theory: Proposals for Understanding, Critical Praxis, Inquiry, and Expansion of Conversation," Educational Theory, 47(Spring, 1997), 261-285.*, Thomas F. Thomas and William H. Schubert

Annotation: Reviews and critques three books-- Understanding Curriculum (Pinar, et al.), Curriculum for Utopia (Stanley), and Studying Curriculum (Goodson).

Broad Topical Focus: Curriculum Research Domains and Structure, Curriculum Inquiry Guidelines, Curriculum Conceptions and Theories, Curriculum Theorists, Curriculum Contexts and Societal Influences, Relation of Curriculum Research to Practice, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay, Multiple/Mixed Forms of Inquiry
Type of Study: Status Study
Narrow Topic: Classics of Curriculum Literature, Curriculum History, Value Assumptions and Ideologies in Curriculum

 

Tittle, Carol Kehr, "Research on Sex Equity in Education: An Agenda for the Divisions, SIG's and AERA," Educational Researcher, 14(November, 1985), 10-18., Carol Kehr Tittle

Annotation: Examines the research on sex equity in education and recommends actions in AERA based upon her findings.

Broad Topical Focus: Defining Curriculum Research Questions, Curriculum Research Domains and Structure, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Research Synthesis
Narrow Topic: American/International Curriculum Organizations

 

Tomkins, George S., "Foreign Influences on Curriculum Policy Making and Development in Canada: Some Impressions in Historical and Contemporary Perspectives," pp. 127-139 in Jean-Jacques Bernier and George S. Tompkins, eds., Curriculum Canada, II: Curriculum Policy and Curriculum Development . Vancouver, BC: University of British Columbia, CSCI, 1980. A slightly revised version of this article appears in Curriculum Inquiry, 11(Summer, 1981), 157-166., George S. Tomkins

Annotation: Traces the French, U. S., and British influences on Canadian curriculum.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Comparative Curriculum

 

Tomkins, George S., "The Moral, Cultural, and Intellectual Foundation of the Canadian Curriculum," pp. 1-23 in Douglas A. Roberts and John O. Fritz, eds., Curriculum Canada V: School Subject Curriculum / Instruction Theory . Vancouver, BC: Centre for Study of C&I, University of British Columbia, 1984., George S. Tomkins

Annotation: Traces several foundational elements contributing to the nature of Canadian curriculum.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Comparative Curriculum

 

Torres, Carlos Alberto, "Interview with Henry A. Giroux," pp. 129-157 in Carlos Alberto Torres, Education, Power, and Personal Biography: Dialogues with Critical Educators. New York: Routledge, 1998., Carlos Alberto Torres

Annotation: Offers personal refections by Giroux on his own life and professional work.

Broad Topical Focus: Curriculum Theorists, 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 Professors, Curriculum and Politics, Curriculum Theory Creation and Uses

 

Valli, Linda, "Becoming Clerical Workers: Business Education and the Culture of Femininity," pp. 213-234 in Michael W. Apple and Lois Weis, eds., Ideology and Practice in Schooling . Philadelphia, PA: Temple University Press, 1983., Linda Valli

Annotation: Reports a study of women's experiencing office work.

Broad Topical Focus: Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Vocational vs. Liberal Education

 

Vars, Gordon F., and William T. Lowe, "Societal Forces Influencing Curriculum Decisions," Review of Educational Research, 33(June, 1963), 254-267., Gordon F. Vars and William T. Lowe

Annotation: Examines research on social realities and social problems that relate to selection of curricular subject matter and learning experiences.

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

 

Waks, Leonard J., "Brown v Board, Common Citizenship,and the Limits of Curriculum," Journal of Curriculum and Supervision, 20(Winter, 2005), 94-128., Leonard J. Waks

Annotation: Shows how equal or common citizenship has not been achieved through court decisions since Brown, how factors inside and outside schools have changed the context for equal citizenship, and poses a possible solution: the networked common school in a virtual megasetting.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Policies and Policy Making, Curriculum Development, Organization, Design, Curriculum Contexts and Societal Influences, Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum History, Citizenship Education, Media and Computers in Curriculum Development, Hidden Curriculum, Criticism of Schooling, Curriculum Aims and Objectives

 

Walker, Stephen and Len Barton, Gender, Class, and Education . London: Falmer Press, 1983., Stephen Walker and Len Barton

Annotation: Relates the gender and class issues in the hidden curriculum.

Broad Topical Focus: Curriculum Contexts and Societal Influences, 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, Hidden Curriculum

 

Warwick, Dennis, "Ideologies, Integration, and Conflicts of Meaning," pp. 86-111 in Michael Flude and John Ahier, eds., Educability, Schools, and Ideology . New York: Halstead Press, 1974., Dennis Warwick

Annotation: Explains the contradictions in school ideologies and their implications.

Broad Topical Focus: Curriculum Contexts and Societal Influences
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum

 

Watkins, William H., "Black Curriculum Orientations: A Preliminary Inquiry," Harvard Educational Review, 63(Fall, l993), 321-338., William H. Watkins

Annotation: Portrays black functionalism, accommodationism, liberal education, nationalist, Afrocentric, and social reconstructionism.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Development, Organization, Design, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Historical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Curriculum History

 

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

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

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

 

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

Annotation: Critiques teacher education from the perspective of inequality.

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

 

Weis, Lois, "Schooling and Cultural Production: A Comparison of Black and White Lived Culture," pp. 235-261 in Michael W. Apple and Lois Weis, eds., Ideology and Practice in Schooling. Philadelphia, PA: Temple University Press, 1983., Lois Weis

Annotation: Provides an example of a phenomenological study on this topic.

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

 

Weiss, Carol H., "The Politicization of Evaluation Research," pp. 327-338 in Carol h. Weiss, ed., Evaluation Action Programs: Readings in Social Action and Education . Boston: Allyn and Bacon, 1972., Carol H. Weiss

Annotation: Identifies trends in evaluation research resulting from political pressures on evaluators.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Evaluation, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum and Politics

 

Wells, Amy Stuart, Jennifer Jellison Holme, Awo Korantemaa Atanda, and Anita Tijerina Revilla, "Tackling Racial Segregation One Policy at a Time: Why School Desegregation Only Went So Far," Teachers College Record, 107(Sepember, 2005), 2141-2177., Amy Stuart Wells, Jennifer Jellison Holme, Awo Korantemaa Atanda, and Anita Tijerina Revilla

Annotation: Reports on a 5-year case study of six racially diverse high schools from the late 1970s; describes their curricular and organizational methods of school integration, the external societal factors that influenced the effects of these efforts, and the views of graduates about the long-term impact of their school experiences.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Curriculum and Politics, Multicultural Education, Value Assumptions and Ideologies in Curriculum

 

Westbury, Ian, "Schooling as an Agency of Education: Some Implications for Curriculum Theory," pp. 88-114 in W. B. Dockrell and David Hamilton, eds., Rethinking Educational Research . London: Hodder & Stoughton, 1980.*, Ian Westbury

Annotation: Criticizes schools and curricula as agencies designed to deliver a particular conception of what knowledge is worth knowing, thus limiting our options.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Criticism of Schooling, Classroom Observation & Research, Curriculum Aims and Objectives, Curriculum History, Value Assumptions and Ideologies in Curriculum

 

Westbury, Ian, "The Burdens and the Excitement of the 'New' Curriculum Research: A Response to Hlebowitsh's "The Burdens of the New Curricularist," Curriculum Inquiry, 29(Fall,1999), 355-364.*, Ian Westbury

Annotation: Acknowledges certain views and challenges others of both Hlebowitsh and the reconceptualists; sets forth a third perspective tied to Reid's notion of translating ideals into institutionalized curriculum and also tied to Schwab's notion of deliberation.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Conceptions and Theories, Curriculum Theorists, Curriculum Development, Organization, Design, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Curriculum History, Curriculum Specialists in Schools, Curriculum Deliberation

 

Westbury, Ian, "The Curriculum: What Is It and How Should We Think About It?" pp. 129-158 in M. Bloomer and K. E. Shaw, eds., The Challenge of Educational Change: Limitations and Potentialities . Oxford: Pergamon, 1979.*, Ian Westbury

Annotation: Challenges the means-end form of argument commonly used in curriculum policy rhetoric because it ignores ideological, historical, and institutional issues that require deliberate practical reasoning to resolve.

Broad Topical Focus: Curriculum Change, Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences, Curriculum Conceptions and Theories, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, School Subjects, English

 

Wexler, Philip, "Curriculum in the Closed Society," pp. 92-104 in Henry A. Giroux nd Peter McLaren, eds., Critical Pedagogy, the State, and Cultural Struggle , Albany, NY: State University of New York Press, 1989.*, Philip Wexler

Annotation: Analyzes the dominant culture embedded in the curriculum--scientism.

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