Broad Topical Focus - Curriculum Development, Organization, Design

 

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Wraga, William G., "A Historical Reconstruction of the Work of the National Society for the Study of Education's Committee on Curriculum-Making," Journal of Curriculum Studies, 48(Issue 5, 2016), 565-588., William G. Wraga

Annotation: Presents a detailed study of the Committee and its work between 1924 and the publication of its report in the 1927 NSSE Yearbook; reconsiders whether it actually came to a consensus on principles of curriculum-making as its report says was its purpose; reactions found in later curriculum texts and by later professors are included.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Curriculum Development Strategies, Curriculum Professors

 

Wraga, William G., "A Progressive Legacy Squandered: The Cardinal Principles Report Reconsidered," History of Education Quarterly, 41(Winter, 2001), 494-519.*, William G. Wraga

Annotation: Corrects Krug's interpretation of the Cardinal Principles Reports based on rereading the evidence.

Broad Topical Focus: Curriculum Development, Organization, Design, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Classics of Curriculum Literature, Secondary School Curriculum

 

Wraga, William G., Democracy's High School: The Comprehensive High School and Educational Reform in the United States. Lanham, MD: University Press of America, 1994., William G. Wraga

Annotation: Presents a history of the comprehensive high school in the United States, its unique contribution to democratic education, its rise and waning as a unitary cosmopolitan model for the high school, the forces opposing and supporting it in contemporary schooling, and recommendations for enhancing its efficacy and vitality.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Policies and Policy Making, Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Content Selection and Organization

 

Wraga, William G., "Progressive Pioneer: Alexander James Inglis (1879-1924) and American Secondary Education," Teachers College Record, 108(June, 2006),1080-1105., William G. Wraga

Annotation: Presents Inglis' contributions to secondary education and analyzes them in relation to four interpretations of prgressivism offered by educational historians; places Inglis among pedagogical progressives.

Broad Topical Focus: Curriculum Theorists, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Secondary School Curriculum, Value Assumptions and Ideologies in Curriculum

 

Wraga, William G., "The Cardinal Principles Report Revisited," Education and Culture (formerly Current Issues in Education), 11(Fall, 1994), 6-16., William G. Wraga

Annotation: Discusses the 1918 Cardinal Principles report around issues of social efficiency, tracking, and the common school ideal.

Broad Topical Focus: 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, Classics of Curriculum Literature, Social Efficiency/Control, Curriculum Differentiation

 

Wraga, William G., "The Comprehensive High School Revisited: Issues of Development and Dissemination," Curriculum History, (March, 1998), 73-85.*, William G. Wraga

Annotation: Taces the development of the comprehensive high school from 1905-1930.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Secondary School Curriculum, Curriculum History

 

Wraga, William G., "The Educational and Political Implications of Curriculum Alignment and Standards-Based Reform," Journal of Curriculum and Supervision, 15(Fall, 1999), 4-25., William G. Wraga

Annotation: Analyzes and critiques F. W. English's curriculum alignment approach and its relation to reform through standards and testing; related article by A. A. Glatthorn follows.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Evaluation, 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 and the Disciplines, Curriculum Standards and Testing, Curriculum Frameworks

 

Wraga, William G., "The Interdisciplinary Imperative for Citizenship Education,' Theory and Research in Social Education, 21(Summer, 1993), 201-231., William G. Wraga

Annotation: Discuses rationale, historical precedents, theoretical issues, and recent developments in interdisciplinary curriculum generally and in social studies in particular.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Integration, Curriculum History, Citizenship Education, Social Studies

 

Wraga, William G., "The Progressive Vision of General Education and the American Common School Ideal: Implications for Curriculum Policy, Practice, and Theory," Journal of Curriculum Studies, 31(September-October, 1999), 523-544., William G. Wraga

Annotation: Gives historical foundations of general education in U. S. schools, comments on its status in the current scene, and suggests need to regain a portion of the curriculum that is common to all students.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Liberal Education/General Education, Curriculum History, Curriculum Differentiation

 

Wulf, C., "Curriculum History: Federal Republic of Germany," pp. 1193-1195 in T. Husen and T. N. Postlethwaite, eds., International Encyclopedia of Education . New York: Pergamon, 1984., C. Wulf

Annotation: Gives a brief history of curriculum in Germany.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Development, Organization, Design, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Status Study
Narrow Topic: Curriculum History, Comparative Curriculum

 

Yates, Lyn, "Is Women's Studies a Legitimate School Subject? An Outline of an Agenda for Discussion," Journal of Curriculum Studies, 18(January-March, 1986), 17-30., Lyn Yates

Annotation: Raises several issues about the form and appropriateness of including women's studies in the secondary curriculum.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Content Selection and Organization, Secondary School Curriculum, School Subjects

 

Yob, Iris M., "Spiritual Education: A Public School Dialogue with Religious Interpretations," Religious Education, 90 (Winter, 1995), 104-117.* Response by Susan Laird, "Spiritual Education in Public Schools?" pp. 118-132., Iris M. Yob

Annotation: Draws on Cully, Westerhoff & Eusedan, and Palmer to develop a proposal for a spirituality curriculum.

Broad Topical Focus: Curriculum Proposals in Coherent Form, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Religious Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum

 

Young, Jean, "Teacher Participation in Curiculum Development: What Status Does it Have?" Journal of Curriculum and Supervision, 3(Winter, 1988), 109-121., Jean Young

Annotation: Reports a study of the extent of teacher participation in curriculum development.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Survey
Narrow Topic: Curriculum Deliberation

 

Young, Jean H., "Teacher Interest in Curriculum Committees: What Factors are Involved?" The Journal of Curriculum Studies, 21(July-August, 1989), 363-376., Jean H. Young

Annotation: Reports a study that identifies factors related to teachers' interest or lack of interest in praticipation in curriculum committees.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation

 

Young, Jean Helen, "Participation in Curriculum Development: An Inquiry into the Responses of Teachers," Curriculum Inquiry, 15(Winter, 1985), 387-414., Jean Helen Young

Annotation: Reports a study of teachers' responses regarding their participation in curriculum development.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation

 

Young, Jean Helen, "Teacher Participation in Curriculum Decision-Making: An Organizational Dilemna," Curriculum Inquiry, 9(Summer, 1979), 113-127., Jean Helen Young

Annotation: Discusses using central office committees for making curriculum decisions and suggests an alternative of making decisions at the building level.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Decision-making Processes, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Teacher Planning

 

Young, Michael, "An Approach to the Study of Curricula as Socially Organized Knowledge," pp. 19-46 in his Knowledge and Control: New Directions for the Sociology of Education. London: Collier-Macmillan, 1971. Reprinted pp. 254-285 in Arno A. Bellack and Herbert M. Kliebard, eds., Curriculum and Evaluation. Berkeley, CA: Mc Cutcheon, 1977.*, Michael Young

Annotation: Describes the sociological approach to the organization of knowledge in curricula and explains what is meant by socially organized knowledge.

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: Content Selection and Organization, Ideology and School Knowledge, Value Assumptions and Ideologies in Curriculum

 

Young, Michael, "From Constructivism to Realism in the Sociology of the Curriculum." pp. 1-28 in Gregory J. Kelly, Allan Luke, and Judith Green, eds., What Counts as Knowledge in Educational Settings: Disciplinary Knowledge, Assessment, and Curriculum. Review of Research in Education, 32, 2008. Washington, DC: American Educational Research Association, 2008., Michael Young

Annotation: Provides a thorough summary of the author's and other related work on the sociology of knowledge and the curriculum.

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: Research Synthesis
Narrow Topic: Curriculum and the Disciplines, Content Selection and Organization

 

Young, Michael, "The Return to Subjects: A Sociological Perspective on the UK Coalition Government's Approach to the 14-19 Curriculum," Curriculum Journal, 22(No. 2, 2011), 265-278., Michael Young

Annotation: Critiques the model of curriculum adopted by UK's Secretary of State, Michael Gove, and his failure to give consideration to the 14-19 curriculum as a whole; the traditional vocational curriculum is described and critiqued; supports the Tomlinson Report of 2004.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, School Subjects, Vocational vs. Liberal Education

 

Young, Michael F. D., ed., Knowledge and Control: New Directions for the Sociology of Education . London: Collier-Macmillan, 1971., Michael F. D. Young

Annotation: Discusses several features of social organization and control of knowledge in educational institutions.

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

 

Young, Michael, and Johan Muller, "From the Sociology of Knowledge to the Sociology of Professional Knowledge," pp. 3-17 in Michael Young and Johan Muller, eds., Knowledge, Expertise, and the Professions. New York: Rutledge, 2014., Michael Young and Johan Muller

Annotation: Discusses research in sociology of professional knowledge and its relation to professional practice; makes some distinctions between professional knowledge and theory of knowledge; examines knowledge specialized to conceptual generality, and knowledge to a contextual purpose; draws on work of Schon and Bernstein.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Higher Education Curriculum, Knowledge Generation, Practical Knowledge, Teacher Knowledge

 

Zais, Robert S., "Confronting Encapsulation as a Theme in Curriculum Design," Theory Into Practice, 25(Winter, 1986), 17-23., Robert S. Zais

Annotation: Shows how to confront encapsulation and transcend the measured curriculum.

Broad Topical Focus: Curriculum Development, Organization, Design,Curriculum Evaluation,Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism,Philosophical Inquiry-Speculative Essay,Normative Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum Aims and Objectives, Value Assumptions and Ideologies in Curriculum

 

Zaret, Esther, "The Uncertainty Principle in Curriculum Planning," Theory Into Practice, 25(Winter, 1986), 46-52., Esther Zaret

Annotation: Discusses improving the quality of school life through phenomenological planning.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Curriculum Development Strategies

 

Zenger, Weldon F., and Sharon K. Zenger, "Why Teach Certain Material at Specific Grade Levels?" Phi Delta Kappan, 84(November, 2002), 212-214., Weldon F. Zenger and Sharon K. Zenger

Annotation: Argues for theoretical work to be done on the question of how to choose where selected content should be placed within the curriculum and for the relating of standards to these criteria.

Broad Topical Focus: Curriculum Development, Organization, Design, Defining Curriculum Research Questions, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization

 

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

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

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

 

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