Broad Topical Focus - Curriculum Development, Organization, Design

 

Follow

 

Dynan, Muredach E., "Dissemination of Curriculum Innovations: Where are We Heading?" Curriculum Perspectives, 3(October, 1983), 60-65., Muredach E. Dynan

Annotation: Reassesses dissemination strategies and reviews related research and implications.

Broad Topical Focus: Curriculum Change, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum Development Strategies

 

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

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

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

 

Ebel, Robert L., "Educational Programs: Secondary Schools," pp. 410-413 in Robert L. Ebel, ed., Encyclopedia of Educational Research, fourth edition. New York: Macmillan, 1969., Robert L. Ebel

Annotation: Samples recent secondary programs in the schools, including instructional programs and differentiated programs.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Content Selection and Organization, Secondary School Curriculum

 

Eden, Shevach, "Curriculum Development Centers," pp. 1179-1181 in T. Husen and T. N. Postlethwaite, eds., International Encyclopedia of Education . New York: Pergamon, 1984., Shevach Eden

Annotation: Describes authority and structure, activities, and approaches taken by curriculum development centers.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Curriculum Development Strategies, Materials Development and Evaluation, Comparative Curriculum

 

Edgerton, Susan Huddleston, "Translation and Tradition," pp. 53-62 in Susan Huddleston Edgerton, Translating the Curriculum: Multiculturalism into Cultural Studies. New York: Routledge, 1996., Susan Huddleston Edgerton

Annotation: Explicates the purpose and the process of translating cultures and languages across divides, both real and imagined.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Development, Organization, Design, Curriculum Enactment and Teaching, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Hermeneutic Inquiry
Type of Study: Single Study
Narrow Topic: Multicultural Education, Discourse Analysis

 

Egan, Kieran, "Balancing Equity and Culture," Curriculum Perspectives, 9(October, 1989), 29-40., Kieran Egan

Annotation: A map of possible views on the balance between equity and culture in curriculum stressing the mythic and the romantic.

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: Normative Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum

 

Egan, Kieran, "Metaphor in Collison: Objectives, Assembly Lines, and Stories," Curriculum Inquiry, 18(Spring, 1988), 63-86., Kieran Egan

Annotation: Shows the theoretical and practical differences between objective - based procedures (assembly-line metaphors) in educational practice and those using story forms of metaphors.

Broad Topical Focus: Curriculum Conceptions and Theories,Curriculum Development, Organization, Design,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 Aims and Objectives

 

Egan, Kieran, The Educated Mind: How Cognitive Tools Shape our Understanding. Chicago: The University of Chicago Press, 1997., Kieran Egan

Annotation: Argues for a curriculum that offers understandings of five kinds: mythic, romantic, philosophic, ironic, and somatic.

Broad Topical Focus: Curriculum Proposals in Coherent Form, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Theoretical/Conceptual Inquiry, Normative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and the Disciplines, Value Assumptions and Ideologies in Curriculum

 

Egan, Kieran, "Why Education is So Difficult and Contentious," Teachers College Record, 103(December, 2001), 923-941., Kieran Egan

Annotation: Notes that education operates with three incompatible ideas/ideals (language/socialization, academics/knowlege, individual development/freedom); suggests they should complement one another, not contradict; but don't; suggests an ideal that avoids this contradiction.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design, 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: Philosophical Schools, Value Assumptions and Ideologies in Curriculum

 

Eggleston, John, "The Curriculum, Contemporary Issues, Perspectives, and Ideologies," pp. 527-538 in Noel Entwistle, ed., Handbook of Educational Ideas and Practices . New York: Routledge, 1990.*, John Eggleston

Annotation: Portrays dichotomous positions on six issues in British curriculum, e.g., subject-centered or integrated.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum Development Strategies, Curriculum Deliberation

 

Eisner, Elliot, ed., Learning and Teaching the Ways of Knowing , 84th NSSE Yearbook, Part II. Chicago: University of Chicago Press, 1985., Elliot Eisner

Annotation: Describes eight ways of knowing and offers six perspectives on their role in curriculum and other areas of educational practices.

Broad Topical Focus: Curriculum Policies and Policy Making,Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry
Type of Study: Collection of Studies
Narrow Topic: Content Selection and Organization, Curriculum and the Disciplines

 

Eisner, Elliot W., "Aesthetic Modes of Knowing," pp. 23-36 in Elliot W. Eisner, ed., Learning and Teaching the Ways of Knowing, 84th Yearbook of the NSSE, Part II. Chicago: University of Chicago Press, 1985., Elliot W. Eisner

Annotation: Defines and describes aesthetic ways of knowing.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism
Type of Study: Single Study
Narrow Topic: Aesthetics Education, Content Selection and Organization, Curriculum and the Disciplines

 

Eisner, Elliot W., "Cognition and Representation: A Way to Pursue the American Dream?" Phi Delta Kappan, 78 (January, 1997), 348-353. *, Elliot W. Eisner

Annotation: Presents and elaborates five statements regarding the nature and uses of multiple forms of representation of human thought and discusses what this means for the curriculum.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
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 the Disciplines, Curriculum Aims and Objectives

 

Eisner, Elliot W., "Creative Curriculum Development and Practice," WCCI Forum, IV (December, 1990), 37-54.*, Elliot W. Eisner

Annotation: Proposes an ecological model of curriculum development and practice.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Change, Curriculum Conceptions and Theories, Curriculum Development, Organization, Design, Curriculum Guides, Plans, Documents, Materials
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Materials Development and Evaluation, Curriculum Aims and Objectives, Curriculum Standards and Testing

 

Eisner, Elliot W., "Curriculum Development in Stanford University's Kettering Project: Recollections and Ruminations," Journal of Curriculum Studies, 7(May, 1975), 26-41., Elliot W. Eisner

Annotation: Describes an art education project and the decision-making process involved in it.

Broad Topical Focus: 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: Art Education

 

Eisner, Elliot W., "Curriculum Development: Sources for a Foundation for the Field of Curriculum Development," Curriculum Theory Network, 5(Spring, 1970), 3-15. A slightly edited version appears pp. 1-13 in Elliot W. Eisner, ed., Confronting Curriculum Reform. Boston: Little, Brown, 1971.*, Elliot W. Eisner

Annotation: Summarizes what has been learned about curriculum development from the subject area reforms of the 1950s and 1960s.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Change, Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Integrative Inquiry, Historical Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization

 

Eisner, Elliot W., "Curriculum Ideologies," pp. 302-326 in Philip W. Jackson, ed., Handbook of Research on Curriculum. New York: Macmillan, 1992., Elliot W. Eisner

Annotation: Reviews the role and function of ideologies in curriculum; discusses religious orthodoxy, rational humanism, progressivism, critical theory, reconceptualism, and cognitive pluralism.

Broad Topical Focus: Curriculum Conceptions and Theories, Inquiry Language in Curriculum Research, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Normative Inquiry
Type of Study: Single Study
Narrow Topic: Hidden Curriculum, Value Assumptions and Ideologies in Curriculum

 

Eisner, Elliot W., ed., Confronting Curriculum Reform . Boston: Little, Brown & Co., 1971., Elliot W. Eisner

Annotation: Provides a collection of 1969 conference papers and reflections on them pertaining to curriculum reforms of the period.

Broad Topical Focus: Curriculum Development, Organization, Design,Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum Development Strategies, Curriculum History

 

Eisner, Elliot W., "The Centrality of Curriculum and the Function of Standards," pp. 148-177 in Elliot W. Eisner, The Arts and the Creation of Mind. New Haven, CT: Yale University Press, 2002.*, Elliot W. Eisner

Annotation: Discusses conceptions and uses of curriculum objectives and of curriculum standards in general as well as in relation to the arts curriculum; a similar treatment of assessment and evaluation follows these pages.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Policies and Policy Making, Curriculum Development, Organization, Design, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Art Education, Curriculum Aims and Objectives, Curriculum Standards and Testing, Curriculum Frameworks

 

Eisner, Elliot W., The Educational Imagination: On the Design and Evaluation of School Programs . New York: Macmillan, 1979. Second Edition, 1985. Third Edition, 1994., Elliot W. Eisner

Annotation: Presents key elements in curriculum design and evaluation of school programs; related chapters discuss trends and research using educational criticism.

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

 

Elmore, Richard F., "Getting to Scale with Good Educational Practice," Harvard Educational Review, 66 (Spring, 1996), 1-26. Reprinted pp. 7-39 in Richard F. Elmore, School Reform from the Inside Out: Policy, Practice,and Performance. Cambridge, MA: Harvard Education Press, 2004., Richard F. Elmore

Annotation: Reviews historic NSF and progressive curriculum reform projects for effectiveness of large scale reforms; examines small scale models and makes four recommendations on moving them to larger scale.

Broad Topical Focus: Curriculum Change, Curriculum Policies and Policy Making, 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 Implementation, Curriculum History, Curriculum Development Strategies

 

English, Fenwick, "Curriculum Development within the School System," pp. 145 -157 in Arthur W. Foshay, ed., Considered Action for Curriculum Improvement . 1980 ASCD Yearbook. Washington, DC: Association for Supervision and Curriculum Development, 1980., Fenwick English

Annotation: Describes district -wide curriculum development, curriculum management, and curriculum mapping.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Administration, Leadership, Finance, Curriculum Change, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Organization Theory

 

English, Fenwick W., "Toward a Contextually Grounded Curriculum," pp 1-12 in Daniel Tanner and J. W. Keefe, eds., Improving the Curriculum: The Principal's Challenge . Reston, VA: NASSP, 1988.*, Fenwick W. English

Annotation: Outlines management, design, and delivery of curriculum quality of nine types.

Broad Topical Focus: Curriculum Administration, Leadership, Finance, Curriculum Evaluation, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Supervision of Instruction

 

Ennis, Robert H., "Eight Fallacies in Bloom's Taxonomy," pp. 269-273 in C. J. B. Macmillan, ed., Philosophy of Education 1980, Proceedings of 36th Annual Meeting of the Philosophy of Education Society (San Francisco, April 27-30, 1980). Normal, IL: Philosophy of Education Society, ISU, 1981., Robert H. Ennis

Annotation: Identifies logical fallacies in Bloom's Taxonomy.

Broad Topical Focus: 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 Aims and Objectives, Evaluation of Instruction

 

Eraut, Michael, "Approaches to Curriculum Design," pp. 539-553 in Noel Entwistle, ed., Handbook of Educational Ideas and Practices . New York: Routledge, 1990.*, Michael Eraut

Annotation: Summarizes several approaches to curriculum design: political, bureaucratic, marketing, public relations, scientific, knowledge-structure, engineering, and problem-solving.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Status Study
Narrow Topic: Content Selection and Organization

 

Fallace, Thomas, "Did the Social Studies Really Replace History in American Secondary Schools?" Teachers College Record, 110(October, 2008) 2245-2270., Thomas Fallace

Annotation: Re-examines the question of what groups dominated the history/social studies curriculum design controversy during the early 20th century in the US; provides analyses of the Committee of 10, Committee of 7, and Committee on Social Studies reports.

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, Social Studies, Curriculum and Politics, Content Selection and Organization

 

Farrell, Joseph P., "Community Education in Developing Countries: The Quiet Revolution in Schooling," pp 369-389 in F. Michael Connelly, Ming Fang He, and JoAnn Phillion, eds., The SAGE Handbook of Curriculum and Instruction. Los Angeles: Sage Publications, 2008., Joseph P. Farrell

Annotation: Summarizes research on traditional and community education forms of schooling in developing countries; reports a comparative analysis of programs in Columbia, Bangladesh, and Egypt; identifies areas of needed research.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Comparative Curriculum, Curriculum as Environment

 

Fashola, Olatokunbo S., and Robert E. Slavin, "Schoolwide Reform Models: What Works?" Phi Delta Kappan, 79(January, 1998), 370-379.*, Olatokunbo S. Fashola and Robert E. Slavin

Annotation: Reviews thirteen school reform programs in terms of effectiveness, replicability, and effect size; programs include Success for All, Core Knowledge, Accelerated Schools, Outward Bound, Roots and WIngs, etc.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry, Evaluative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Content Selection and Organization

 

Feinberg, Walter, and Jonas F. Soltis, "The Hidden Curriculum Revisited," pp. 59-71 in Walter Feinberg and Jonas F. Soltis, School and Society . New York: Teachers College Press, 1985., Walter Feinberg and Jonas F. Soltis

Annotation: Examines the nature and practice of the hidden curriculum.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Hidden Curriculum

 

Fenstermacher, Gary D., "On Knowledge and Its Place in the Human Conversation," pp. 73-104 in Wilma F. Smith and Gary D. Fenstermacher, eds., Leadership for Educational Renewal: Developing a Cadre of Leaders. San Francisco: Jossey-Bass, 1999.*, Gary D. Fenstermacher

Annotation: Describes shifts in thinking on the nature of knowledge from modernist to postmodernist views; discusses the implications for the role of knowledge in curriculum.

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

 

Fenstermacher, Gary D., and John I. Goodlad, eds., Individual Differences and the Common Curriculum, Eighty-second Yearbook of the NSSE, Part I. Chicago: The University of Chicago Press, 1983., Gary D. Fenstermacher and John I. Goodlad

Annotation: Treats perennial issues in curriculum of the implications of individual differences and the desire for a common curriculum for all students.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum Differentiation, Content Selection and Organization, Core Mandates, Psychology and Curriculum, Value Assumptions and Ideologies in Curriculum, Curriculum Standards and Testing

 

Field, Sherry L., "Teaching the Peace: Teachers and Curriculum, 1942-1945," pp. 363-386 in Lynn M. Burlbaw and Sherry L. Field, eds., Explorations in Curriculum History Research. Greenwich, CT: Information Age Publishing, 2005., Sherry L. Field

Annotation: Describes ways schools during World War II taught about peace, democracy, international unity, and tolerance.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Social Studies, Citizenship Education, Democratic Education, Value Assumptions and Ideologies in Curriculum

 

Fillmore, Lily Wong, and Lois M. Meyer, "The Curriculum and Linguistic Minorities," pp. 626-658 in Philip W. Jackson, ed., Handbook of Research on Curriculum. New York: Macmillan, l992., Lily Wong Fillmore and Lois M. Meyer

Annotation: Defines the issues, the various adaptations used, and the research needed in educating students of linguistic minorities.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Contexts and Societal Influences, Curriculum Development, Organization, Design, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Multiethnic Adaptation, Value Assumptions and Ideologies in Curriculum

 

Fleener, M. Jayne, "Curriculum Dynamics," pp. 163-180 in her Curriculum Dynamics: Recreating Heart. New York: Peter Lang, 2002., M. Jayne Fleener

Annotation: Draws implications from postmodern logics for ways of seeing curriculum in line with Doll's (1993) conceptions; a following chapter deals with related issues in curriculum studies and research.

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, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Value Assumptions and Ideologies in Curriculum

 

Flinders, David J., Nel Noddings, and Stephen J. Thornton, "The Null Curriculum: Its Theoretical Basis and Practical Applications," Curriculum Inquiry, 16(Spring, 1986), 33-42.*, David J. Flinders, Nel Noddings, and Stephen J. Thornton

Annotation: Analyzes the various meanings, forms, and uses of the null curriculum.

Broad Topical Focus: Curriculum Conceptions and Theories,Curriculum Development, Organization, Design,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: Hidden Curriculum, Content Selection and Organization

 

Floden, Robert E., Andrew C. Porter, William H. Schmidt, Donald J. Freeman, and John R. Schiville, "Responses to Curriculum Pressures: A Policy Capturing Study of Teacher Decision About Content," Journal of Educational Psychology, 73(April, 1981), 129-141.*, Robert E. Floden, Andrew C. Porter, William H. Schmidt, Donald J. Freeman, and John R. Schiville

Annotation: Reports an empirical study of teachers' responses to several types of curriculum pressures.

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

 

Fogarty, James S., "The Tyler Rationale: Support and Criticism," Educational Technology, 16(March, 1976), 28-32., James S. Fogarty

Annotation: Reviews the pros and cons of the Tyler rationale, including Tyler's own views in later years.

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

 

Foshay, Arthur W., "Aesthetics and History," Journal of Curriculum and Supervision, 20(Spring, 1995), 191-206., Arthur W. Foshay

Annotation: Points out the features of history that have aesthetic dimensions of consequence for instruction in the history curriculum.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Social Studies, Curriculum Integration, Curriculum Aims and Objectives, Aesthetics Education

 

Foshay, Arthur W., ed., Considered Action for Curriculum Improvement, 1980 ASCD Yearbook. Washington, DC: Association for Supervision and Curriculum Development, 1980., Arthur W. Foshay

Annotation: Presents ten articles on the culture of school, aspects of curriculum theory, and realities of curriculum development, change, and classroom curriculum work; chapter 6 by Connelly and Elbaz is on "Conceptual Bases for Curriculum Thought;" chapter 7 by Gay is on "Conceptual Models in the Curriculum-Planning Process."

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Development, Organization, Design, Curriculum Change, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Collection of Studies
Narrow Topic: Teacher Planning, Curriculum Deliberation

 

Foshay, Arthur W., "The Curriculum Matrix: Transcendence and Mathematics," Curriculum , 11 (Autumn, 1990), 100-111. Reprinted in Journal of Curriculum and Supervision, 6(Summer, 1991), 277-293.*, Arthur W. Foshay

Annotation: Traces the potential of the relationship between mathematics and transcendental and spiritual experience for curriculum content.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Religious Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Mathematics, Curriculum Aims and Objectives, Curriculum Integration, Values in the Classroom

 

Foshay, Arthur Wellesley, "Problem Solving and the Arts," Journal of Curriclulum and Supervision, 13(Summer, 1998), 328-338.*, Arthur Wellesley Foshay

Annotation: Shows how problem solving objectives can be integrated into the arts.

Broad Topical Focus: Curriculum Development, Organization, Design
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, Art Education, Curriculum Integration

 

Foshay, Arthur Wellesley, "The Physical Self and Literature," Journal of Curriculum and Supervision, 11(Summer, 1996), 341-350.*, Arthur Wellesley Foshay

Annotation: Examines literature that can be explored for its help in forming an understanding of the physical self.

Broad Topical Focus: Curriculum Development, Organization, Design
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, Literature, Curriculum Integration

 

Foshay, Arthur Wellesley, "The Social Self and the Human Side of Science," Journal of Curriculum and Supervision, 12 (Spring, 1997), 246-255., Arthur Wellesley Foshay

Annotation: Relates the socializing purposes of education to the content of science; a sub-topic within the author's 1987 curriculum matrix.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Science, Curriculum Integration, Curriculum Aims and Objectives

 

Foshay, Arthur Wellsley, "The Emotions and Social Studies," Journal of Curriculum and Supervision, 12(Summer, 1997), 356-366.*, Arthur Wellsley Foshay

Annotation: Shows how social studies can contribute to the development of mature emotions.

Broad Topical Focus: Curriculum Development, Organization, Design
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, Social Studies, Curriculum Integration, Psychology and Curriculum

 

Foster, Stuart, James W. Morris, and O. L. Davis, Jr., "Prospects for Teaching Historical Analysis and Interpretations: National Curriculum Standards for History Meet Current Curriculum Textbooks," Journal of Curriculum and Supervision, 11(Summer, 1996), 367-385.*, Stuart Foster, James W. Morris, and O. L. Davis Jr.

Annotation: Reports an analysis of four world history texts using standards of National Center for History in the Schools.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Content Analysis
Type of Study: Single Study
Narrow Topic: Curriculum and the Disciplines, Textbooks, Social Studies, Curriculum Standards and Testing

 

Franklin, Barry M., "The State of Curriculum History," History of Education, 28(December, 1999), 459-476., Barry M. Franklin

Annotation: Sums up what curriculum historians in U.S., U.K., and Canada have said about curriculum as a social construct and about the social control (regulative) role of the curriculum.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum History, Comparative Curriculum, Curriculum Aims and Objectives, Social Efficiency/Control

 

Franklin, Barry M., and Carla C. Johnson, "What the Schools Teach: A Social History of the American Curriculum since 1950," pp. 460-477 in F. Michael Connelly, Ming Fang He, and JoAnn Phillion, eds., The SAGE Handbook of Curriculum and Instruction. Los Angeles: Sage Publications, 2008., Barry M. Franklin and Carla C. Johnson

Annotation: Examines ways schools have specified content for teaching in response to social pressures; cites school districts exemplifying life-adjustment, discipline-centered, basic skills, New Basics, and content area standards-based curricula at various times over the last half century.

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

 

Franklin, Barry M., and Gary McCulloch, eds., The Death of the Comprehensive High School? Historical, Contemporary, and Comparative Perspectives. New York: Palsgrave Macmillan, 2007, Barry M. Franklin and Gary McCulloch

Annotation: Offers ten chapters (reviews and case studies) of the successes, , problems and changes in the comprehensive high school in the United States and around the world over the last half-century and into the contemporary period; the introduction and the epilogue by the editors provide succinct summaries of this work.

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: Collection of Studies
Narrow Topic: Curriculum History, Secondary School Curriculum

 

French, William M., America's Educational Tradition, An Interpretive History. Boston: Heath, 1964., William M. French

Annotation: Provides a curriculum-oriented description of American educational institutions.

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

 

Frey, Karl, Kleoniki Malliou, Rolf Langeheine, and Gillian Horton-Kruger, "Studies of the Quality of the Curriculum Process in the Curriculum Conference," Journal of Curriculum and Supervision, 7(Fall, 1991), 36-61.*, Karl Frey, Kleoniki Malliou, Rolf Langeheine, and Gillian Horton-Kruger

Annotation: Reports questionnaire study of four curriculum deliberations by component and elements.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Deliberative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation, Comparative Curriculum

 

Frymier, Jack, "After Thirty Years of Thinking About Curriculum," Theory Into Practice, 25(Winter, 1986), 58-63., Jack Frymier

Annotation: Shows how the author's beliefs about many aspects of curriculum have changed.

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

 

Frymier, Jack, "A Study of Children's Interests in Words," Journal of Curriculum and Supervision, 2(Winter, 1987), 128-151., Jack Frymier

Annotation: Reports a study of the Macmillan spelling series and children's interests in words.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Content Analysis, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Textbooks

 

Gacoin, Andree, The Politics of Curriculum Making: Understanding the Possibiliites for and the LImitations to a 'Teacher-led' Curriculum in British Columbia. Vancouvr, B. C.: British Columbia Teachers' Federation, 2018., Andree Gacoin

Annotation: Reports how teachers who served on provincial curriculum development teams navigated that process, framed that work, understood curriculum content and implementation, and separated expertise from politics.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Curriculum Implementation, Comparative Curriculum, Curriculum and Politics

 

Gaffield, Chad, "Children's Lives and A adcemic Achievement in Canada and the United States," Comparative Education Review, 38(February, 1994), 36-64., Chad Gaffield

Annotation: Analyzes social and cultural factors affecting achievement on the IAEP, 1991.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Evaluation, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Comparative Curriculum, Curriculum as Experience, Student Assessment

 

Gallagher, Mary Campbell, "Lessons from the Sputnik-Era Curriculum Reform Movement," pp. 281-312 in Sandra Stotsky, ed., What's at Stake in the K-12 Standards Wars: A Primer for Educational Policy Makers. New York: Peter Lang, 2000., Mary Campbell Gallagher

Annotation: Traces the events and consequences of this reform movement from the perspective of one directly involved in the mathematics and science projects.

Broad Topical Focus: Curriculum Change, 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, Mathematics, Science

 

Gandin, Luis Armando, "The Citizen School Project: Implementing and Recreating Critical Education in Porto Alegre, Brazil," pp. 341-353 in Michael W. Apple, Wayne Au, and Luis Armando Gandin, eds., The Routledge International Handbook of Critical Education. New York: Routledge, 2009., Luis Armando Gandin

Annotation: Describes this project and its new features (access to schools, governance, and knowledge); connects school knowledge with the knowledge students need to develop within their situation; knowledge is organized around themes in an innovative new form of curriculum design.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Integration, Curriculum Aims and Objectives, Citizenship Education, Democratic Education, Social Studies

 

Gardner, Howard, The Disciplined Mind: What All Students Should Understand. New York: Simon & Schuster, 1999., Howard Gardner

Annotation: Proposes a curriculum that goes into depth in a few areas (truth, beauty, goodness) for fuller understanding.

Broad Topical Focus: Curriculum Proposals in Coherent Form, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Value Assumptions and Ideologies in Curriculum, Curriculum and the Disciplines

 

Gardner, Howard, and Veronica Boix-Mansilla, "Teaching for Understanding in the Disciplines--and Beyond," Teachers College Record, 96(Winter, 1994), 198-218., Howard Gardner and Veronica Boix-Mansilla

Annotation: Poses forms of disciplinary knowledge that make up a currriculum for understanding.

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

 

Garrett, Alan W., "Planning for Peace: Visions of Postwar American Education During World War II," Journal of Curriculum and Supervision, 11 (Fall, 1995), 6-38., Alan W. Garrett

Annotation: Traces the thought given by educators during World War II to the postwar curriculum of the public schools.

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

 

Gaskell, Jane, and John Willinsky, eds., Gender In/Forms Curriculum: From Enrichment to Transformation. New York: Teachers College Press, 1995., Jane Gaskell and John Willinsky

Annotation: Reviews ways in which gender is exhibited in curriculum and ways gender roles are learned in curriculum; by authors of 14 chapters on various subject areas in the curriculum.

Broad Topical Focus: 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: Single Study
Narrow Topic: School Subjects, Ideology and School Knowledge, Content Selection and Organization

 

Gastil, John, Democracy in Small Groups: Participation, Decision-Making, & Communication. Philadelphia: New Sociey Publishers, 1993., John Gastil

Annotation: Gives principles and examples of democratic processes for use in small groups.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Development, Organization, Design
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum Deliberation, Democratic Education

 

Gay, Geneva, "Curriculum Development," pp. 1170-1179 in T. Husen and T. N. Postlethwaite, eds., International Encyclopedia of Education . New York: Pergamon, 1984., Geneva Gay

Annotation: Writes about the characteristics of the curriculum development process, who participates in it, and the forces that influence it at the local, regional, and national levels.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Development, Organization, Design, 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 Development Strategies, Comparative Curriculum

 

Gay, Geneva, "Designing Relelvant Curricula for Diverse Learners," Education and Urban Society, 20(August, 1988), 327-340.*, Geneva Gay

Annotation: Presents an approach to a multicultural curriculum design.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Evaluation, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Multicultural Education

 

Gay, Geneva, "Seeking Direction without Adequate Vision," Journal of Curriculum and Pedagogy, 1(Summer, 2004), 24-26., Geneva Gay

Annotation: Challenges the current testing and accountability policies in education for their ignoring of professional conventions of curriculum design and implementation.

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: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Curriculum Specialists in Schools, Teacher Knowledge

 

Gay, Geneva, and Pamela Hart, "Postmodern Visions in Multicultural Education Preparation and Practice," pp. 169-189 in Jeffrey Glanz and Linda S. Behar-Horenstein, eds., Paradigm Debates in Curriculum and Supervision: Modern and Postmodern Perspectives. Westport, CT: Bergin & Garvey, 2000., Geneva Gay and Pamela Hart

Annotation: Discusses the kinds of changes needed in teaching and teacher education to fully embrace a multicultural understanding of a postmodern curriculum.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Development, Organization, Design, 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: Multicultural Education, Teacher Education

 

Gehrke, Nathalie, Michael S. Knapp, and Kenneth A. Sirotnik, "In Search of the School Curriculum," pp. 51-110. Gerald Grant, ed., Review of Research in Education, 18: 1992 Washington, D.C. : American Educational Research Association, 1992., Nathalie Gehrke, Michael S. Knapp, and Kenneth A. Sirotnik

Annotation: Reviews research on what is taught in the U.S. in language arts, social studies, math and science.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Content Selection and Organization, English, Social Studies, Mathematics, Science

 

Gibboney, Richard A., et al., "Curriculum Components and Organization," Review of Educational Research, 33(June,1963), 278-292., Richard A. Gibboney

Annotation: Reviews research related to subjects in the curriculum and to organization of instruction.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Content Selection and Organization

 

Gideonse, Hendrik D., "The Relative Impact of Instructional Variables: The Policy Implications of Research," Teachers College Record, 69(April, 1968), 625-640., Hendrik D. Gideonse

Annotation: Examines a series of studies in terms of nine instructional variables and the effect on student achievement; suggest ways to improve the policy implications of research through two new foci.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Policies and Policy Making, Curriculum Research Domains and Structure, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Curriculum
Mode of Inquiry in the Study: Deliberative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation, Curriculum Development Strategies

 

Gilbert, Arthur W., "Design and Pattern of the Curriculum, " Review of Educational Research, 21(June, 1951), 196-208., Arthur W. Gilbert

Annotation: Discusses curriculum trends in elementary, secondary, and higher eduation and related topics.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Content Selection and Organization

 

Gilbert, Rob, The Impotent Image: Reflections of Ideology in the Secondary Curriculum . Philadelphia: Taylor and Francis, 1984., Rob Gilbert

Annotation: Reports a dissertation study of the ideologies embedded in the areas of the social studies curriculum.

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

 

Giroux, Henry A., "Citizenship, Public Philosophy, and the Struggle for Democracy," Educational Theory, 37(Spring, 1987), 103-120., Henry A. Giroux

Annotation: Discusses reclaiming the legacy of a crtical theory of citizenship for democracy.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Citizenship Education, Democratic Education, Curriculum and Politics

 

Giroux, Henry A., "Critical Pedagogy and the Resisting Intellectual, Part II," Phenomenology + Pedagogy, 3(No. 2, 1985), 84-97., Henry A. Giroux

Annotation: Continues his two-part article from Vol. 3 No. l on the intellectual role of the teacher; discusses four types of intellectuals: resisting, critical, accommodating, and hegemonic.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Development, Organization, Design
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: Value Assumptions and Ideologies in Curriculum, Hidden Curriculum, Authority of Teacher

 

Giroux, Henry A., "Critical Theory and Rationality in Citizenship Education," pp. 168-204 in his Theory and Resistance in Education: A Pedagogy for the Opposition. Granby, MA: Bergin and Garvey, 1983., Henry A. Giroux

Annotation: Contrasts three modes of rationality (technical, hermeneutic, emancipatory) and their implications for citizenship education; concludes with notes on a theory of citizenship education.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Citizenship Education

 

Giroux, Henry A., "Curriculum Planning, Public Schooling, and Democratic Struggle," NASSP Bulletin , 75 (February, 1991), 12-25.*, Henry A. Giroux

Annotation: Argues for a view of curriculum in which educational leaders place critical education in the role of creating democratic citizens.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Citizenship Education, Ideology and School Knowledge, Democratic Education, Conceptions of Teaching, Curriculum Specialists in Schools

 

Giroux, Henry A., "Literacy, Ideology, and the Politics of Schooling," pp. 205-231 in his Theory and Resistance in Education: A Pedagogy for the Opposition . Granby, MA: Bergin and Garvey, 1983., Henry A. Giroux

Annotation: GIves a critique of current debate on literacy and schooling including instrumental, interaction, and reproduction ideologies; refers to Freire's notion of critical literacy.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Curriculum and Politics, English

 

Giroux, Henry A., "Mass Culture and the Rise of the New Illiteracy: Implications for Reading," pp. 74-85 in Henry A. Giroux, ed, Teachers as Intellectuals: Toward a Critical Pedagogy of Learning . Granby, MA: Bergin and Garvey, 1988., Henry A. Giroux

Annotation: Treats the new illiteracy that results from mass culture and proposes changes in the reading curriculum.

Broad Topical Focus: Curriculum Development, Organization, Design, 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: Reading

 

Giroux, Henry A., "Schooling and the Culture of Positivism: Notes on the Death of History," Educational Theory, 29(Fall, 1979), 263-284. Reprinted pp. 37-62 in his Ideology, Culture, and the Process of Schooling . Philadelphia, PA: Temple University Press, 1981., Henry A. Giroux

Annotation: Describes how the culture of positivism has influenced the process of schooling and laments the absence of critical reasoning in education.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Social Studies, Content Selection and Organization, Ideology and School Knowledge

 

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

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

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

 

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

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

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Hidden Curriculum, Teaching/Learning Process, Curriculum and Politics

 

Giroux, Henry A., "Solidarity, Ethics, and Possibility in Critical Education," pp. 204-221 in his Teachers as Intellectuals: Toward a Critical Pedagogy of Learning. Granby, MA: Bergin and Garvey, 1988., Henry A. Giroux

Annotation: Critiques books by Eagleton and by Welch and notes their contributions to the discourse on ethics and hope for educational theory and practice.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ethical Issues in Curriculum, Curriculum and Politics

 

Giroux, Henry A., "Teacher Education and the Ideology of Social Control," Journal of Education (Boston University), 162(Winter, 1980), 5-27. Reprinted pp. 143-159 in his Ideology, Culture and the Process of Schooling . Philadelphia, PA: Temple University Press, 1981., Henry A. Giroux

Annotation: Applies the concepts of power, culture, ideology, and hegemony to the form and content of teacher education; advises the use of theories not based exclusively in prediction and control.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Teacher Education, Social Efficiency/Control

 

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

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

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Development, Organization, Design
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Teaching/Learning Process

 

Giroux, Henry A., "Writing and Critical Thinking in the Social Studies," pp. 54-73 in his Teachers as Intellectuals: Toward a Critical Pedagogy of Learning . Granby, MA: Bergin and Garvey, 1988., Henry A. Giroux

Annotation: Discusses the implications of critical pedagogy on the social studies.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Social Studies, English, Critical Thinking

 

Giroux, Henry A., and Peter McLaren, eds., Critical Pedagogy, the State, and Cultural Struggle. Albany, NY: SUNY Press, 1989., Henry A. Giroux and Peter McLaren

Annotation: Presents essays by several prominent scholars on the theoretical aspects of the topic in which schools may contribute to social transformation; essays are by the editors, Carnoy, Wexler, McLaren, Fine, Feinberg, Giroux, and Giroux & Simon.

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

 

Giroux, Henry A., and Peter McLaren, "Reproducing Reproduction: The Politics of Tracking,'' pp. 186-195 in Henry A. Giroux, ed., Teachers as Intellectuals: Toward a Critical Pedagogy of Learning . Granby, MA: Bergin and Garvey, 1988., Henry A. Giroux and Peter McLaren

Annotation: Discusses Oakes studies of tracking and their lack of political problematization.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Differentiation, Curriculum and Politics

 

Giroux, Henry A., and Peter McLaren, "Teacher Education and the Politics of Democratic Reform," pp. 158-176 in Henry A. Giroux, ed., Teachers as Intellectuals: Toward a Critical Pedagogy of Learning . Granby, MA: Bergin and Garvey, 1988., Henry A. Giroux and Peter McLaren

Annotation: Argues that teacher education institutions need to be reconceived as public spheres engaging in social and political debate; pleads for citizenship education in teacher education.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum and Politics, Teacher Education, Citizenship Education

 

Giroux, Henry A., and Anthony N. Penna, "Social Education in the Classroom: The Dynamics of the Hidden Curriculum," pp. 21-42 in Henry A. Giroux, ed., Teachers as Intellectuals: Toward a Critical Pedagogy of Learning . Granby, MA: Bergin and Garvey, 1988., Henry A. Giroux and Anthony N. Penna

Annotation: Explores the authoritarian effects of the hidden curriculum and how it contrasts with democratic processes; reprinted from Spring, 1979, issue of Theory and Research in Social Education.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Hidden Curriculum, Social Studies

 

Giroux, Henry A., David Shumway, Paul Smith, and James Sosnoski, "The Need for Cultural Studies," pp. 143-157 in Henry A. Giroux, ed., Teachers as Intellectuals: Toward a Critical Pedagogy of Learning . Granby, MA: Bergin and Garvey, 1988., Henry A. Giroux, David Shumway, Paul Smith, and James Sosnoski

Annotation: Argues that cultural studies are needed to engage critically social and political issues rooted in instrumental rationality.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Social Studies, Content Selection and Organization, Curriculum and Politics

 

Giroux, Henry A., and Roger Simon, "Popular Culture and Critical Pedagogy: Everyday Life as a Basis for Curriculum Knowledge," Boston University Journal of Education, 170(No. 1, 1988). Reprinted pp. 236-252 in Henry A. Giroux and Peter McLaren, eds., Critical Pedagogy, the State, and Cultural Struggle. Albany, NY: State University of New York Press, 1989., Henry A. Giroux and Roger Simon

Annotation: Proposes to critique popular culture as the material of the curriculum.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Proposals in Coherent Form
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, Conceptions of Teaching

 

Glass, Bentley, "The BSCS Retrospect and Prospect," The Biological Sciences Curriculum Study Journal, 1(November, 1978), 2-4., Bentley Glass

Annotation: Gives a brief history of BSCS biology.

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: Science, Curriculum History, Curriculum Development Strategies

 

Glatthorn, Alan A., "Curriculum Alignment Revisited," Journal of Curriculum and Supervision, 15(Fall, 1999), 26-34., Alan A. Glatthorn

Annotation: Provides a broadened view of curriculum alignment in terms of eight concepts of curriculum--hidden, excluded, recommended, written, supported, tested, taught, and learned; related article by W. G. Wraga precedes this article.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Program Audit/Evaluation

 

Glatthorn, Alan A., and Arthur Wells Foshay, "Curriculum Integration," pp. 1221-1223 in T. Husen and T. N. Postlethwaite, eds., International Encyclopedia of Education. New York: Pergamon, 1984., Alan A. Glatthorn and Arthur Wells Foshay

Annotation: Discusses types of integrated curriculum and arguments for and against them.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Content Selection and Organization, Curriculum Integration

 

Glatthorn, Alan A., and Jerry Jailall, "Curriculum for the New Millennium," pp. 97-121 in Ronald S. Brandt, ed., Education in a New Era. Alexandria, VA: Association for Supervision and Curriculum Development, 2000., Alan A. Glatthorn and Jerry Jailall

Annotation: Reviews the strengths of various curriculum orientations over the last 50 years and offers an outline of a new curriculum for the future.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Value Assumptions and Ideologies in Curriculum, Curriculum History

 

Gleeson, Denis, "Curriculum Development and Social Change: Towards a Reappraisal of Teacher Action," pp. 193-203 in John Eggleston, ed., Teacher Decision-Making in the Classroom-A Collection of Papers . Boston: Routledge and Kegan Paul, 1979., Denis Gleeson

Annotation: Examines critically the teacher's role in curriculum development and change.

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

 

Golby, Mike, "Practice and Theory," pp. 214-236 in Martin Lawn and Len Barton, eds., Rethinking Curriculum Studies: A Radical Approach. New York City: Halsted Press, 1981., Mike Golby

Annotation: Distinguishes theory from practice and points out dimensions of the former in relation to curriculum design and development (his 1976 book); shows institutional issues by reporting on the work in Timerton, England.

Broad Topical Focus: Relation of Curriculum Research to Practice,Curriculum Development, Organization, Design,Curriculum Conceptions and Theories,Inquiry Language in Curriculum Research
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 Implementation, Comparative Curriculum

 

Goodlad, John I., "Curriculum: The State of the Field," Review of Educational Research, 30(June, 1960), 185-198., John I. Goodlad

Annotation: Summarizes curriculum decision making at societal, institutional, and instructional levels.

Broad Topical Focus: Curriculum as a Field of Practice and Study, Curriculum Decision-making Processes, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Content Selection and Organization, Curriculum Development Strategies

 

Goodlad, John I., "Toward Schools Commonly Good,'" pp. 303-330 in his Romances with Schools: A Life of Education. New York: McGraw-Hill, 2004., John I. Goodlad

Annotation: Makes recommendations for retro-fitting structure of schooling; proposes a curriculum structured around the characteristics, problems, and issues of the world's various domains rather than around the disciplines; all this discussed in the context of reflections by the author on his life as teacher and educator.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Proposals in Coherent Form, Curriculum Development, Organization, Design, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Democratic Education, Curriculum Aims and Objectives, Content Selection and Organization

 

Goodlad, John I., "What Some Schools and Classrooms Teach," Educational Leadership, 40(April, 1983), 8-19. Reprinted pp. 337-356 in James R. Gress, ed., Curriculum: An Introduction to the Field, 2nd ed. Berkeley, CA: McCutchan, 1988., John I. Goodlad

Annotation: Reports a study of what schools teach in various subject areas; assesses the findings critically.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Survey
Narrow Topic: Content Selection and Organization

 

Goodlad, John I., and Zhixin Su, "Organization of the Curriculum," pp. 327-344 in Philip W. Jackson, ed., Handbook of Research on Curriculum. New York: Macmillan, l992., John I. Goodlad and Zhixin Su

Annotation: Summarizes options and issues related to various modes of organizing the curriculum; gives sources and patterns of curriculum organization.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Content Selection and Organization

 

Goodman, Jesse, Elementary Schooling for Critical Deomocray. New York: SUNY Press, 1992., Jesse Goodman

Annotation: Tells the story of Harmony Elementary School, Bloomington, Indiana, and its approach to democratic education.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Democratic Education, Elementary School Curriculum

 

Page 3 of 10