Broad Topical Focus - Curriculum Development, Organization, Design

 

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Schaffarzick, Jon, "How Can We Know What is Best? Procedural Alternatives in Curriculum Development," Educational Leadership, 33(May, 1976), 571-576., Jon Schaffarzick

Annotation: Analyzes procedures used and recommended by nine curriculum developers; related to the author's last chapter in Strategies for Curriculum Devlopment, 1975.

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

 

Schaffarzick, Jon, "Questions and Requirements for the Comparative Study of Curriculum Development Procedures," pp. 211-256 in Jon Schaffarzick and David H. Hampson, eds., Strategies for Curriculum Development . Berkeley, CA: McCutchan, 1975., Jon Schaffarzick

Annotation: Gives an approach to comparing various ways of developing curriculum based on the work of ten authorities; includes nine common characteristics, ten types of variations, and five problem areas.

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

 

Schaffarzick, Jon, and David H. Hampson, eds., Strategies of Curriculum Development . Berkeley, CA: McCutchan, 1975., Jon Schaffarzick and David H. Hampson

Annotation: Presents 11 articles by persons involved in curriculum development projects of the 1950s and 1960s; emphasis in each article is on strategies used in developing the curriculum.

Broad Topical Focus: 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 Development Strategies, Curriculum History

 

Schaffarzick, Jon, and Gary Sykes, eds., Value Conflicts and Curriculum Issues: Lessons from Research and Experience. Berkeley: McCutchan, 1979., Jon Schaffarzick and Gary Sykes

Annotation: Contains papers presented to a 1975 NIE conference on the topic of curriculum development in the United States and summaries of discussions held (by the editors, van Geel, Boyd, Cuban, Kliebard, Tyler, Walker, Noddings).

Broad Topical Focus: Curriculum Development, Organization, Design,Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum Development Strategies, Curriculum History, Curriculum and Politics

 

Scheffler, Israel, "Justifying Curriculum Decisions," School Review, 66(Winter, 1958), 461-472. Reprinted pp. 116-125 in his Reason and Teaching. Indianapolis: Bobbs-Merrill Co., 1973. Reprinted pp. 497-505 in Arno A. Bellack and Herbert M. Kliebard, eds., Curriculum and Evaluation . Berkeley, CA: McCutchan, 1977., Israel Scheffler

Annotation: Explains the need to justify curriculum decisions and explores the bases for such decisions.

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: Normative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation

 

Schilling, Marie, "Knowledge and Liberal Education: A Critique of Paul Hirst," Journal of Curriculum Studies, 18(January-March, 1986), 1-16., Marie Schilling

Annotation: Provides a critique of Hirst's Knowledge and the Curriculum (1974) and argues against an epistemic base for liberal education and in favor of a virtue-oriented liberal education.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Philosophical Inquiry-Ampliative Criticism,Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Liberal Education/General Education

 

Schrag, Francis, "Conceptions of Knowledge," pp. 268-301 in Philip W. Jackson, ed., Handbook of Research on Curriculum. New York: Macmillan,1992., Francis Schrag

Annotation: Reviews six traditions in education concerning knowledge (apprenticeship, philosophical, rhetorical, scientific, psychotherapeutic, mystical); summarizes the conceptualization, selection, and organization of knowledge in curriculum; traces attempts to distinguish kinds of knowledge; and gives an overview of critical sociology of knowledge.

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: Knowledge Generation, Value Assumptions and Ideologies in Curriculum, Philosophical Schools, Content Selection and Organization

 

Schubert, William H., "Curriculum Balance," pp. 19-43 in Paul Robinson, ed., Great Ideas in American Education: Continuing The Quest. West Lafayette, IN: Kappa Delta Pi, 1989.*, William H. Schubert

Annotation: Traces the history of the tendency to emphasize or balance three perspectives in curriculum --intellectual traditionalism, social behavorialism, and experientialism.

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

 

Schubert, William H., "John Dewey as a Philosophical Basis for Small Schools," pp. 53-66 in William Ayers, Michael Klonsky, and Gabrielle H. Lyon, eds., A Simple Justice: The Challenge of Small Schools. New York: Teachers College Press, 2000.*, William H. Schubert

Annotation: Explains the author's use of role-playing Dewey's views (and others) in teaching teachers; highlights six questions drawn from Dewey's article on utopian schools (1933) to contrast his views of education with today's views.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Enactment and Teaching, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Conceptions of Teaching

 

Schubert, William H., "Toward Lives Worth Living and Sharing: Historical Perspectives on Curriculum Coherence," pp. 146-157 in James A. Beane, ed., Toward a Coherent Curriculum. Alexandria, VA: Association for Supervision and Curriculum Development, 1995., William H. Schubert

Annotation: Traces theoretical work on coherence from an historical perspective.

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

 

Schubert, William H., and Ann Lynn Lopez Schubert, "Toward Curricula That Are of, by, and Therefore for Students," The Journal of Curriculum Theorizing, 3(Winter, 1981), 239-251., William H. Schubert and Ann Lynn Schubert

Annotation: Argues that schools should create curriculum that are of, by, and for students they serve (with case examples).

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

 

Schugurensky, Daniel, "Toward a Pegagogy of Praxis: Citizenship Education and Participatory Democracy," Journal of Curriculum Theorizing, 16(Fall, 2000), 125-155., Daniel Schugurensky

Annotation: Places citizenship education within the thought of Friere and others; defines democracy in three ways and argues for the third way.

Broad Topical Focus: 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: Citizenship Education, Democratic Education

 

Schultz, Brian, "Curriculum Based on 'Their' Priority Concerns," pp. 113-130 in Jennifer L. Milam, Stephanie Springgay, Kris Sloan, and B. Stephen Carpenter II, Curriculum for a Progressive, Proactive, Poetic, and Public Pedagogy. Troy, NY: Educator's International Press, 2006., Brian Schultz

Annotation: Reports on a civic action curriculum co-created by students and their teacher in the Cabrini Green section of Chicago.

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 Development Strategies, Curriculum as Experience, Content Selection and Organization, Authority of Teacher, Social Studies

 

Schwab, Joseph J., "Education and the Structure of the Disciplines," pp. 229-272 in Ian Westbury and Neil J. Wilkof, eds., Joseph J. Schwab: Science, Curriculum and Liberal Education: Selected Essays. Chicago: University of Chicago Press, 1978., Joseph J. Schwab

Annotation: Discusses how the structure of the disciplines is relevant for curriculums, shows how it is relevant to the imparting of arts and skills and to the curriculum maker; reviews the Comtean analysis of discipline structure and a revised (recent) version; discusses the places of structure in the curriculum.

Broad Topical Focus: 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 and the Disciplines

 

Schwab, Joseph J., "On Reviving Liberal Education--in the Seventies," pp. 37-48 in Sidney Hooks, Paul Kurtz and Miro Fodorovich, eds., The Philosophy of the Curriculum: The Need for General Education. Buffalo, NY: Prometheus Books, 1975., Joseph J. Schwab

Annotation: Discusses the arts of access, of communication, of inquiry, of the practical, of the eclectic, of the practical per se (problemation, weighing alternative formulations of the problem, generating and choosing alternative solutions).

Broad Topical Focus: Curriculum Development, Organization, Design,Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Normative Inquiry
Type of Study: Single Study
Narrow Topic: Liberal Education/General Education, Curriculum Deliberation

 

Schwab, Joseph J., "Structure of the Disciplines: Meanings and Significances," pp. 6-30 in G. W. Ford and Lawrence Pugno, eds., The Structure of Knowledge and the Curriculum . Chicago: Rand McNally, 1964., Joseph J. Schwab

Annotation: Analyzes the conceptual and syntactical structure of the disciplines, the problem of their syntax, and their substantive structure.

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

 

Schwab, Joseph J., "Testing and the Curriculum," Journal of Curriculum Studies, 21(January-February, 1989), 1-10.*, Joseph J. Schwab

Annotation: Challenges the validity of conventional curriculum testing.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Curriculum Aims and Objectives, Liberal Education/General Education

 

Schwab, Joseph J., "The Practical: Translation Into Curriculum," School Review, 81(August, 1973), 501-522. Reprinted pp. 365-383 in Ian Westbury and Neil J. Wilkof, eds., Science, Curriculum, and Liberal Education: Selected Essays by Joseph J. Schwab. Chicago: University of Chicago Press, 1978.*, Joseph J. Schwab

Annotation: Shows how to translate scholarly subject matter into usable curriculum within five commonplaces; presents three functions of curriculum specialists.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Specialists in Schools, Curriculum Deliberation, Curriculum Potential, Materials Development and Evaluation

 

Schwab, Joseph J., "The Structure of the Natural Science," pp. 39-46 in G. W. Ford and Lawrence Pugno, eds., The Structure of Knowledge and the Curriculum. Chicago: Rand McNally, 1964., Joseph J. Schwab

Annotation: Describes the substantive structures and the short-term and long-term syntax of the scientific disciplines.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Science

 

Schwarz, Gretchen, and Lee Ann Cavener, "Outcome-based Education and Curriculum Changes: Advocacy, Practice, and Critique," Journal of Curriculum and Supervision, 9(Summer, 1994), 326-338., Gretchen Schwarz and Lee Ann Cavener

Annotation: Reports experience in Oklahoma with outcome-based education and gives reasons for its failure there.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Curriculum Aims and Objectives, Value Assumptions and Ideologies in Curriculum

 

Scott, David, "Knowledge and the Curriculum," The Curriculum Journal, 25(No. 1, 2014),14-28., David Scott

Annotation: Focuses on knowledge and how it relates to school curriculum; explores the reasons necessary to justify knowledge inclusion into and exclusion from the curriculum; discusses arguments from Foundationalism, Instrumentalism, Pragmatism, and social epistemologies; concludes with a set of principles from which a curriculum rationale can be developed.

Broad Topical Focus: 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, Curriculum and the Disciplines

 

Searles, W. E., "A Substantiation of Macdonald's Models in Science Curriculum Development," The Journal of Curriculum Theorizing, 4(Winter, 1982), 127-155. Reprinted as "A Taxonomic Study of Curriculum Development Models Used in Science Education," European Journal of Science Education, 3(January-March, 1981), 77-91., W. E. Searles

Annotation: Reviews the models of curriculum development set forth by Macdonald and three conceptions of curriculum; reviews the development of science curriculum from 1850 onward in light of these models and conceptions; tests basis for content selection and organization via criteria drawn from ten leading curriculum theorists.

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

 

Seguel, Mary Louise, "Bobbitt and Charters," pp. 67-101 in her The Curriculum Field: Its Formative Years. New York: Teachers College Press, 1966., Mary Louise Seguel

Annotation: Describes the contributions of these two men to the early years of the curriculum field.

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

 

Seguel, Mary Louise, "Harold Rugg," pp. 105-134 in her The Curriculum Field: Its Formative Years . New York: Teachers College Press, 1966., Mary Louise Seguel

Annotation: Traces Rugg's work and ideas on curriculum.

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

 

Seguel, Mary Louise, "Hollis L. Caswell," pp. 137-171 in her The Curriculum Field: Its Formative Years . New York: Teachers College Press, 1966., Mary Louise Seguel

Annotation: Traces Caswell's work and ideas on curriculum.

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

 

Seguel, Mary Louise, "John Dewey," pp. 47-62 in her The Curriculum Field: Its Formative Years . New York: Teachers College Press, 1966., Mary Louise Seguel

Annotation: Traces Dewey's work and ideas on curriculum.

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

 

Seguel, Mary Louise, "The McMurrys," pp. 7-38 in her The Curriculum Field: Its Formative Years . New York: Teachers College Press, 1966., Mary Louise Seguel

Annotation: Traces the work and ideas of Charles and Frank McMurry on curriculum.

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

 

Selden, Steven, "Biological Determinism and the Narrative of Adjustment: The High School Biology Textbooks of Truman Jesse Moon, c 1921-1963," Curriculum Inquiry, 37(June, 2007), 159-196., Steven Selden

Annotation: Examines the presence of eugenics thought in a textbook series in biology along with the reasons for this content.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Guides, Plans, Documents, Materials
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Science, Ideology and School Knowledge, Content Selection and Organization, Materials Development and Evaluation

 

Selden, Steven, "Conservative Ideology and Curriculum," Educational Theory, 27 (Summer, 1977), 205-222., Steven Selden

Annotation: Reviews the history of conservative ideologies and curriculum from the nineteenth century to the present and their appearance in the eugenics movement of the early twentieth century.

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 History

 

Semel, Susan F., and Alan R. Sadovnik, "The Contemporary Small-School Movement: Lessons from the History of Progressive Education," Teachers College Record, 110(September, 2008), 1744-1771., Susan F. Semel and Alan R. Sadovnik

Annotation: Examines similarities and differences between Central Park East Secondary School in New York City and earlier progressive schools such as the Dalton School and the City and Country School.

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: Curriculum Aims and Objectives, Curriculum History, Local Control of Schooling

 

Shanks, Joyce, "Student Reactions to a Standardized Curriculum: A Case Study," Journal of Curriculum and Supervision, 10(Fall, 1994), 43-59., Joyce Shanks

Annotation: Reports how students and teachers in a mid-western elementary school experienced a curriculum change that standardized the curriculum.

Broad Topical Focus: Curriculum Evaluation, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Case Study
Narrow Topic: Curriculum Standards and Testing

 

Shapiro, H. Svi, "Shaping the Educational Imagination: Class, Culture, and the Contradiction of the Dominant Ideology," The Journal of Curriculum Theorizing, 4(Summer, 1982), 153-165., H. Svi Shapiro

Annotation: Discusses education in the U. S. as the result of complex interactions among ideological perspectives; gives instances.

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, Value Assumptions and Ideologies in Curriculum

 

Sharp, Rachel, and Anthony G. Green, Education and Social Control. London: Routledge and Kegan Paul, 1975., Rachel Sharp and Anthony G. Green

Annotation: Presents a study of an English progressive primary school and the constraints of ideology at work in it.

Broad Topical Focus: Curriculum Policies and Policy Making, 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, Social Efficiency/Control, Comparative Curriculum

 

Shaw, Beverly, "The Content of the Curiculum," pp.129-166 in her Educational Practice and Sociology: An Introduction . Oxford: Marten Robertson, 1981., Beverly Shaw

Annotation: Shows how the content of the curriculum is controlled by the policies set; discusses the common curriculum and the education of girls among other topics.

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, Content Selection and Organization

 

Shaw, Francine Shuchat, "Congruence," pp. 445-452 in William F. Pinar, ed., Curriculum Theorizing . Berkeley, CA: McCutchan, 1975., Francine Shuchat Shaw

Annotation: Writes an educational criticism of teaching a film course.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism, Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Evaluation of Instruction, Higher Education Curriculum

 

Short, Edmund C., "A Historical Look at Curriculum Design," Theory Into Practice, 25(Winter, 1986), 3-9.*, Edmund C. Short

Annotation: Analyzes the value differences behind six curriculum.

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: Philosophical Inquiry-Speculative Essay, Historical Inquiry, Normative Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Value Assumptions and Ideologies in Curriculum

 

Short, Edmund C., "Curriculum Decision Making in Teacher Education: Policies, Program Development, and Design," Journal of Teacher Education , 38 (July- August, 1987), 2-12.*, Edmund C. Short

Annotation: Specifies steps in policy making and curriculum development in teacher education; sets forth design criteria; and discusses role of unifying themes.

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

 

Short, Edmund C., "Curriculum Development and Organization," pp. 405-412 in Harold E. Mitzel, ed., Encyclopedia of Educational Research, Fifth Edition. New York: Macmillan, 1982.*, Edmund C. Short

Annotation: Summarizes the state of curriculum policy making and governance as well as presents criteria for optimum strategies for curriculum development across levels of governance.

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: Curriculum Development Strategies

 

Short, Edmund C., "The Concept of Competence: Its Use and Misuse in Education," Journal of Teacher Education , 36(March-April, 1985), 2-6.*, Edmund C. Short

Annotation: Analyzes the concept of competence and draws implications for establishing objectives and determining evaluation policy.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Evaluation
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Evaluation of Instruction, Curriculum Aims and Objectives

 

Short, Edmund C., "The Forms and Use of Alternative Curriculum Development Strategies: Policy Implications," Curriculum Inquiry, 13(Spring, 1983), 43-64.*, Edmund C. Short

Annotation: Analyzes and compares curriculum development strategies in relation to where decisions are made, who is involved, and the role of the teacher; sets forth ten criteria for the optimum strategy among several possibilities in a matrix.

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: Curriculum Development Strategies

 

Short, Edmund C., "Three Levels of Questions Addressed in the Field of Curriculum Research and Practice," Journal of Curriculum and Supervision, 9(Fall, l993), 77-86.*, Edmund C. Short

Annotation: Distinguishes questions of curriculum practice, inquiry, and methodologies of inquiry.

Broad Topical Focus: Curriculum Inquiry Guidelines, Defining Curriculum Research Questions, Curriculum Policies and Policy Making, Curriculum Change, Curriculum Development, Organization, Design, Curriculum Evaluation, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

Short, Edmund C., and Thomas J. Jennings, Jr., "Multidisciplinary: An Alternative Approach to Curriculum Thought," Educational Leadership, 33(May, 1976), 590-594.*, Edmund C. Short and Thomas J. Jennings Jr.

Annotation: Explains the multidisciplinary approach to curriculum design.

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

 

Shwartz, Yael, Ayelet Weizman, David Fortus, Joseph Krajcik, and Brian Reiser, "THe IQWST Experience: Using Coherence as a Design Principle for a MIddle School Science Curriculum," Elementary School Journal, 109(November, 2008), 199-291., Yael Shwartz, Ayelet Weizman, David Fortus, Joseph Krajcik, and Brian Reiser

Annotation: Reports a study of how a middle school science curriculum dealt with five aspects of coherence.

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

 

Sichel, Betty, "Forms of Knowledge or the Unity of Knowledge," pp. 45-55 in Mary Anne Raywid, ed., Philosophy of Education 1972, Proceedings of the 28th Annual Meeting of the Philosophy of Education Society. Edwardsville, IL: Studies in Philosophy and Education, Southern Illinois University, 1972., Betty Sichel

Annotation: Discusses the difference between the separate disciplines curriculum and one based on awe, wonderment, and unity.

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

 

Siegel, Judith E., "Task No. 1: Writing 'Practical' Curriculums," Educational Leadership, 34(April, 1977), 540-544., Judith E. Siegel

Annotation: Describes the five bodies of knowledge that must be examined in order to produce a practical curriculum (related to Schwab's commmonplaces).

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Decision-making Processes, Curriculum Guides, Plans, Documents, Materials, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation

 

Silberstein, Moshe, "Curriculum Studies: Teacher Education Programs," pp. 232-235 in Torsten Husen and Thomas N. Postlethwaite, eds., International Encyclopedia of Education. Supplement Volume One. New York: Pergamon, 1988., Moshe Silberstein

Annotation: Treats the problem of integrating curriculum knowledge and skills into teacher education curriculum; cites both generic and particular models.

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, Programs of Study in Curriculum and Instruction, Teacher Education

 

Silberstein, Moshe, and Miriam Ben-Peretz, "The Concept of Teacher Autonomy in Curriculum Materials: An Operative Interpretation," Journal of Curriculum and Supervision, 3(Fall, 1987), 29-44., Moshe Silberstein and Miriam Ben-Peretz

Annotation: Analyzes six subject area curricula in Israel for trends in teacher implementation and autonomy.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Survey
Narrow Topic: Materials Development and Evaluation, Freedom/Authority and Curriculum, Comparative Curriculum, Curriculum Implementation

 

Simpson, Douglas J., and Michael J. B. Jackson, "John Dewey's View of the Curriculum in The Child and the Curriculum," Education and Culture, 20(Fall, 2003), 23-27., Douglas J. Simpson and Michael J. B. Jackson

Annotation: Elucidates and analyzes Dewey's view of curriculum as presented in the 100-year old classic.

Broad Topical Focus: 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: Classics of Curriculum Literature

 

Singhm, Mano, Quest for Truth: Scientific Progress and Religious Beliefs. Bloomington, IN: Phi Delta Kappa International, 2000., Mano Singhm

Annotation: Articulates the method and nature of truth characteristic of science; contrasts this with religious truth; explores the conflict between creationism and evolution; discusses a way of teaching science consistent with his analysis of scientific knowledge.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry, Religious Inquiry, Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Value Assumptions and Ideologies in Curriculum, Science, Knowledge Generation

 

Sirotnik, Kenneth A., "What Goes on in Classrooms? Is This the Way We Want It?" pp. 56-70 in Landon E. Beyer and Michael W. Apple, eds., The Curriculum: Problems, Politics, and Possibilities . Albany, NY: State University of New York Press, 1988., Kenneth A. Sirotnik

Annotation: Reports evidence from Goodlad's Study of Schooling and asks whether this is what we want; makes a plea for critical inquiry in schools.

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: Single Study
Narrow Topic: Curriculum Aims and Objectives

 

Skilbeck, Malcolm, "Curriculum Development--from RDD to RED: Review, Evaluate, Develop," pp. 251-276 in John Nisbet, Jacquetta Megarry, and Stanley Nisbet, eds., Research, Policy, and Practice: World Yearbook of Education 1985 . London: Kogan Page, 1985., Malcolm Skilbeck

Annotation: Discusses the shift in curriculum development from one perspective (research, development, dissemination) to another (review, evaluate, develop).

Broad Topical Focus: Curriculum Development, Organization, Design, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Research Synthesis
Narrow Topic: Curriculum Development Strategies, Knowledge Linkage

 

Skilbeck, Malcolm, "Curriculum Organization," pp. 1229-1233 in T. Husen and T. N. Postlethwaite, eds., International Encyclopedia of Education. New York: Pergamon, 1984., Malcolm Skilbeck

Annotation: Discusses various ways of arranging curriculum elements or institutional levels and patterns in organizing curriculum; refers to work by various international bodies.

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, Comparative Curriculum, American/International Curriculum Organizations

 

Skilbeck, Malcolm, "School-Based Curriculum Development," pp. 121-144 in Andy Hargreaves, Ann Lieberman, Michael Fullan, and David Hopkins, eds., International Handbook of Educational Change, Part One. Norwell, MA: Kluwer Academic Publishers, 1998., Malcolm Skilbeck

Annotation: Traces experience of the author in school-based curriculum development internationally from 1959-1998 from his work in the United Kingdom and Australia, theUniversity of London and Deakin University, and in the Organization for Economic Cooperation and Development in Paris.

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

 

Skilbeck, Malcolm, "School-based Curriculum Development," pp. 18-34 in Victor Lee and David Zeldin, eds., Planning in the Curriculum . London: Hoder and Stoughton with Open University, 1982.*, Malcolm Skilbeck

Annotation: Presents a model of curriculum development for use at the school level along with decisions required within its five processes.

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

 

Slattery, Patrick, and Kevin Daigle, "Curriculum as a Place of Turmoil: Deconstructing the Anguish in Walker Percy's 'Feliciana' and Ernest Gaines' 'Pointe Coupee'," Curriculum Inquiry, 24(Winter, 1994), 437-461., Patrick Slattery and Kevin Daigle

Annotation: Treats place and context in literary works as curriculum content.

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: Content Selection and Organization, Literature

 

Slattery, Patrick, and Dana Rapp, Ethics and the Foundations of Education: Teaching Convictions in a Postmodern World. Boston: Allyn & Bacon, 2003., Patrick Slattery and Dana Rapp

Annotation: Addresses from critical, activist, and postmodern perspectives several particular examples of ethical, hermeneutic, aesthetic, theological, and ecological issues facing curriculum and takes a stand on them.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Development, Organization, Design, Curriculum Enactment and Teaching
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, Ethical Issues in Curriculum, Values in the Classroom

 

Small, Jan L., and Jean H. Young, "Teachers' Motivations for Participating in Curriculum Development Committees," The Alberta Journal of Educational Research, 34(March, 1988), 42-50.*, Jan L. Small and Jean H. Young

Annotation: A study of the relative importance of six factors in teachers' participation in curriculum development committees.

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 Development Strategies

 

Smith, Marshall S., Jennifer A. O' Day, and David K. Cohen, "A National Curriculum in the United States?" Educational Leadership, 49 (September, 1991), 74-81. *, Marshall S. Smith, Jennifer A. O' Day, and David K. Cohen

Annotation: Analyzes pros and cons of a proposed national curriculum and related issues.

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, Freedom/Authority and Curriculum, Local Control of Schooling, Curriculum Frameworks, Curriculum Standards and Testing

 

Smylie, Mark A., "Teacher Participation in School Decision Making: Assessing Willingness to Participate," Educational Evaluation and Policy Analysis, 14(Spring, 1992), 53-67., Mark A. Smylie

Annotation: Analyzes empirical data on teachers' willingness to participate in decision making; principal-teacher relationship has the greatest influence.

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 Deliberation

 

Snyder, Jon, Frances Bolin, and Karen Zumwalt, "Curriculum Implementation," pp. 402-435 in Philip W. Jackson, ed., Handbook of Research on Curriculum. New York: Macmillan,1992., Jon Snyder, Frances Bolin, and Karen Zumwalt

Annotation: Analyzes the fidelity, mutual adaptation, and enactment approaches to curriculum implementation research.

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

 

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

 

Sockett, Hugh, "Curriculum Planning: Taking a Means to an End," Proceedings of the Philosophy of Education Society of Great Britain, 6(January, 1972). Reprinted pp. 150-160 in R. S. Peters, ed., The Philosophy of Education . Oxford: Oxford University Press, 1973.*, Hugh Sockett

Annotation: An analysis of five distinctions about the relationship between curricular ends and means.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Development, Organization, Design, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives

 

Sockett, Hugh, "The Moral Aspects of the Curriculum," pp. 543-569 in Philip W. Jackson, ed., Handbook of Research on Curriculum. New York: Macmillan, 1992., Hugh Sockett

Annotation: Traces the role and forms of moral education in the curriculum and reviews issues such as character education, gender identity, family life, teaching process,and curriculum subjects.

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: Character Education, Values in the Classroom, Content Selection and Organization

 

Sokoloff, Ann L. Winter, "The Quest for a Unitary Curriculum," Curriculum History, (2009), 125-141. (Available through Texas Digital LIbrary), Ann L. Winter Sokoloff

Annotation: Traces the history of efforts to attain a unitary curriculum, with special emphasis on integrated units-of-work and examples from Dewey to the present.

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

 

Soltis, Jonas F., "The Concept of Valid Content," pp. 20-30 in Edmund C. Short, ed., A Search for Valid Content for Curriculum Courses . Educational Comment 1970. Toledo, OH: College of Education, University of Toledo, 1970., Jonas F. Soltis

Annotation: Engages in conceptual analysis of the term "valid content" in curriculum.

Broad Topical Focus: 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

 

Soltis, Jonas F. "The Disciplines and Subject Matter," pp. 17-34 in his An Introduction to the Analysis of Educational Concepts. Reading, MA: Addison- Wesley, 1968., Jonas F. Soltis

Annotation: Analyzes these two concepts in the manner of a philosophical analyst. Also contained in 2nd edition, 1978.

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

 

Sosniak, Lauren A., "The Taxonomy, Curriculum, and their Relations," pp. 103-125 in Lorin W. Anderson and Lauren A. Sosniak, eds., Bloom's Taxonomy: A Forty-year Retrospective. 93rd Yearbook of the National Society for the Study of Education, Part II. Chicago: The University of Chicago Press, 1994., Lauren A. Sosniak

Annotation: Sets forth merits and limitations in the contributions to curriculum made by Bloom's Taxonomy (cognitive domain).

Broad Topical Focus: Curriculum Theorists, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Curriculum History, Student Assessment

 

Sosniak, Lauren A., and Carole L. Perlman, "Secondary Education by the Book," Journal of Curriculum Studies, 22(September-October, 1990), 427-442., Lauren A. Sosniak and Carole L. Perlman

Annotation: Compares textbook use across mathematics, English, and history from student interview data.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Textbooks, School Subjects

 

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

Annotation: Provides case histories of Michigan's standards-based reforms in science and mathematics from 1992-1996.

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

 

Squire, James R., "Studies of Textbooks: Are We Asking the Right Questions?" pp. 127-169 in Philip W. Jackson, ed., Contributing to Educational Change: Perspectives on Research and Practice . Berkeley, CA: McCutchan, 1988., James R. Squire

Annotation: Identifies a series of factors that have been studied in studies of textbooks; makes suggestions for needed research.

Broad Topical Focus: Curriculum Development, Organization, Design, Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Textbooks, Materials Development and Evaluation

 

Squire, Kurt, "From Content to Context: Videogames as Designed Experience," Educational Researcher, 35(November, 2006), 19-29., Kurt Squire

Annotation: Discusses the impact of videogames in education and their potential for conducting research on learning and on designing educational experiences; gives concrete illustrations.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Research Domains and Structure, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Development as Inquiry
Type of Study: Single Study
Narrow Topic: Materials Development and Evaluation, Media and Computers in Curriculum Development

 

Stables, Andrew, "Perspectives on Subject Choice: The Case for a Humane Liberalism in Curriculum Planning," Journal of Curriculum Studies, 29 (March-April, 1997), 197-208., Andrew Stables

Annotation: Explores the advantages and problems of permitting students to choose their own curriculum subjects.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Differentiation, Value Assumptions and Ideologies in Curriculum

 

Stallones, Jared, "Paul R. Hanna and Education for Intelligent Citizenship," pp. 79-83 in Lynn W. Burlbaw, ed., Curriculum History, 1998. College Station, TX: Society for the Study of Curriculum History, Texas A&M University, 1998., Jared Stallones

Annotation: Traces the evolution of Paul R. Hanna's views on curriculum design and education for citizenship and of his textbook serieses.

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, Citizenship Education

 

Steedman, Philip H., "Curriculum and Knowledge Selection," pp. 119-139 in Landon E. Beyer and Michael W. Apple, eds., The Curriculum: Problems, Politics, and Possibilities. Albany, NY: State University of New York Press, 1988., Philip H. Steedman

Annotation: Outlines and critiques traditional conceptualization of the relation between curriculum and knowledge; also examines several alternatives from the new sociology that are competing to replace this view.

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 the Disciplines, Value Assumptions and Ideologies in Curriculum

 

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

 

Stengel, Barbara S., " 'Academic Discipline' and 'School Subject': Contestable Curriculum Concepts," Journal of Curriculum Studies, 29(September-October, 1997), 585-602.*, Barbara S. Stengel

Annotation: Examines five views of the relation between the concepts of academic discipline and of school subject; gives implications for curriculum.

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

 

Stenhouse, Lawrence, "A Critique of the Objectives Model," pp. 70-83 in his An Introduction to Curriculum Research and Development . London: Heinemann, 1975.*, Lawrence Stenhouse

Annotation: Provides a summary of critiques of basing curriculum planning on objectives.

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: Curriculum Aims and Objectives

 

Stenhouse, Lawrence, "Behavioral Objectives and Curriculum Development," pp. 57-69 in his An Introduction to Curriculum Research and Development. London: Heinemann, 1975.*, Lawrence Stenhouse

Annotation: Reviews various analyses of behavioral objectives in curriculum development.

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

 

Stenhouse, Lawrence, ed., Curriculum Research and Development in Action . London: Heinemann Educational Books, 1980., Lawrence Stenhouse

Annotation: Treats various dimensions of research and development undertaken in curriculum by teachers and others in action research settings in England.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry, Ethnographic Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum Development Strategies, Teacher Research, Comparative Curriculum

 

Stenhouse, Lawrence, "The Content of Education," pp. 6-23 in his An Introduction to Curriculum Research and Development. London: Heinemann, 1975.*, Lawrence Stenhouse

Annotation: Reviews various classifications of curriculum content and their relative merits.

Broad Topical Focus: 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

 

Sternberg, Robert J., and David R. Caruso, "Practical Modes of Knowing," pp. 133 -158 in Elliot W. Eisner,ed., Learning and Teaching the Ways of Knowing, Eighty-fourth Yearbook of the NSSE, Part II. Chicago: University of Chicago, 1985., Robert J. Sternberg and David R. Caruso

Annotation: Defines practical knowledge and discusses the transmission and acquisition of practical knowledge.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Practical Knowledge

 

Stewart, William J., "Facilitating Holistic Curriculum Planning in Schools," The Clearing House, 67(November-December,1993), 112-115., William J. Stewart

Annotation: Describes and illustrates a holistic curriculum development strategy that is comprehensive, cooperative, coordinated, and continuous.

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

 

St. Maurice, Henry, "A Guide to Commonplaces on the Use of Loci in Educator's Discourse," Journal of Curriculum Studies, 23(January-February, 1991), 41-53., Maurice Henry St.

Annotation: Describes a conception of rhetoric, its application to Schwab's commonplaces of education, and some alternatives.

Broad Topical Focus: 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: Curriculum Deliberation

 

Stratemeyer, Florence B., Hamden L. Forkner, Margaret G. McKim, and A. Harry Passow, Developing a Curriculum for Modern Living, 2d ed, Revised and Enlarged. New York: Bureau of Publications, Teachers College, Columbia University, 1957. (1st ed., 1947), Florence B. Stratemeyer, Hamden L. Forkner, Margaret G. McKim, and A. Harry Passow

Annotation: Elaborates and argues for a curriculum based on persistent life situations in which the design provides for coping from early childhood through adulthood in increasingly competent mastery of 26 areas of life and learning.

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, Classics of Curriculum Literature

 

Strauss, Sidney, "Learning Theories of Gagne and Piaget: Implications for Curriculum Development," Teachers College Record, 74(September, 1972), 81-102., Sidney Strauss

Annotation: Compares these two theories and the curriculum structures resulting from each.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Psychology and 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

 

Sullanmaa, Jenni, Kirsi Pyhalto, Janne Pietarinen, and Tiina Soini, "Curriculum Coherence as Perceived by Disrict Level Stakeholders in Large-Scale National Curriclulm Reform in Finland," The Curriclum Jourmal, 30(3, 2019), 244-263., Jenni Sullanmaa

Annotation: Reports a factor analysis study of the factors in curriculum coherence that stakeholders perceived in Finish curriculum reform (consistency, integration, and alignment between objectives, content, and assessments).

Broad Topical Focus: 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, Curriculum Integration, Comparative Curriculum

 

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

Annotation: Argues for an approach to theorizing curriculum that could challenge the normativity of heterosexuality in curriculum.

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

 

Sykes, Gary, "Government Intervention in the School Curriculum: Floating Like a Bee, Stinging like a Butterfly," pp. 313-330 in Jon Schaffarzick and Gary Sykes, eds., Value Conflicts and Curriculum Issues: Lessons from Research and Experience. Berkeley, CA: McCutchan, 1979., Gary Sykes

Annotation: Appraises both the direct and the indirect interventions made by the U. S. government in the school curriculum of the 1960s and 1970s.

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, Government Role in Educational Research & Development, Freedom/Authority and Curriculum

 

Taba, HIlda, "A Conceptual Framework for Curriculum Design," pp. 413-444 in her Curriculum Development: Theory and Practice. New York: Harcourt Brace & World, 1962. Reprinted pp. 276-304 in James R. Gress, ed., Curriculum: An Introduction to the Field. Berkeley, CA: McCutchan, 1988., HIlda Taba

Annotation: Analyzes the rationale, problems, and principles of curriculum design; discusses design elements and relationships; sets forth a model of curriculum design.

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

 

Taba, Hilda, "General Techniques of Curriculum Planning," pp. 80-115 in Nelson B. Henry, ed., American Education in the Postwar Period - Part 1 - Curriculum Reconstruction. 44th Yearbook of the National Society for the Study of Education. Chicago: The University of Chicago Press, 1945., Hilda Taba

Annotation: Presents a "short course" on the topic and covers matters ranging from the sources of curriculum, to formulating objectives, to selection of curriculum experiences, to organizing them, to planning units of study.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Theorists, 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: Curriculum Development Strategies, Content Selection and Organization, Literature of Curriculum, Curriculum Professors

 

Tamir, Pinchas, "Content Analysis Focusing on Inquiry," Journal of Curriculum Studies, 17(January-March, 1985), 87-94., Pinchas Tamir

Annotation: Shows how content analysis may be used in teaching science as inquiry.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Content Analysis
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Science

 

Tamir, Pinchas, "Evaluation and Curriculum Development," in Pinchas Tamir, ed., The Role of Evaluation in Curriculum Development . London: Croom Helm, 1985.*, Pinchas Tamir

Annotation: Conceptualizes a model for curriculum development and evaluation.

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

 

Tanner, Daniel, "Curriculum Theory: Knowledge and Content," Review of Educational Research, 36(June, 1966), 362-372., Daniel Tanner

Annotation: Reviews studies between 1963 and 1966 on reorganizing curriculum content to conform to disciplined knowledge as structures.

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, Curriculum and the Disciplines

 

Tanner, Daniel, "History of Curriculum Development in Schools." In Oxford Research Encyclopedia of Education. Online 27 October 2020. https://doi.org/10.1093/acrefore/9780190264093.013.1037, Daniel Tanner

Annotation: Traces the detailed history of school curriculum and its development from Rousseau, Mann, Herbart, Spencer, Ward, Dewey, and Caswell, as it relates to democracy in education; points to three universal curricula (general, vocational, enrichment); traces the history of the comprehensive high school in the United States; cites highlights in the field of curriculum development (26th NSSE Yearbook, Eight Year Study, Core Problems of Democracy Course) and the rise of discipllnary curricula in the 1960s and the standards movement that followed.

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

 

Tanner, Daniel, "The Structure and Function of the American Secondary School: A National Survey," pp. 95-113 in Peter S. Hlebowitsh and William G. Wraga, eds., Annual Review of Research for School Leaders. New York: Scholastic (NASSP), 1996., Daniel Tanner

Annotation: Reviews change in the secondary school's comprehensiveness over recent history and reports trends in a number of related dimensions

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

 

Tanner, Daniel, and Laurel N. Tanner, Curriculum Development: Theory into Practice. New York: Macmillan, 1975. Second Edition, 1980. Third Edition, 1995. Fourth Edition, 2007., Daniel Tanner and Laurel N. Tanner

Annotation: Provides a comprehensive text on curriculum development; chapters 4 through 8 in the 1975 edition and chapters 6 through 10 in the 1980 edition are historical in nature.

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

 

Tanner, Daniel and Laurel N. Tanner, History of the School Curriculum. New York: Macmillan, 1990., Daniel Tanner and Laurel N. Tanner

Annotation: Provides a comprehensive history of school curriculum in the U.S.

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 History

 

Tanner, Laurel N., "Contributions of the Eight-Year Study," Journal of Thought, 21 (Spring, 1986), 33-35., Laurel N. Tanner

Annotation: Highlights the value of the Eight-Year Study.

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, Classics of Curriculum Literature

 

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