Broad Topical Focus - Curriculum Enactment and Teaching

 

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Adams, Jacob E., Jr., Taking Charge of Curriculum: Teacher Networks and Curriculum Implementation. New York: Teachers College Press, 2000., Jacob E. Adams Jr.

Annotation: Reports on implementation of Math A curriculum in 3 districts (12 classrooms) in California by teachers involved in teacher professional networks and by those not involved; presents detailed statements of teacher experiences, adaptations, and classroom strategies as well as views of other parties.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: In-service Teacher Development, Mathematics

 

Adams, Raymond S., "Curriculum Development and Research - A Question of Fit," Journal of Curriculum Studies, 1(November, 1969), 260-208.*, Raymond S. Adams

Annotation: Explores a four-pronged model for studying curriculum enactment.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

Adler, Susan, and Jesse Goodman, "Critical Theory as a Foundation for Methods Courses," Journal of Teacher Education, 37(July-August, 1986), 2-8., Susan Adler and Jesse Goodman

Annotation: Describes efforts to develop a social studies methods course linked to critical theory.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Education, Social Studies

 

Ainscow, Mel, "Teaching for Diversity: The Next Big Challenge," pp. 240-258 in F. Michael Connelly, Ming Fang He, and JoAnn Phillion, eds., The SAGE Handbook of Curriculum and Instruction. Los Angeles: Sage Publications, 2008., Mel Ainscow

Annotation: Focuses on inclusive teaching practices used to respond to diversity among learners and on implications for school organizational arrangements and teacher behaviors.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Exceptional Education, Teaching/Learning Process

 

Anderson, Gary J., Herbert J. Walberg, and Wayne W. Welch, "Curriculum Effects on the Social Climate of Learning: A New Representation of Discriminant Functions," American Educational Research Journal, 6(May, 1969), 315-328.*, Gary J. Anderson, Herbert J. Walberg, and Wayne W. Welch

Annotation: Tests several hypotheses about the social climate of learning and Harvard Project Physics.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Environment, Science

 

Anderson-Levitt, Kathryn M., "Globalization and Curriculum," pp. 349-368 in F. Michael Connelly, Ming Fang He, and JoAnn Phillion, eds., The SAGE Handbook of Curriculum and Instruction. Los Angeles: Sage Publications, 2008., Kathryn M. Anderson-Levitt

Annotation: Highlights the importance of an international or global perspective on curriculum; surveys a variety of cross-national studies of the intended, the enacted, and the achieved curriculum.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Evaluation, Curriculum Policies and Policy Making, Curriculum Enactment and Teaching, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum Aims and Objectives, Comparative Curriculum, Local Control of Schooling

 

Anyon, Jean, "Schools as Agencies of Social Legitimation," The Journal of Curriculum Theorizing, 3(Summer, 1981), 86-103. Reprinted pp. 175-200 in William F. Pinar, ed., Contemporary Curriculum Discourses . Scottsdale, AZ: Gorsuch Scarisbrick, 1988., Jean Anyon

Annotation: Documents social and economic stratification in students' experiences of school and in the content of the curriculum; draws implications.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Social Studies, Curriculum as Experience, Content Selection and Organization

 

Anyon, Jean, "Social Class and the Hidden Curriculum of Work," Journal of Education (Boston University), 162(Winter, 1980), 67-92. Reprinted pp. 366-389 in James R. Gress, ed., Curriculum: An Introduction to the Field. Berkeley, CA: McCutchan, 1988., Jean Anyon

Annotation: Examines contrasting schools differentiated by social class and finds reproduction of economic relationship in each.

Broad Topical Focus: Curriculum Contexts and Societal Influences, 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: Hidden Curriculum, Ideology and School Knowledge

 

Aoki, Ted, "Towards a Reconceptualization of Curriculum Implementation," pp. 107-118 in David Hopkins and Marvin Wideen, eds., Alternative Perspectives on School Improvement . Philadelphia: Falmer Press, 1984.*, Ted Aoki

Annotation: Contrasts curriculum implementation as instrumental action and as practical action.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Implementation

 

Apple, Michael W., "Teaching and 'Women's Work': A Comparative Historical and Ideological Analysis," Teachers College Record, 86(Spring, 1985), 455-473. Also appears pp. 29-49 in Edgar B. Gumbert, ed., Expressions of Power in Education. Atlanta: Center for Cross-Cultural Education, 1985., Michael W. Apple

Annotation: Discusses the history of women teachers in the U. S. and England.

Broad Topical Focus: Curriculum Enactment and Teaching,Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry,Critical Inquiry
Type of Study: Research Synthesis
Narrow Topic: Comparative Curriculum, Value Assumptions and Ideologies in Curriculum, Curriculum History

 

Apple, Michael W., "The Politics of Teachers and Texts," pp. 3-28 in Michael W. Apple, Teachers and Texts. New York: Routledge & Kegan Paul, 1986., Michael W. Apple

Annotation: Explains the research approach informing the author's study of teachers and texts; focuses on class, race, gender.

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

 

Apple, Michael W., "Work, Gender, and Teaching," Teachers College Record, 84(Spring, 1983), 611-628., Michael W. Apple

Annotation: Discusses teachers as state functionaries, the intensification of teaching resulting from greater state control, and gendered resistance by teachers.

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

 

Apple, Michael W. and Nancy King, "What Do Schools Teach?" Curriculum Inquiry, 6 (No. 4, 1977), 341-358. Reprinted pp. 108-126 in Alex Molnar and John A. Zahorik, eds., Curriculum Theory, Washington, DC: ASCD, 1977. Reprinted pp. 29-47 in Richard H. Weller, ed., Humanistic Education: Visions and Realities, Berkeley, CA: McCutchan, 1977. Reprinted pp. 442-470 in George Willis, ed., Qualitative Evaluation, Berkeley, CA: McCutchan, 1978.*, Michael W. Apple and Nancy King

Annotation: Explores the social meaning of school experience in a kindergarten class related to play, work, etc.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Hidden Curriculum, Ideology and School Knowledge, Early Childhood Curriculum

 

Apple, Michael W., and Kenneth Teitelbaum, "Are Teachers Losing Control of their Skills and Curriculum?" Journal of Curriculum Studies, 18(April-June, 1986), 177-184., Michael W. Apple and Kenneth Teitelbaum

Annotation: Shows how teachers are losing control of their skills and the curriculum to outside authority.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Local Control of Schooling, Conceptions of Teaching, Authority of Teacher

 

Archbald, Douglas A., and Andrew C. Porter, "Curriculum Control and Teacher's Perceptions of Autonomy and Satisfaction," Educational Evaluation and Policy Analysis, 16(Spring, 1994), 21-39., Douglas A. Archbald and Andrew C. Porter

Annotation: Reports teachers' perceptions of various curriculum control policy instruments and their impact.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Freedom/Authority and Curriculum, Authority of Teacher, Local Control of Schooling

 

Aschner, Mary Jane McCue, "Meaning and Thinking," pp. 74-92 in James B. Macdonald and Robert R. Leeper, eds., Language and Meaning . Washington, DC: Association for Supervision and Curriculum Development, 1966., Mary Jane McCue Aschner

Annotation: Describes two types of meaning--attached and "taken-in" meaning; relates this to recent studies of classroom teaching.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Psychology and Curriculum, Teaching/Learning Process

 

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

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

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Freedom/Authority and Curriculum

 

Ayers, William, "The Shifting Ground of Curriculum Thought and Everyday Practice," Theory into Practice, 31(Summer, 1992), 259-263., William Ayers

Annotation: Describes changes in Chicago city schools that empowers participants in policy and practice.

Broad Topical Focus: Curriculum Change, Curriculum Policies and Policy Making, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Knowledge, Value Assumptions and Ideologies in Curriculum, Curriculum Deliberation

 

Ayers,William, Therese Quinn, David O. Stovall, and Libby Scheiern, "Teachers' Experience of Curriculum, Policy, Pedagogy, and Situation," pp. 306-326 in F. Michael Connelly, Ming Fang He, and JoAnn Phillion, eds., The SAGE Handbook of Curriculum and Instruction. Los Angeles: Sage Publications, 2008., William Ayers, Therese Quinn, David O. Stovall, and Libby Scheiern

Annotation: Cites research on the topic classified by various research approaches; major categories include policy and curriculum, curriculum and pedagogy, and situations of resistance and justice.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Teacher Knowledge, Practical Knowledge, Curriculum and Politics, Teaching/Learning Process, Values in the Classroom

 

Bagley, William Chandler. Education and Emergent Man . London: Thomas Nelson, 1934., William Chandler Bagley

Annotation: Poses a normative vision to which education can lead.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Classics of Curriculum Literature

 

Bain, Helen P., and J. Ronald Groseclose, "The Dissemination Dilemma and a Plan for Uniting Disseminators and Practitioners," Phi Delta Kappan, 61(October, 1979), 101-103., Helen P. Bain and J. Ronald Groseclose

Annotation: Offers a three-point plan for bringing research producers and users together involving three networks.

Broad Topical Focus: Relation of Curriculum Research to Practice, Critique and Utilization of Curriculum Research and Inquiry, Curriculum Enactment and Teaching
Source Discipline: Education
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Linkage

 

Ball, Deborah Loewenberg, and David K. Cohen, "Reform by the Book: What Is - or Might Be - the Role of Curriculum Materials in Teacher Learning and Instructional Reform?" Educational Researcher, 25 (December, 1996), 6-8; 14. *, Deborah Loewenberg Ball and David K. Cohen

Annotation: Summarizes what is known from research on curriculum materials and identifies how curriculum materials could be designed so they serve better both students and teachers.

Broad Topical Focus: Curriculum Guides, Plans, Documents, Materials, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Materials Development and Evaluation, Textbooks, Teaching/Learning Process

 

Ball, Deborah Loewenberg, and Fancesca M. Foryani, "What Makes Education Research 'Educational'?" Educational Researcher, 36(December, 2007), 529-540., Deborah Loewenberg Ball and Fancesca M. Foryani

Annotation: Posits a formulation of multiple interactions named "the instructional dynamic" and argues that research in colleges of education should relate in some manner to these kinds of interactions at the heart of educational practice and policy; gives examples.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Research and Inquiry-General, Relation of Curriculum Research to Practice
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Practical Knowledge

 

Barone, Thomas, "Things of Use and Things of Beauty: The Story of the Swain County High School Arts Program," Daedalus, 112 (Summer, 1983), 1-28. Reprinted pp. 275-295 in Elliot W. Eisner, ed., The Educational Imagination . New York: Macmillan, 1985. Also reprinted in Tom Barone, Aesthetics, Politics, and Educational Inquiry: Essays and Examples. New York: Peter Lang, 2000.*, Thomas Barone

Annotation: Presents an aesthetic criticism of a North Carolina high school arts program.

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, Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Secondary School Curriculum, Art Education

 

Barone, Thomas E., "On Equality, Visibility, and the Fine Arts Program in a Black Elementary School," Curriculum Inquiry, 17(Winter, 1987), 421-446., Thomas E. Barone

Annotation: Presents an educational criticism of an elementary arts program.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism
Type of Study: Single Study
Narrow Topic: Art Education, Elementary School Curriculum

 

Barone, Thomas E., "The Meadowhurst Experience: Phases in the Process of Educational Criticism," The Journal of Curriculum Theorizing, 4(Winter, 1982), 156-170., Thomas E. Barone

Annotation: Illustrates the processes in educational criticism from a visit to Meadowhurst School.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Classroom Observation & Research

 

Barone, Tom, Aesthetics, Politics, and Educational Inquiry: Essays and Examples. New York: Peter Lang, 2000., Tom Barone

Annotation: Reprints 14 essays by the author (organized around the influences of Eisner, Dewey, Rorty, Sarte, and Bakhtin) describing and demonstrating the use of narrative inquiry in education.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Contexts and Societal Influences, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry, Critical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation, Curriculum and Politics, Aesthetics and Curriculum

 

Barone, Tom, Touching Eternity: The Enduring Outcomes of Teaching. New York: Teachers College Press, 2001., Tom Barone

Annotation: Gives a literary reconstruction of an art teacher's work and influence as portrayed by the writer and several of the teacher's former students; the last chapter reflects upon issues inherent in the reconstruction process as postmodern research.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Education
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism, Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Art Education, Teaching/Learning Process, Curriculum Aims and Objectives, Curriculum as Experience, Authority of Teacher

 

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

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

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

 

Baszile, Denise Taliaferro,"Criminal Acts Comitted in the Name of Good Education," Journal of Curriculum and Pedagogy, 2(Summer, 2005), 20-23., Denise Taliaferro Baszile

Annotation: Critiques standardization in contemporary curriculum policy and practice; calls for action to change this dominant ideology.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Curriculum Standards and Testing

 

Behar, Linda S., and Paul S. George, "Teachers' Use of Curriculum Knowledge," Peabody Journal of Education, 69(Spring, 1994), 48-69.*, Linda S. Behar and Paul S. George

Annotation: Reports a study of teachers', department heads', students', and parents' views of implementation of a high school Curriculum Differentiation Project (honors and regular programs).

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Change, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Implementation, Secondary School Curriculum, Curriculum Differentiation

 

Benham, Barbara J., Phil Giesen, and Jeannie Oakes, "A Study of Schooling: Students' Experiences in Schools," Phi Delta Kappan, 61(January, 1980), 337-340., Barbara J. Benham, Phil Giesen, and Jeannie Oakes

Annotation: Reports on the portion of Goodlad's study that reveals the nature of students' experiences in school.

Broad Topical Focus: Curriculum Evaluation, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Experience

 

Ben-Peretz, Miriam, "Curriculum Potential," 1246-1248 in T. Husen and T. N. Postlethwaite, eds., International Encyclopedia of Education . New York: Pergamon, 1984., Miriam Ben-Peretz

Annotation: Discusses how the curriculum potential of scholarly materials and materials developed for school use may be deliberated to provide clues to using them with children; brief reference is also made to teacher education materials.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Guides, Plans, Documents, Materials, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum Potential, Materials Development and Evaluation

 

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

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

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

 

Bereiter, Carl, and Marlene Scardamalia, "Cognition and Curriculum," pp. 517-542 in Philip W. Jackson, ed., Handbook of Research on Curriculum. New York: Macmillan, l992., Carl Bereiter and Marlene Scardamalia

Annotation: Reviews the recent research in cognitive science for planning instruction and curriculum.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Teaching/Learning Process, Teacher Planning, Content Selection and Organization, Psychology and Curriculum

 

Berman, Louise M., and Jessie A. Roderick, "The Relationship Between Curriculum Development and Research Methodology," Journal of Research and Development in Education, 6(Spring, 1973), 3-13., Louise M. Berman and Jessie A. Roderick

Annotation: Proposes research procedures for studying transactive teaching-learning situations; proposes six characteristics of curriculum design based on this view.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Inquiry Guidelines, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teaching/Learning Process

 

Bickman, Martin, Minding American Education: Reclaiming the Tradition of Active Learning. New York: Teachers College Press, 2003., Martin Bickman

Annotation: Traces the antecedents in American thought on education of the contemporary view of what the author calls "active learning and thinking" (as opposed to forcing, filling, testing children with abstractions); treats Emerson, Thoreau, Dewey, etc.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Theorists, Curriculum Proposals in Coherent Form, 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, Value Assumptions and Ideologies in Curriculum, Open Education

 

Bolin, Frances, "Dialogue or Anti-Dialogue? William Torrey Harris as seen through Paulo Freire's Theory of Dialogical and Anti-Dialogical Actions," Journal of Curriculum Theorizing, 2(Summer, 1985), 80-116.*, Frances Bolin

Annotation: Contrasts Harris's and Freire's views of instructional change.

Broad Topical Focus: Curriculum Theorists, Curriculum Enactment and Teaching, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History

 

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

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

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Decision-making Processes, Curriculum Policies and Policy Making, Curriculum Development, Organization, Design, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation, Authority of Teacher

 

Boomer, Garth, "Curriculum Composing and Evaluating." pp. 32-45 in Garth Boomer, Nancy Lester, Cynthia Onore, and Jan Cook, eds., Negotiating the Curriculum: Educating for the 21st Century. London: The Falmer Press, 1992., Garth Boomer

Annotation: Conceptualizes five stages of the negotiation process involved in curriculum planning, teaching, learning, and evaluation.

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

 

Boote, David N., "Teachers' Professional Discretion and the Curricula," Teachers and Teaching, 12(August,2006), 461-478.*, David N. Boote

Annotation: Posits three developmental levels of teachers' professional discretion (procedural, substantive, innovative) in making teaching and curriculum decisions and describes the appropriate kinds of professional development required for teachers to move to the highest of these levels of professional discretion; discusses changes in curriculum policies and institutional practices and culture needed to acknowledge and foster teachers' development of innovative professional discretion.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Enactment and Teaching, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: In-service Teacher Development, Teacher Education, Authority of Teacher, Curriculum Deliberation

 

Bowers, C. A., "A Sociology of Knowledge Approach to Curriculum Development," pp. 73-95 in his The Promise of Theory: Education and the Politics of Cultural Change . New York: Longman, 1984., C. A. Bowers

Annotation: Describes how curriculum can help students distance themselves from their taken-for-granted beliefs and practices by incorporating their phenomenological cultures into the process of socialization, by assisting students in deobjectifying knowledge, and by incorporating a cross-cultural perspective.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Development, Organization, Design, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge

 

Bowers, C. A., "Linguistic Roots of Cultural Invasion in Paulo Freire's Pedagogy," Teachers College Record, 83(Summer, 1983), 935-953., C. A. Bowers

Annotation: Analyzes Freire's pedagogy in the context of Chepervyan (native American) traditions; raises concerns about the westernizing influences of Freire's thought.

Broad Topical Focus: Curriculum Theorists, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Freedom/Authority and Curriculum

 

Bowers, C. A., "The Reproduction of Technological Consciousness: Locating the Ideological Foundations of a Radical Pedagogy," Teachers College Record, 83 (Summer, 1982), 529-557., C. A. Bowers

Annotation: Analyzes the sources and method of the reproducing of technological consciousness in education; reviews the literature on critical theory.

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

 

Bower, W. Scott, Joe L. Boyer, and Elinor A. Scheirer, "Research Related to Academic Achievement Motivation: An Illustrative Review," Theory Into Practice, 9(February, 1970), 33-46., W. Scott Bower, Joe L. Boyer, and Elinor A. Scheirer

Annotation: Gives a review of research on academic achievement motivation.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Research Synthesis
Narrow Topic: Motivation

 

Britzman, Deborah P.,"Structures of Feeling in Curriculum and Teaching," Theory into Practice, 31(Summer, 1992), 252-258., Deborah P. Britzman

Annotation: Describes agency and identity in teaching from a critical perspective.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Teaching/Learning Process

 

Britzman, Deborah P., "The Terrible Problem of Knowing Thyself: Toward a Poststructural Account of Teacher Indentity," JCT: An Interdisciplinary Journal of Curriculum Studies, 9(Spring, 1992), 23-46., Deborah P. Britzman

Annotation: Provides a qualitative portrait of one student teacher's concept of self-identity.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Case Study
Narrow Topic: Self-Knowledge, Teacher Education

 

Britzman, Deborah P., "Who Has the Floor? Curriculum, Teaching, and the English Student Teacher's Struggle for Voice," Curriculum Inquiry, 19(Summer, 1989), 145-162.*, Deborah P. Britzman

Annotation: Shows how a student teacher experiences curriculum practices.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Education

 

Brownlee, Jo, Gregory Schraw, and Donna Berthelsen, "The Nature of Teachers' Personal Epistemologies," pp 3-21 in Jo Brownlee, Gregory Schraw, and Donna Berthelsen, eds., Personal Epistemology and Teacher Education. New York: Routledge, 2012., Jo Brownlee, Gregory Schraw, and Donna Berthelsen

Annotation: Describes the field of educational research that focuses on teachers' personal epistemologies; reviews paradigms and samples research in this field; ties the discussion to the preparation of pre-service teachers and in-service teachers.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Teacher Knowledge

 

Brown, Stephen I., "Discovery and Teaching a Body of Knowledge," Curriculum Theory Network, 5(No. 3, 1976), 191-218., Stephen I. Brown

Annotation: Discusses the epistemological issues in knowing and teaching a body of disciplined knowledge.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Normative Inquiry
Type of Study: Single Study
Narrow Topic: Teaching/Learning Process, Knowledge Linkage, Curriculum and the Disciplines

 

Brunner, Diane DuBose, Inquiry and Reflection: Framing Narrative Practice in Education. Albany: SUNY Press, 1994., Diane DuBose Brunner

Annotation: Combines a narrative method and a critical perspective in illustrating stories of schooling, teaching, etc.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Education
Mode of Inquiry in the Study: Narrative Inquiry, Critical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Criticism of Schooling

 

Buchmann, Margret, "The Priority of Knowledge and Understanding in Teaching," pp. 29-50 in Lilian G. Katz and James D. Raths, eds., Advances in Teacher Education: Volume 1. Norwood, NJ: ABLEX, 1984., Margret Buchmann

Annotation: Analyzes the role of content knowledge in teaching and in teacher education.

Broad Topical Focus: 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 and the Disciplines, Teacher Education, Teaching/Learning Process

 

Bullough, Robert V. Jr., "Teaching, Domination, and Curriculum," Journal of Thought, 18(Summer, 1983), 45-53., Robert V. Bullough Jr.

Annotation: Critiques the domination of curriculum and teaching by a control ideology.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Enactment and Teaching
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 Efficiency/Control

 

Bullough, Robert V. Jr., Andrew D. Gitlin, and Stanley L. Goldstein. "Ideology, Teacher Role, and Resistance," Teachers College Record, 86(Winter, 1984), 339-358.*, Robert V. Bullough Jr., Andrew D. Gitlin, and Stanley L. Goldstein.

Annotation: Critiques the technical nature of teachers' work and of the curriculum, noting their dissatisfaction and resistance.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry, Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Conceptions of Teaching, Authority of Teacher

 

Bullough, Robert V., Jr., Stanley L. Goldstein, and Ladd Holt, "Rational Curriculum: Teachers and Alienation," Journal of Curriculum Theorizing, 4(Summer, 1982), 132-143., Robert V. Bullough Jr., Stanley L. Goldstein, and Ladd Holt

Annotation: Reports a study of teachers' views of their work and curriculum systems (very positivistic) and discusses what can be done to change these views.

Broad Topical Focus: Curriculum Decision-making Processes,Curriculum Enactment and Teaching,Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism,Critical Inquiry
Type of Study: Single Study
Narrow Topic: Authority of Teacher, Value Assumptions and Ideologies in Curriculum, Teacher Planning

 

Bullough, Robert V., Jr., and Craig Kridel, "Workshops, In-Service Teacher Education, and the Eight-Year Study," Teaching and Teacher Education, 19 (October, 2003), 665-679., Robert V. Bullough Jr. and Craig Kridel

Annotation: Explores the workshop form of in-service teacher education as it was developed and used during the Eight-Year Study.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, In-service Teacher Development, Classics of Curriculum Literature

 

Burch, Kerry, "Eros, Pedagogy, and the Pursuit of Happiness," pp. 85-100 in Daniel Liston and Jim Garrison, eds., Teaching, Learning, and Loving: Reclaiming Passion in Educational Practice. New York: RoutledgeFalmer, 2004., Kerry Burch

Annotation: Highlights government's role in facilitating the pursuit of happiness; contrasts concepts of economic and personal competitiveness with concepts of individual and civic fulfillment.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Policies and Policy Making, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Citizenship Education, Value Assumptions and Ideologies in Curriculum

 

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

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

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

 

Butt, Richard L., "Arguments for Using Biography in Understanding Teacher Thinking," pp. 95-102 in Rob Halkes and John K. Olson, eds., Teacher Thinking: A New Perspective on Persisting Problems in Education . Lisse, Netherlands: Swets and Zeitlenger, 1984., Richard L. Butt

Annotation: Argues for the use of biography in understanding teacher thinking.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry, Aesthetic Inquiry and Curriculum Criticism
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teacher Knowledge, Teacher Planning

 

Butt, Richard L., and Danielle Raymond, "Arguments for Using Qualitative Approaches in Understanding Teacher Thinking: The Case for Biography," The Journal of Curriculum Theorizing, 7(No. 1, 1987), 62-93.*, Richard L. Butt and Danielle Raymond

Annotation: Argues for use of biography in studying teaching and curriculum; includes two vignettes.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research Domains and Structure, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Qualitative Research, Teacher Knowledge

 

Butt, Richard L., and Danielle Raymond, "Biographical and Contextual Influences on an 'Ordinary' Teacher's Thought and Actions," in J. Louryk, C. Clarke, and R. Halkes eds., Teacher Thinking and Professional Action . Luse, Holland: Swets and Zeitlinger, 1988., Richard L. Butt and Danielle Raymond

Annotation: Reports influence of teachers' biography and context on their thoughy and practice.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry, Aesthetic Inquiry and Curriculum Criticism
Type of Study: Single Study
Narrow Topic: Teacher Knowledge, Teacher Planning

 

Butt, Richard, Danielle Raymond, and Lloyd Yamagishi, "Autobiographic Praxis: Studying the Formation of Teachers' Knowledge," Journal of Curriculum Theorizing, 7(Winter, 1988), 89-164., Richard Butt, Danielle Raymond, and Lloyd Yamagishi

Annotation: Describes assumptions behind an approach to authobiography with examples from teachers; gives an extensive treatment.

Broad Topical Focus: Curriculum Enactment and Teaching,Curriculum Inquiry Guidelines,Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay,Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teacher Knowledge

 

Carlson, Dennis, "An Ontological Grounding for Curriculum: Learning to be In-the-World," The Journal of Curriculum Theorizing, 4(Summer, 1982), 207-215., Dennis Carlson

Annotation: Argues for the study of "being-in-the-world" of individual students in the curriculum.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Inquiry Guidelines, Defining Curriculum Research Questions, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

Carlson, Dennis, "'Updating' Individualism and the Work Ethic: Corporate Logic in the Classroom," Curriculum Inquiry, 12(Summer, 1982), 125-160., Dennis Carlson

Annotation: Discusses work in advanced capitalist countries, worker compliance and resistance, the Individualized Instructional Planning model as a form of human control, and related student compliance and resistance.

Broad Topical Focus: Curriculum Enactment and Teaching
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 Efficiency/Control

 

Carson, Richard N., "A Taxonomy of Knowledge Types for Use in Curriculum Design," Interchange, 35(March, 2004), 59-79., Richard N. Carson

Annotation: Poses a classification of nine knowledge types (empirical, rational, conventional, conceptual, cognitive process skills, psychomotor, affective , narrative, and received) for use in curriculum lesson planning.

Broad Topical Focus: 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: Content Selection and Organization, Teacher Planning

 

Carson, Terrance, "Questioning Curriculum Implementation: Scenes from a Conversation," JCT: An Interdisciplinary Journal of Curriculum Studies, 9(Spring,1992), 71-96., Terrance Carson

Annotation: Illustrates conversation as a mode of research on the topic of curriculum implementation.

Broad Topical Focus: Curriculum Change, Curriculum Enactment and Teaching, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum Implementation

 

Carson, Terrance R., "Curriculum Implementation as a Problem of Human Action," pp. 117-27 in Ted Aoki, Kenneth Jacknicke and Douglas Franks, eds., Understanding Curriculum as Lived: Curriculum Canada VII . Vancouver, BC: Centre for the Study of Curriculum and Instruction, University of British Columbia, 1986.*, Terrance R. Carson

Annotation: Reports the meaning of curriculum implementation as understood by teachers.

Broad Topical Focus: Curriculum Change, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Implementation

 

Carson, Terrance R., "Teaching as Curriculum Scholarship: Honoring Professor Ted Tetsuo Aoki," The Journal of Curriculum Theorizing, 7(Fall, 1987), 7-10., Terrance R. Carson

Annotation: Describes at his retirement Aoki's approach to teaching as seen by his students and others in essays that follow.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Theorists, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Programs of Study in Curriculum and Instruction

 

Carson, Terrance R., and Dennis J. Sumara, eds., Action Research as a Living Practice. New York: Peter Lang, 1997., Terrance R. Carson and Dennis J. Sumara

Annotation: Contains 22 accounts of action research as efforts to alter perception and action in practice.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Phenomenological Inquiry, Action Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum as Experience, Knowledge Generation, Teaching/Learning Process

 

Carter, Kathy, "The Place of Story in the Study of Teaching and Teacher Education," Educational Researcher, 22(January-February, 1993), 5-12., Kathy Carter

Annotation: Describes the narrative form of inquiry and shows how this is used in the study of teaching and teacher education.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teacher Education

 

Catford, Lorna, "Portrait of a Ceramic Class," pp. 303-323 in Elliot W. Eisner, ed., The Educational Imagination . New York: Macmillan, 1985., Lorna Catford

Annotation: Presents a portayal of a class and its teacher, together with an analysis of the curriculum, classroom management, and the teaching.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism
Type of Study: Single Study
Narrow Topic: Classroom Observation & Research

 

Chapman, Marian, and Russell A. Hill, eds., Achievement Motivation: An Analysis of the Literature . Philadelphia: Research for Better Schools, 1971., Marian Chapman and Russell A. Hill

Annotation: Analyzes the research on achievement motivation.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Research Synthesis
Narrow Topic: Motivation

 

Clandinin, D. Jean, Classroom Practice: Teacher Images in Action . Philadelphia: Falmer Press, 1986., D. Jean Clandinin

Annotation: Reports a study of teachers' images of classroom practice.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry, Action Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Knowledge, Self-Knowledge, Teacher Planning

 

Clandinin, D. Jean, "Developing Rythm in Teaching: The Narrative Study of a Beginning Teacher's Personal Practical Knowledge of Classrooms," Curriculum Inquiry, 19(Summer, l989), 121-141.*, D. Jean Clandinin

Annotation: Explores the development of one first-year teacher's personal practical knowledge of teaching.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Practical Knowledge, Teacher Knowledge

 

Clandinin, D. Jean, "Personal Practical Knowledge: A Study of Teachers' Classroom Images," Curriculum Inquiry, 15(Winter, 1985), 361-385., D. Jean Clandinin

Annotation: Reports a study of teachers' personal practical knowledge in the classroom and the images used to characterize the classroom.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry, Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Knowledge, Practical Knowledge, Teaching/Learning Process

 

Cochran-Smith, Marilyn, and Susan L. Lytle, Inside/Outside: Teacher Research and Knowledge. New York: Teachers College Press, 1993., Marilyn Cochran-Smith and Susan L. Lytle

Annotation: Gives background of various processes by which teacher research is conducted and provides numerous examples of journals, oral inquiries, classroom and school studies, and essays.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teacher Research

 

Cohen, David K., and James P. Spillane, "Policy and Practice: The Relation between Governance and Instruction," pp. 3-49. Gerald Grant, ed., Review of Research in Education, 18: 1992. Washington, D.C.: AERA, 1992., David K. Cohen and James P. Spillane

Annotation: Compares the relation between curriculum policy (instructional guidance) and practice in the United States and other countries.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Social Efficiency/Control, Comparative Curriculum

 

Cohen, Stuart J., "An Educational Psychologist Goes to Medical School," pp. 303-323 in Elliot W. Eisner, The Educational Imagination . New York: Macmillan, 1985., Stuart J. Cohen

Annotation: Peresents a qualitative picture of medical education by a professor in the program.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism
Type of Study: Single Study
Narrow Topic: Higher Education Curriculum

 

Common, Dianne L., "Curriculum Language," The Educational Forum, 48(Spring, 1984), 343-352., Dianne L. Common

Annotation: Shows the significance and place of assertive language (curriculum as imitation) and of emotive language (curriculum as imagination) in curriculum enactment.

Broad Topical Focus: Curriculum Enactment and Teaching, Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Teaching/Learning Process

 

Common, Dianne L., and Kieran Egan, "The Missing Soul of Modes of Curriculum Implementation-Educational Theory," Curriculum Perspectives, 8(May, 1988), 1-10.*, Dianne L. Common and Kieran Egan

Annotation: Treats a non-technological conception of curriculum implementation.

Broad Topical Focus: Curriculum Change, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Implementation

 

Connelly, F. Michael, "The Functions of Curriculum Development," Interchange, 3(No. 2/3, 1972), 161-177.*, F. Michael Connelly

Annotation: Presents the functional components of curriculum development and describes the teacher as choice-maker in curriculum development.

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

 

Connelly, F. Michael, and D. Jean Clandinin, "Narrative Understandings of Teacher Knowledge," Journal of Curriculum and Supervision, 15(Summer, 2000), 315-331., F. Michael Connelly and D. Jean Clandinin

Annotation: Presents a study of two different teacher's knowledge, understood narratively; shows differences in context and space (temporal, personal/existential, and place) and in professional knowledge landscape and personal practical knowledge of teachers.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Knowledge, Practical Knowledge

 

Connelly, F. Michael, and D. Jean Clandinin, "Personal Practical Knowledge and the Modes of Knowing: Relevance for Teaching and Learning," pp. 174-198 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., F. Michael Connelly and D. Jean Clandinin

Annotation: Stresses learning the modes of knowing within narrative unities; gives special attention to teachers' experiential modes of knowing and meaning-making.

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

 

Cooper, Donald, and Dane Ebbutt, "Participation in Action Research as an In-service Experience," Cambridge Journal of Education, 4(No. 2, 1977), 65-71.*, Donald Cooper and Dane Ebbutt

Annotation: Reports on the process engaged in by participants in an action research project in England.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: In-service Teacher Development, Comparative Curriculum

 

Craig, Cheryl J., and Vicki Ross, "Cultivating the Image of Teachers as Curriculum Makers," pp. 282-305 in F. Michael Connelly, Ming Fang He, and JoAnn Phillion, eds., The SAGE Handbook of Curriculum and Instruction. Los Angeles: Sage Publications, 2008., Cheryl J. Craig and Vicki Ross

Annotation: Traces the literature on the topic over four decades; highlights the contributions of Schwab, Eisner, Seymour Fox, Shulman, and Connelly; takes note of related research on teacher-group planning, narratives, and action research.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Teacher Planning, Teacher Research, Curriculum Development Strategies, Authority of Teacher, Freedom/Authority and Curriculum

 

Cusick, Philip A., The Egalitarian Ideal and the American High School: Studies of Three Schools . New York: Longman, 1984., Philip A. Cusick

Annotation: Reports studies of three high schools' curricula (Factory High, Suburban High, and Urban High).

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Secondary School Curriculum

 

Dahllof, Urban S., "Trends in Process-Related Research on Curriculum and Teaching at Different Problem Levels in Educational Sciences," Scandinavian Journal of Educational Research, 19(1974), 55-77., Urban S. Dahllof

Annotation: Summarizes research on classroom behavior, teacher effectiveness, apptitude-treatment interactions, and frame conditions.

Broad Topical Focus: Curriculum Enactment and Teaching, 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

 

Darling-Hammond, Linda, et al., "Educational Goals and Purposes: Developing a Curricular Vision for Teaching," pp. 169-200 in Linda Darling-Hammond and John Bransford, eds., Preparing Teachers for a Changing World. San Francisco: Jossey-Bass, 2005.*, Linda Darling-Hammond

Annotation: Posits the purposes and content of the dimension of teacher education programs that focuses on curriculum, decision-making, planning, and evaluation.

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

 

Darling-Hammond, Linda, "The Right to Learn and the Advancement of Teaching: Research, Policy, and Practice for Demoncratic Education," Educational Researcher, 25 (August-September, 1996), 5-17.*, Linda Darling-Hammond

Annotation: Discusses the role of research, policy, and practice in the development of learning as democratic education.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Research Domains and Structure, Defining Curriculum Research Questions, Relation of Curriculum Research to Practice
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Status Study
Narrow Topic: Teaching/Learning Process, Democratic Education, Knowledge Generation, Knowledge Utilization, In-service Teacher Development

 

Darling-Hammond, Linda, and Nikole Richardson,"Teacher Learning: What Matters?" Educational Leadership, 66(February, 2009), 46-53., Linda Darling-Hammond and Nikole Richardson

Annotation: Summarizes current research on teacher professional development and professional learning communities.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Teacher Knowledge, In-service Teacher Development

 

Darling-Hammond, Linda, and Jon Snyder, "Curriculum Studies and the Traditions of Inquiry: The Scientific Tradition," pp. 41-78 in Philip W. Jackson, ed., Handbook of Research on Curriculum. New York: Macmillan, 1992., Linda Darling-Hammond and Jon Snyder

Annotation: Describes uses of scientific inquiry in curriculum, reviews studies of learning as a basis for curriculum, and discusses several studies (both historical and recent) concerned with differentiated curriculum, indicators of achievement, and teaching (the enacted curriculum).

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research and Inquiry-General, Critique and Utilization of Curriculum Research and Inquiry, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation, Curriculum Differentiation

 

Davidman, Leonard, "Formative Evaluation of the Unified Science and Mathematics in the Elementary Schools: Summary and Extension of Findings and Recommendations," pp. 387-410 in George Willis, ed., Qualitative Evaluation. Berkeley, CA: McCutchan, 1978., Leonard Davidman

Annotation: Reports a qualitative evaluation study of a curriculum project and offers recommendations.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Evaluation
Source Discipline: All Fields
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism, Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Elementary School Curriculum, Mathematics, Science

 

Davis, A. Brent, Dennis J. Sumara, and Thomas E. Kieren, "Cognition, Co-Emergence, Curriculum," Journal of Curriculum Studies, 28(March-April, 1996), 151-169.*, A. Brent Davis, Dennis J. Sumara, and Thomas E. Kieren

Annotation: Illustrates a view that knowledge emerges in actions; sets forth an understanding of curriculum based on this view.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Development, Organization, Design, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum as Experience, Knowledge Linkage

 

Deng, Zongyi, "Pedagogical Content Knowledge Reconceived: Bringing Curriculum Thinking into the Conversation on Teachers' Content Knowledge," Teaching and Teacher Education, 78(May, 2018), 155-164., Zongyi Deng

Annotation: Explores teachers' knowledge of the institutional curriculum and the content knowledge required to teach the content it specifies; thoroughly treats the related literature on the topic; draws implications for teacher education.

Broad Topical Focus: Curriculum Definitions, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry--Speculative Essay
Type of Study: SIngle Study
Narrow Topic: Teacher Knowledge, Curriculum and the Disciplines, Comparative Curriculum

 

Deng, Zongyi, "Transforming the Subject Matter: Examining the Intellectual Roots of Pedagogical Content Knowledge," Curriculum Inquiry, 37(September, 2007), 279-295., Zongyi Deng

Annotation: Argues that determining what constitutes the subject matter of a school subject is a curricular task whereas transforming disciplinary content into pedagogical content knowledge is primarily a pedagogical task; the two are not the same.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum and the Disciplines, Teacher Planning, Curriculum Development Strategies, Content Selection and Organization, Materials Development and Evaluation, School Subjects

 

Deng, Zongyi S., S. Gopinathan, and Christine Kim-Eng Lee, eds., Globalization and the Singapore Curriculum: From Policy to Classroom. New York: Springer, 2013., Zongyi Deng, S. S. Gopinathan, and Christine Kim-Eng Lee

Annotation: Provides fifteen articles on the Singapore Curriculum, its history, its policies, its programs, and its classroom enactment; a thorough-going case study.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Development, Organization, Design, Curriculum Policies and Policy Making, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Comparative Curriculum, Curriculum History, Curriculum Frameworks, Curriculum Development Strategies

 

Dewey, John, Democracy and Education: An Introduction to the Philosophy of Education (Macmillan, 1916). In John Dewey: The Middle Works, 1899-1924, ed. J. A. Boydston, Volume 9: 1916, pp. 1-402. Carbondale, IL: Southern Illinois University, 1980., John Dewey

Annotation: Provides 26 chapters on aspects of educational theory and practice; Ch. 14 on the Nature of Subject Matter; others on specific curriculum areas; and many more topics.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Enactment and Teaching, Curriculum Theorists
Source Discipline: All Fields
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Collection of Studies
Narrow Topic: Democratic Education, Curriculum Aims and Objectives, Classics of Curriculum Literature, Content Selection and Organization

 

Dicker, Mary, "Using Action Research to Navigate an Unfamiliar Teaching Assignment," Theory Into Practice, 29(Summer, 1990), 203-208., Mary Dicker

Annotation: Describes a teacher's reflection through action research on coping with teaching a new course - Communication 11.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Enactment and Teaching
Source Discipline: Education
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

Dienskl, Ien, "Beyond Words: On the Experience of the Ineffable," Phenomenology+Pedagogy, 3(1985), 3-19., Ien Dienskl

Annotation: Explores ways of describing the ineffable in qualitative studies of experience.

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

 

Diorio, Joseph A., "Knowledge, Autonomy, and the Practice of Teaching," Curriculum Inquiry, 12(Fall, 1982), 257-281.*, Joseph A. Diorio

Annotation: Examines the relationship between the practice of teaching and knowledge, accountability, and autonomy.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Authority of Teacher, Freedom/Authority and Curriculum, Teacher Education, Practical Knowledge