Broad Topical Focus - Curriculum Enactment and Teaching

 

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Heap, James L., "Discourse in the Production of Classroom Knowledge: Reading Lessons," Curriculum Inquiry, 15(Fall, 1985), 247-279., James L. Heap

Annotation: Presents a study of reading lessons and the constitutive activities that are seen as knowledge in these lessons.

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: Content Selection and Organization, Reading, Teaching/Learning Process, Discourse Analysis, Comparative Curriculum

 

He, Ming Fang, JoAnn Phillion, Elaine Chan, and Shijing Xu, "Immigrant Students' Experience of Curriculum," pp. 219-239 in F. Michael Connelly, Ming Fang He, and JoAnn Phillion, eds., The SAGE Handbook of Curriculum and Instruction. Los Angeles: Sage Publications, 2008., Ming Fang He, JoAnn Phillion, Elaine Chan, and Shijing Xu

Annotation: Traces several lines of inquiry on the topic and notes several unresolved issues as well as instances of hope and possibility.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Curriculum as Experience, Multicultural Education

 

Henderson, James G., "Curriculum Discourse and the Question of Empowerment," Theory into Practice, 31(Summer, 1992), 204-209., James G. Henderson

Annotation: Critiques the role of ideology in curriculum with particular attention to teacher empowerment.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum

 

Henderson, James G., and Kathleen R. Kesson, eds., Understanding Democratic Curriculum Leadership. New York: Teachers College Press, 1999., James G. Henderson and Kathleen R. Kesson

Annotation: Contains contributions by curriculum theorists (Henderson, Kesson, McCutcheon, Gough, Kincheloe) to the dialogue and experience of a group of Vermont curriculum leaders and teachers.

Broad Topical Focus: Curriculum Administration, Leadership, Finance, Curriculum Conceptions and Theories, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Collection of Studies
Narrow Topic: Curriculum Specialists in Schools

 

Hopmann, Stefan, "The Monitorial Movement and the Rise of Curriculum Administration: A Comparative View," pp. 13-30 in Henning Haft and Stefan Hopmann, eds., Case Studies in Curriculum Administration History. Philadelphia: The Falmer Press, 1990.*, Stefan Hopmann

Annotation: Describes the history of the monitorial system in Europe and elsewhere.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Administration, Leadership, Finance
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Teaching/Learning Process, Comparative Curriculum

 

Hopmann, Stefan, and Kurt Riquarts, "Starting a Dialoque: A Beginning Conversation Between Didaktic And the Curriculum Traditions," pp. 3-11 in Ian Westbury, Stefan Hopmann, and Kurt Riquarts, eds., Teaching as a Reflective Practice: The German Didaktic Tradition. Mahwah, NJ: Lawrence Erlbaum, 2000., Stefan Hopmann and Kurt Riquarts

Annotation: Traces some sources of the German Didaktik tradition and its relation to the American curriculum tradition.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Comparative Curriculum

 

Huberman, A. Michael, and Colin Marsh, "Toward an Ecology of Knowledge Use in the Classroom," Curriculum Perspectives, 2(May, 1982), 35-47., A. Michael Huberman and Colin Marsh

Annotation: Presents a taxonomy of knowledge uses and a model of knowledge use contingencies and characteristics with implications for knowledge use; gives validation procedures.

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

 

Huebner, Dwayne, "Implications of Psychological Thought for the Curriculum," pp. 68-76 in Arno A. Bellack and Herbert M. Kliebard, eds., Curriculum and Evaluation . Berkeley, CA: McCutchan, 1977., Dwayne Huebner

Annotation: Suggests that psychological theories of learning, motivation, and cognition should be used to help construct educational environments, not merely to understand students.

Broad Topical Focus: 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: Psychology and Curriculum

 

Huebner, Dwayne, "Teaching as Moral Activity," Journal of Curriculum and Supervision, 11(Spring, 1996), 267-275.*, Dwayne Huebner

Annotation: Articulates new moral language for discussing teaching and its power and authority dimensions; discusses role of imagination in conversation about planning and enacting curriculum.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Conceptions and Theories, Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Teacher Planning, Freedom/Authority and Curriculum, Authority of Teacher, Values in the Classroom, Curriculum Aims and Objectives, Ethical Issues in Curriculum

 

Hull, Charles, "Marking: A Critical Alternative," Journal of Curriculum Studies, 16(April-June, 1984), 155-164., Charles Hull

Annotation: Shows how giving feedback (pupil critique) was used in a project as an alternative to marking.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Marking, Student Assessment

 

Hultgren, Francine H., "The Student Teacher as Person: Reflections on Pedagogy and Being," Phenomenology+Pedagogy, 5(No. 1, 1987), 35-50., Francine H. Hultgren

Annotation: Reports a phenomenological study of what it means to be a student teacher.

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

 

Hyun, Eunsook, "Transforming Instruction into Pedagogy through Curriculum Negotiation," Journal of Curriculum and Pedagogy, 3(Summer, 2006), 136-164*, Eunsook Hyun

Annotation: Presents a thoroughly elucidated, carefully justified general theory of curriculum and pedagogy involving negotiation and shared ownership of curriculum; contains several elaborate diagrams that capsulize aspects of the general theory.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Enactment and Teaching, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Teaching/Learning Process, Conceptions of Teaching, Curriculum Development Strategies, Curriculum Implementation

 

Iverson, Barbara K., and Hersholt C. Waxman, "Perspectives on Mentorship," The Journal of Curriculum Theorizing, 3(Winter, 1981), 193-201., Barbara K. Iverson and Hersholt C. Waxman

Annotation: Explores the phenomenological perspective in mentorship with data.

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

 

Jalongo, Mary Renck, and Joan P. Isenberg, Teachers' Stories: From Personal Narrative to Professional Insight. San Francisco: Jossey-Bass, 1995., Mary Renck Jalongo and Joan P. Isenberg

Annotation: Presents excerpts from many teachers' narratives about their teaching and professional lives; stories are grouped by topic with some methodological guides for each; contains extensive references and samples of teachers' narratives.

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 Knowledge

 

Janesick, Valerie J., "Ethnographic Research in Education: A Case Study on the Fillmore Arts Center," Educational Horizons, 63(Summer, 1985), 142-146., Valerie J. Janesick

Annotation: Reports an ethnographic study of an arts program.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Case Study
Narrow Topic: Art Education

 

Janesick, Valerie J., "Of Snakes and Circles: Making Sense of Classroom Group Process through a Case Study," Curriculum Inquiry, 12 (Summer, 1982), 161-189.*, Valerie J. Janesick

Annotation: Describes an ethnographic study of a teacher's classroom from the teacher's perspective.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Case Study
Narrow Topic: Teaching/Learning Process, Classroom Observation & Research

 

Jardine, David W., Sharon Friesen, and Patricia Clifford, Curriculum in Abundance. Mahwah, NJ: Lawrence Erlbaum, 2006., David W. Jardine, Sharon Friesen, and Patricia Clifford

Annotation: Illuminates the potential of a curriculum in abundance rather than the deadliness of the current curriculum of scarcity; in his foreword to these essays, W. F. Pinar highlights the significance of this metaphoric vision of curriculum as presented by the authors.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Visions and Philosophies, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Collection of Studies
Narrow Topic: Curriculum Aims and Objectives, Content Selection and Organization, Teaching/Learning Process

 

Jenkins, David, "Business as Unusual: The 'Skills of Bargaining' Course at LBS,"pp. 343-369 in George Willis, ed., Qualitative Evaluation. Berkeley, CA: McCutchan, 1978., David Jenkins

Annotation: Presents a qualitative evaluation of a business course.

Broad Topical Focus: 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: Evaluation of Instruction, Comparative Curriculum

 

Johnson, Aostre N., "Diverse Perspectives on Spiritual Curriculum and Pedagogy," Journal of Curriculum and Pedagogy, 2(Winter, 2005), 30-34., Aostre N. Johnson

Annotation: Reviews themes found in spiritual, moral, and theological discourses and their implications for curriculum and pedagogy

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, Moral Inquiry, Religious Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Content Selection and Organization, Value Assumptions and Ideologies in Curriculum, Ethical Issues in Curriculum

 

Johnson, Mark, "Embodied Knowledge," Curriculum Inquiry, 19(Winter, 1989), 361-377. *, Mark Johnson

Annotation: Shows relation between general practical knowledge concepts of Elbaz and Clandinin and embodied knowledge.

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

 

Johnson, Mauritz, "The Translation of Curriculum into Instruction," Journal of Curriculum Studies, 1(May, 1969), 115-131.*, Mauritz Johnson

Annotation: Distinguishes curriculum planning from instructional planning.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Research Domains and Structure, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Implementation, Teacher Planning

 

Johnson, Susan M, Jill Harrisonberg, and Morgaen L. Donaldson, "Curriculum, Standards, and Accountability," pp. 59-66 in their Who Stays In Teaching and Why: A Review of the Literature on Teacher Retention. Cambridge, MA: Harvard Graduate School of Education, 2005., Susan M. Johnson, Jill Harrisonberg, and Morgaen L. Donaldson

Annotation: Reports a summary of research studies dealing with teachers' access to curriculum and its alignment with state standards, with their responses to "scripted" curricula, and with their responses to the use of stardarized tests; suggests needed research.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Curriculum Implementation

 

Johnson, Thomas J., "Motivation: Some Principles, Problems, and Classroom Applications," pp. 93-111 in James B. Macdonald and Robert R. Leeper, eds., Language and Meaning . Washington, DC: Association for Supervision and Curriculum Development, 1966., Thomas J. Johnson

Annotation: Reviews principles and application of research on 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: Psychology and Curriculum, Motivation

 

Johnston, Bill, "Organizational Structure and Ideology in Schooling," Educational Theory, 35(Fall, 1985), 333-343., Bill Johnston

Annotation: Examines the bureaucratic centralist authoritarianism ideology at work in school organization.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Administration, Leadership, Finance
Source Discipline: Education
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Organization Theory

 

Joyce, Bruce R., "The Curriculum Worker of the Future," pp. 307-355 in Robert M. McClure, ed., Curriculum: Retrospect and Prospect , Seventieth Yearbook of the NSSE, Part I. Chicago: University of Chicago Press, 1971.*, Bruce R. Joyce

Annotation: Presents positive and negative theses regarding the role of the curriculum worker in improving curriculum.

Broad Topical Focus: Curriculum as a Field of Practice and Study, Curriculum Conceptions and Theories, Curriculum Enactment and Teaching, Curriculum Development, Organization, Design, Curriculum Research and Inquiry-General
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Philosophical Inquiry-Conceptual Analysis
Type of Study: Status Study
Narrow Topic: Professionalization in Curriculum, Value Assumptions and Ideologies in Curriculum, Curriculum History, Curriculum Aims and Objectives, Curriculum Theory Creation and Uses

 

Joyce, Bruce, and Marsha Weil, "Models and Curriculum Development," pp. 319-347 in Bruce Joyce and Marsha Weil, Models of Teaching . Englewood Cliffs, NJ: Prentice Hall, 1972., Bruce Joyce and Marsha Weil

Annotation: Describes the relationship between models of teaching described in the book and curriculum development strategies.

Broad Topical Focus: 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 Development Strategies, Conceptions of Teaching

 

Kallos, Daniel, "Notes on Schooling, Curriculum, and Teaching," pp. 471-491 in George Willis, ed., Qualitative Evaluation . Berkeley, CA: McCutchan, 1978., Daniel Kallos

Annotation: Explores the use of critical and ideological views in curriculum evaluation.

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

 

Kaufmann, David, Susan Moore Johnson, Susan M. Kardos, Edward Liu, and Heather G. Peske, " 'Lost at Sea': New Teachers' Experiences with Curriculum and Assessment," Teachers College Record, 104(March, 2002), 273-300., David Kaufmann, Susan Moore Johnson, Susan M. Kardos, Edward Liu, and Heather G. Peske

Annotation: Documents teachers' experiences in implementing and assessing the Massachusetts curriculum frameworks with little or no guidance.

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: Curriculum Frameworks, Curriculum Standards and Testing, Teaching/Learning Process, Evaluation of Instruction

 

Keddie, Nell, "Classroom Knowledge," pp. 286-316 in Arno A. Bellack and Herbert M. Kliebard, eds., Curriculum and Evaluation . Berkeley, CA: McCutchan, 1977.*, Nell Keddie

Annotation: Reports a classroom ethnography of what teachers know about their pupils and how that relates to curriculum knowledge.

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

 

Kemmis, Stephen, "Phronesis, Experience, and the Primacy of Practice," pp. 147-161 in Elizabeth Anne Kinsella and Allan Pitman, eds., Phronesis as Professional Knowledge: Practical Wisdom in the Professions. Rotterdam: Sense Publishers, 2012., Stephen Kemmis

Annotation: Contrasts practical reasoning and practical wisdom attained through the experience of doing educational practice with propositional, theoretical, and scientific knowledge about educational practice; phronesis involves understanding and critiquing one's own practice as a professional practitioner through learning from and reporting on his own and other's praxis; provided through philosophical analysis on the concepts involved; the author elucidates phronesis as a disposition and as a moral action learned indirectly through praxis; gives implications for professional education of educators.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Enactment and Teaching
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Teacher Education, Value Assumptions and Ideologies in Curriculum, Programs of Study in Curriculum and Instruction, Practical Knowledge, In-service Teacher Development, Ethical Issues in Curriculum, Curriculum Deliberation, Curriculum as Experience

 

Kennedy, Mary, "Parsing the Practice of Teaching," Journal of Teacher Education, 67(January-February, 2016), 6-17., Mary Kennedy

Annotation: Presents an alternative 5-step way of defining what teachers do, the first of which is "portraying the curriculum"; describes this process as "live events", "activity flows", and judgements on "good portrayals" for which criteria can be prescribed.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Teaching/Learning Process, Teacher Education

 

Kennedy, Mary M., ed., Teacher Assessment and the Quest for Teacher Quality: A Handbook. San Francisco: Jossey-Bass, 2010., Mary M. Kennedy

Annotation: Contains fourteen articles synthesizing research on various aspects of assessing the quality of teachers and teaching; treats assessment of candidates for admission into teacher education, graduates of preparation programs for teaching, practicing teachers, and teachers being considered for dismissal.

Broad Topical Focus: Curriculum Evaluation, Curriculum Enactment and Teaching
Source Discipline: Education
Mode of Inquiry in the Study: Evaluative Inquiry
Type of Study: Collection of Studies
Narrow Topic: Teacher Evaluation

 

Kesson, Kathleen, "Curriculum Theory and Pedagogical Practice: Troubling the Split Between Idea and Lived Experience," Journal of Curriculum and Pedagogy, 1(Summer, 2004), 83-88., Kathleen Kesson

Annotation: Cautions against dichotomizing thought and practice (curriculum from pedagogy) and illustrates from personal experience the potential of trying to combine them and the difficulties inherent therein.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Enactment and Teaching, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Knowledge Linkage

 

Kickbusch, Kenneth W., "Curriculum-in-Use and the Emergence of Practical Ideology: A Comparative Study of Secondary Classrooms," The Journal of Curriculum Theorizing, 6(Spring, 1986), 98-143., Kenneth W. Kickbusch

Annotation: Reports a study of the message system of two teachers with different epistemologies (traditional and humanistic), the meanings or practical ideologies of students, and the dialectic struggle by which they create meanings.

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: Curriculum as Experience, Value Assumptions and Ideologies in Curriculum, Teacher Knowledge

 

Kickbusch, Kenneth W., and Robert B. Everhart, "Curriculum, Practical Ideology, and Class Contradiction," Curriculum Inquiry, 15(Fall, 1985), 281-317., Kenneth W. Kickbusch and Robert B. Everhart

Annotation: Reports a study of students' knowledge and ideologies in traditional and in humanistic schools.

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

 

Kilbourn, Brent, "World Views and Science Teaching," pp. 34-43 in Hugh Munby, Graham Orpwood, and Thomas Russell, eds., Seeing Curriculum in a New Light, Essays from Science Education. Toronto: OISE Press, 1980., Brent Kilbourn

Annotation: Describes the use and limitations of mechanistic explanations in science teaching.

Broad Topical Focus: Inquiry Language in Curriculum Research,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: Value Assumptions and Ideologies in Curriculum, Values in the Classroom, Science, Philosophical Schools

 

Kimpston, Richard D., "Curriculum Fidelity and the Implementation Tasks Employed by Teachers: A Research Study," Journal of Curriculum Studies, 17(April-June, 1985), 185-!95.*, Richard D. Kimpston

Annotation: Reports a scientific study of variables related to the fidelity of a curriculum implementation effort.

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

 

Kincheloe, Joe L., "Critical Democracy and Education," pp. 70-83 in James G. Henderson and Kathleen R. Kesson, eds., Understanding Democratic Curriculum Leadership. New York: Teachers College Press, 1999., Joe L. Kincheloe

Annotation: Summarizes the nature of democratic critical theory and principles for developing transformative practices based thereon.

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

 

Kincheloe, Joe L., "The Curriculum and the Classroom," pp. 85-103 in Joe L. Kincheloe, ed., Classroom Teaching: An Introduction. New York Peter Lang, 2008. Reprinted pp. 611-632 in Joao M. Paraskeva and Shirley R. Steinberg, ed., Curriculum: Decanonizing the Field. New York: Peter Lang, 2016., Joe L. Kincheloe

Annotation: Esplains why teaching is so difficult and limited under NCLB guidelines; advises teachers on how to teach under repressive conditions (after becoming aware of how knowledge is produced, how power shapes the curriculum, and how a critical perspective can assist); urges teachers to be developers.

Broad Topical Focus: 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: Conceptions of Teaching, Curriculum Development Strategies, Freedom/Authority and Curriculum, Government Role in Educational Research & Development, Ideology and School Knowledge, Local Control of Schooling, Social Efficiency/Control, Teacher Planning, Teacher Research, Teaching/Learning Process, Values in the Classroom

 

King, Nancy R., "Play in the Workplace," pp. 262-280 in Michael W. Apple and Lois Weis, eds., Ideology and Practice in Schooling . Philadelphia, PA: Temple University Press, 1983.*, Nancy R. King

Annotation: Reports a study of children's understanding of work and of play (in grades 1-5) in routines of their curriculum experiences.

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

 

Knoll, Michael, "'I Had Made a Mistake': William H. Kilpatrick and the Project Method," Teachers College Record, 114(February, 2012), 1 - 45., Michael Knoll

Annotation: Analyzes Kilpatrick's work and publications on the project method; concludes that he did not originate the idea, that he sought to popularized an approach to method that even Kilpatrick came to believe was not wisely labeled as "project method", and that critics justifiably argued was flawed.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Enactment and Teaching, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Classics of Curriculum Literature, Curriculum as Experience, Curriculum History, Freedom/Authority and Curriculum, Literature, Teaching/Learning Process

 

Krall, Florence R., "Behind the Chairperson's Door: Reconceptualizing Woman's Work," pp. 495-513 in William F. Pinar, ed., Contemporary Curriculum Discourses. Scottsdale, AZ: Gorsuch Scarisbrick, 1988., Florence R. Krall

Annotation: Presents a phenomenological and feminist report of the author's own experience.

Broad Topical Focus: 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, Value Assumptions and Ideologies in Curriculum

 

Kumashiro, Kevin K., " 'Post's' Perspectives on Anti-Oppressive Education in Social Studies, English, Mathematics, and Science Classrooms," Educational Researcher, 30(April, 2001), 3-12., Kevin K. Kumashiro

Annotation: Draws implications from the poststructuralist perpective for teaching that challenges various forms of oppression.

Broad Topical Focus: 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: Conceptions of Teaching, Ideology and School Knowledge

 

Laska, John A., "The Relationship Between Instruction and Curriculum: A Conceptual Clarification," Instructional Science, 13(1984), 203-212., John A. Laska

Annotation: Makes distinctions between curriculum and instruction and places curricular components as constituents of the instructional process.

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

 

Leafgren, Sheri,and Michael P. O'Malley, "How Might Spiritual, Moral, or Theological Discourses Influence and Inspire Curriculum and Pedagogy?" Journal of Curriculum and Pedagogy, 2(Winter, 2005), 19-118., Sheri and Leafgren and Michael P. O'Malley

Annotation: Introduces a series of papers resonding to this question.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Visions and Philosophies, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Religious Inquiry, Moral Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum Aims and Objectives, Value Assumptions and Ideologies in Curriculum

 

LeCompte, Margaret, "Learning to Work: The Hidden Curriculum of the Classroom," Anthropology and Educational Quarterly, 9(February, 1978), 22-37.*, Margaret LeCompte

Annotation: Reports a study of the hidden curriculum in a New Mexico classroom related to teacher autonomy.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry, Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Hidden Curriculum, Classroom Observation & Research, Conceptions of Teaching, Freedom/Authority and Curriculum

 

LeCompte, Margaret D., and Kathleen Bennett DeMarrais, "The Disempowering of Empowerment: Out of the Revolution and into the Classroom," Educational Foundations, 6(Summer, 1992), 5-31., Margaret D. LeCompte and Kathleen Bennett DeMarrais

Annotation: Traces origins of empowerment and its uses and misuses in education.

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: Teaching/Learning Process

 

Lee, Diane, "Everyday Problem Solving: Implications for Education," pp. 251-265 in Jan D. Sinnott, ed., Everyday Problem Solving: Theory and Applications. New York: Praeger, 1989., Diane Lee

Annotation: Describes in a phemomenological mode three teachers' experience of classroom problem-solving activities.

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

 

Lee, Diane, "To Be in a World of Wicked Problems" , "Caring as Being," pp. 116-128; pp. 179-184 in Louise M. Berman, et. al. , Toward Curriculum for Being: Voice of Educators. Albany, NY: SUNY Press, 1991.*, Diane Lee

Annotation: Gives voice to author's own experience as a professor in dialogue with colleagues.

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

 

Leithwood, Kenneth A., "The Dimensions of Curriculum Innovation," Journal of Curriculum Studies, 13(January-March, 1981), 25-36.*, Kenneth A. Leithwood

Annotation: Identifies and relates several dimensions of curriculum innovation into a model.

Broad Topical Focus: Curriculum Change,Curriculum Conceptions and Theories,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

 

Leithwood, Kenneth, Teresa Menzies, and Doris Jantzi, "Earning Teachers' Commitment to Curriculum Reform," Peabody Journal of Education, 69(Summer, 1994), 38-61., Kenneth Leithwood, Teresa Menzies, and Doris Jantzi

Annotation: Reviews literature on teacher commitment and suggests a strategy for building teachers' commitment to curriculum change.

Broad Topical Focus: Curriculum Change, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum Development Strategies

 

Leming, James S., "The Influence of Contemporary Issues Curricula on School-Aged Youth," pp. 111-161 in. Gerald Grant, ed., Review of Research in Education, 18: 1992. Washington, D.C.: American Educational Research Association, 1992., James S. Leming

Annotation: Reviews research on curricula on sex education, drug education, suicide prevention, death education, social prejuidice, sex role stereotypes, global education, environmental education, and peace education.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Evaluation, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Content Selection and Organization, Values in the Classroom

 

Leonardo, Zeus, Ideology, Discourse, and School Reform. Westport, CT: Praeger, 2003., Zeus Leonardo

Annotation: Reports a study of teachers' discourse illuminating their ideologies (necessary, negative, and positive) undertaken from a critical ideological research perspective.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Discourse Analysis, Middle School Curriculum, Teacher Planning, Teacher Knowledge, Value Assumptions and Ideologies in Curriculum

 

Lindsay, Jean S., "Classroom Discourse Analysis: A Review of the Literature with Implications for Educational Evaluation," Journal of Research and Development in Education , 23(Winter 1990), 107-116. *, Jean S. Lindsay

Annotation: Describes methods of discourse analysis, gives reviews of studies using them, and draws implications for teacher evaluation.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Content Analysis
Type of Study: Research Synthesis
Narrow Topic: Classroom Observation & Research, Knowledge Generation, Teacher Evaluation, Discourse Analysis

 

Lovat, T. J., "Curriculum Theory: The Oft-Missing Link," Journal of Education for Teaching, 14(March, 1988), 205-213., T. J. Lovat

Annotation: Surveys the role of curriculum theory in teaching.

Broad Topical Focus: Curriculum Enactment and Teaching, Relation of Curriculum Research to Practice
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses

 

Lubeck, Sally, "Roads to School," Theory into Practice , 27(Winter 1, 1988), 11-18.*, Sally Lubeck

Annotation: Applies ethnographic methods to the study of children's play cultures.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Education
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Classroom Observation & Research, Early Childhood Curriculum

 

Lundgren, Ulf P. and M. A. Colliander, "Curriculum Pacing," pp. 1233-1235 in T. Husen and T. N. Postlethwaite, eds., International Encyclopedia of Education . New York: Pergamon, 1984., Ulf P. Lundgren and M. A. Colliander

Annotation: Discusses the notion of pacing and time factors in curriculum construction and implementation.

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: Content Selection and Organization, Teaching/Learning Process

 

Lytle, Susan L., and Marilyn Cochran-Smith, "Teacher Research as a Way of Knowing," Harvard Educational Review, 62(Winter, 1992), 447-474., Susan L. Lytle and Marilyn Cochran-Smith

Annotation: Argues for teachers doing inquiry into teaching in the classroom as the primary source of knowledge about teaching.

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

 

Macagnoni, Virginia M., "Social Dimensions of the Self as an Open System: A Curriculum Design--Strategies for Implementation," Research Bulletin (Florida Educational Research and Development Council, Gainesville), 5(Summer, 1969), 1-68., Virginia M. Macagnoni

Annotation: Proposes a comprehensive conception of a curriculum focusing on seven dimensions of the social self; provides conceptual tools and implementation strategies; serves as a model for tying together relevant literature and theoretical components for other proposals with different purposes; refers to content, process, mediation, and teaching components.

Broad Topical Focus: Curriculum Proposals in Coherent Form, Curriculum Conceptions and Theories, Curriculum Development, Organization, Design, Curriculum Enactment and Teaching, Curriculum Contexts and Societal Influences, Curriculum Theorists, Relation of Curriculum Research to Practice
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Self-Knowledge, Classics of Curriculum Literature, Content Selection and Organization, Curriculum Aims and Objectives, Curriculum Theory Creation and Uses, Open Education, Psychology and Curriculum, Social Studies, Values in the Classroom

 

MacDonald, Frances, "The Hidden Curriculum: Its Impact on Learning," Bulletin: Canadian Society for the Study of Education, 3(January, 1975), 9-12., Frances MacDonald

Annotation: Discusses the impact of the hidden curriculum on learning.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Hidden Curriculum, Student Assessment

 

Macdonald, James B., "A Transcendental Developmental Ideology of Education," pp. 85-116 in William F. Pinar, ed., Heightened Consciousness, Cultural Revolution, and Curriculum Theory . Berkeley, CA: McCutchan, 1974. Reprinted pp. 169-198 in James R. Gress, ed., Curriculum: An Introduction to the Field. Berkeley, CA: McCutchan, 1988.*, James B. Macdonald

Annotation: Defines a transcendental developmental ideology that should underlie curriculum.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Visions and Philosophies, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Ideology and School Knowledge, Curriculum Aims and Objectives

 

Macdonald, James B., "Myths About Instruction," Educational Leadership, 22(May, 1965), 571-576; 609-617., James B. Macdonald

Annotation: Discusses six myths of instruction which have been used wrongly to prescribe instructional practices.

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: Teaching/Learning Process

 

Macdonald, James B., "The Quality of Everyday Life in School," pp. 78-94 in James B. Macdonald and Esther Zaret, eds., Schools in Search of Meaning. Washington, DC: Association for Supervision and Curriculum Development, 1975., James B. Macdonald

Annotation: Identifies various norms that permeate schooling and contradict the work of students' gaining personal meaning (in economics, politics, and culture).

Broad Topical Focus: Curriculum Development, Organization, Design,Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry,Critical Inquiry,Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Curriculum as Environment, Value Assumptions and Ideologies in Curriculum

 

Macdonald, James B., "The School Environment as Learner Reality," Curriculum Theory Network, 4(Winter, 1969-70), 45-54.*, James B. Macdonald

Annotation: Proposes that school as environment communicates to pupils by sending messages of eliciting, shaping, and relating; sets norms of relationship.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Environment

 

Macintyre Latta, Margaret, "Curricular Enactment Matters: Reorienting Education," Journal of the Canadian Association for Curriculum Studies, 10(2, 2018), 34-51., Margaret Macintyre Latta

Annotation: Calls for embodying artistic modes of meaning-making (a la Dewey and Greene); notes the kinship of this approach with indigenous ways of knowing and being.

Broad Topical Focus: 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 Implementation; Asthetics and Curriculum

 

Mann, John S., "On Contradictions in Schools," pp. 95-115 in James B. Macdonald and Esther Zaret, eds., Schools in Search of Meaning . Washington, DC: Association for Supervision and Curriculum Development, 1975., John S. Mann

Annotation: Indicates evidence of class ideology in schooling and the effects of this controlling ideology.

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: Value Assumptions and Ideologies in Curriculum

 

Mansilla, Veronica Boix, and Howard Gardner, "Of Kinds of Disciplines and Kinds of Understanding," Phi Delta Kappan, 78 (January, 1997), 381-386. *, Veronica Boix Mansilla and Howard Gardner

Annotation: Describes what "understanding" means in history and literature and discusses implications for teaching and assessment.

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

 

Marsh, Colin, and Michael Huberman, "Disseminating Curricula: A Look from the Top Down," Journal of Curriculum Studies, 16(January-March, 1984), 53-66., Colin Marsh and Michael Huberman

Annotation: Distinguishes several models of curriculum dissemination.

Broad Topical Focus: Curriculum Conceptions and Theories,Curriculum Enactment and Teaching,Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Implementation, Curriculum Development Strategies, Knowledge Utilization

 

Marsh, Colin J., "Implementation of a Curriculum Innovation in Australian Schools," Knowledge: Creation, Diffusion, Utilization, 6(September, 1984), 37-58., Colin J. Marsh

Annotation: Describes curriculum innovation projects in Australia and derives models of implementation.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Implementation, Comparative Curriculum

 

Marsh, David D., and Allan R. Odden, "Implementation of the California Mathematics and Science Curriculum Frameworks," pp. 219-239 in Allan R. Odden, ed., Education Policy Implementation. Albany,NY: SUNY Press, 1991.*, David D. Marsh and Allan R. Odden

Annotation: Describes the process of implementing California frameworks in science and math and their impacts on policy.

Broad Topical Focus: Curriculum Policies and Policy Making,Curriculum Evaluation,Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Curriculum Frameworks, Mathematics, Science, Curriculum Implementation

 

Martin, Jane Roland, "The Love Gap in the Edcuational Text," pp. 21-34 in Daniel Liston and Jim Garrison, eds., Teaching, Learning, and Loving: Reclaiming Passion in Educational Practice. New York: RoutledgeFalmer, 2004., Jane Roland Martin

Annotation: Describes love as the object of the growth and development of children through all educational agencies of society.

Broad Topical Focus: Curriculum Conceptions and Theories, 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, Value Assumptions and Ideologies in Curriculum

 

Martin, Jane Roland, "What Should We Do with a Hidden Curriculum When We Find One?" Curriculum Inquiry, 6(No. 2, 1976), 135-151.*, Jane Roland Martin

Annotation: Examines the implications of theorists' definitions of the hidden curriculum, further analyzes the term, and raises questions about its educational implications.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Hidden Curriculum, Value Assumptions and Ideologies in Curriculum

 

Martin - Kniep, Giselle O., and P. Bruce Uhrmacher, "Teachers as Curriculum Developers," Journal of Curriculum Studies, 24(May-June, 1992), 261-271.*, Giselle O. Martin-Kniep and P. Bruce Uhrmacher

Annotation: Reports differences between teaching and curriculum development by teachers in a small California study.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Development, Organization, Design, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Case Study
Narrow Topic: Materials Development and Evaluation, Teacher Planning

 

McCaslin, Mary, and Thomas L. Good, "The Informal Curriculum," pp. 622-670 in David C. Berliner and Robert C. Calfee, eds., Handbook of Educational Psychology. New York: Macmillan, 1996., Mary McCaslin and Thomas L. Good

Annotation: Summarizes what is known about the informal aspects of enacting the curriculum.

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: Teaching/Learning Process

 

McCowan, Tristan, "Curricular Transposition in Citizenship Education," Theory and Research in Education, 6(No.2, 2008), 153-172., Tristan McCowan

Annotation: Poses a four-stage model of curriculum transposition as a process of moving from ideals and aspirations underlying an initiative--to a curricular program designed to achieve them--to its implementation in practice--to its effects on students; illustrated through analysis of a citizenship education project in Brazil.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Enactment and Teaching, Curriculum Evaluation, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Curriculum Implementation, Curriculum Development Strategies, Student Assessment, Comparative Curriculum

 

McCutcheon, Gail, "Curriculum and The Magic Flute", pp 161-167 in George Willis and William H. Schubert, eds., Reflections from the Heart of Educational Inquiry. Albany, NY: State University of New York Press, 1991.*, Gail McCutcheon

Annotation: Expresses personal experience of curriculum in same qualitative terms as the experience of opera.

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: Curriculum as Experience, Self-Knowledge

 

McCutcheon, Gail, "Curriculum and the Work of Teachers," pp. 191-203 in Landon E. Beyer and Michael W. Apple, eds., The Curriculum: Problems, Politics, and Possibilities. Albany, NY: State University of New York Press, 1988., Gail McCutcheon

Annotation: Sets forth a deliberationist view of teachers at work with classroom curriculum in contrast to a traditional view related to the overt and the hidden curriculum.

Broad Topical Focus: Curriculum Decision-making Processes, 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, Teaching/Learning Process

 

McCutcheon, Gail, "Curriculum Theory and Practice: Considerations for the 1990's and Beyond," NASSP Bulletin, 72(September, 1988), 33-42.*, Gail McCutcheon

Annotation: Describes the relation between theory and practice and how educators develop theories of action out of their experience.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Enactment and Teaching, Curriculum Conceptions and Theories, Relation of Curriculum Research to Practice, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teacher Research, Practical Knowledge

 

McCutcheon, Gail, "Of Solar Systems, Responsibilities and Basics: An Educational Criticism of Mr. Clement's Fourth Grade," pp. 186-205 in George Willis, ed., Qualitative Evaluation . Berkeley, CA: McCutchan, 1978., Gail McCutcheon

Annotation: Gives a case study portraying a class using educational criticism.

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

 

McDonnell, Lorraine M., and M. Stephen Weatherford, "Recognizing the Political in Implementation Research," Educational Researcher, 45(May, 2016), 233-242., Lorraine M. McDonnell and M. Stephen Weatherford

Annotation: Analyzes elements of policy-making decisions and those of policy implementation; proposes integrating political dimensions into implementation research.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Enactment and Teaching, Curriculum Research Domains and Structure
Source Discipline: Education
Mode of Inquiry in the Study: Deliberative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Implementation, Knowledge Generation, Curriculum Deliberation

 

McEwan, Hunter, and Kieran Egan, eds., Narrative in Teaching, Learning, and Research. New York: Teachers College Press, 1995., Hunter McEwan and Kieran Egan

Annotation: Collects 13 chapters on narrative in teaching, in learning, and in the study of teaching and learning.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Education
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Collection of Studies
Narrow Topic: Teaching/Learning Process

 

McLaren, Peter, Schooling as a Ritual Performance, 1st Ed. Boston: Routledge & Kegan Paul, 1986. New York: Routledge, 2nd Ed., 1993., Peter McLaren

Annotation: Points up structures of conformity in a Toronto Catholic school; has new foreword in second edition.

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: Ideology and School Knowledge, Religious & Private Schooling, Comparative Curriculum

 

McNeil, Linda, "Talking About Differences, Teaching to Sameness," Journal of Curriculum Studies, 19(March-April, 1987), 105-122., Linda McNeil

Annotation: Presents a model for examining teachers' views of student differences in classrooms and the way they attend to these differences.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Differentiation, Teaching/Learning Process

 

McNeil, Linda M., "Contradictions of Control, Part 2: Teachers, Students, and Curriculum," Phi Delta Kappan, 69(February, 1988), 432-438.*, Linda M. McNeil

Annotation: Reports findings of an ethnographic study of classroom curriculum enactment by teachers and students.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Teacher Knowledge

 

McNeil, Linda M., Contradictory Control: School Structure and School Knowledge . New York: Routledge & Kegan Paul, 1986., Linda M. McNeil

Annotation: Examines four high schools to discover ways management controls are exerted to achieve 'quality' and illustrates the resulting contradictions.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry, Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Secondary School Curriculum, Social Efficiency/Control

 

McNeil, Linda M., "Defensive Teaching and Classroom Control," pp. 114-142 in Michael W. Apple and Lois Weis, eds., Ideology and Practice in Schooling . Philadelphia, PA: Temple University Press: 1983., Linda M. McNeil

Annotation: Illustrates classroom control in economics classes and various conceptions of school knowledge via fragmentation, mystification, omission, and simplification.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry, Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Social Efficiency/Control, Social Studies, Ideology and School Knowledge

 

McNeil, Linda M., "Negotiating Classroom Knowledge: Beyond Achievement and Socialization," Journal of Curriculum Studies, 13(October-December, 1981), 313-328.*, Linda M. McNeil

Annotation: Describes how knowledge control functions in three social studies classrooms with respect to economics information.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Social Studies, Classroom Observation & Research

 

McRader, Kathyrn, A. Coles, Donald E. Allison, and Roland F. Gray, "Implementing a Centrally Developed Curriculum Guide," Alberta Journal of Educational Research, 31(September, 1985), 191-200., Kathyrn McRader, A. Coles, Donald E. Allison, and Roland F. Gray

Annotation: Reports a study on implementing a British Columbia elementary language arts curriculum guide.

Broad Topical Focus: Curriculum Guides, Plans, Documents, Materials, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Curriculum Implementation

 

Meath-Lang, Bonnie, "The Curriculum and the Search for Meaning: A Discussion of the Applications of Logotherapy to Education," The Journal of Curriculum Theorizing, 4(Winter, 1982), 202-207., Bonnie Meath-Lang

Annotation: Discusses Frankl's concept of logotherapy and its applications to the curriculum.

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

 

Mehan, Hugh, "Structuring School Structure," Harvard Educational Review , 48 (February, 1978), 32-64., Hugh Mehan

Annotation: Describes a process of "constitutive ethnography" for studying the processes and outcomes of structuring classroom lessons, testing, and counseling sessions; presented with examples.

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

 

Miel, Alice, "Crystallization in Education," pp. 1-14 in Alice Miel, Changing the Curriculum: A Social Process. New York: Appleton, 1946. Reprinted pp. 452-467 in James R. Gress and David E. Purpel, eds., Curriculum: An Introduction to the Field . Berkeley, CA: McCutchan, 1978. Reprinted pp. 527-539 in James R. Gress, ed., Curriculum: An Introduction to the Field, 2nd ed. Berkeley, CA: McCutchan, 1988., Alice Miel

Annotation: Shows how certain practices in curriculum and instruction become crystalized; critiques these procedures to show how to prevent crystalization.

Broad Topical Focus: Curriculum Change,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,Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation, Organization Theory

 

Miller, Janet L.,"Shifting the Boundaries: Teachers Challenge Contemporary Curriculum Thought," Theory into Practice, 31(Summer, 1992), 245-251. Reprinted pp. 135-145 in Janet L. Miller, Sounds of Silence Breaking: Women, Autobiography, Curriculum. New York: Peter Lang, 2005., Janet L. Miller

Annotation: Reports personal quest among two students and herself to develop meaningful professional discourse.

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

 

Miller, Janet L., "The Resistance of Women Academics: An Autobiographical Account," pp. 486-494 in William F. Pinar, ed., Contemporary Curriculum Discourses. Scottsdale, AZ: Gorsuch Scarisbrick, 1988. Reprinted pp. 69-76 in Janet L. Miller, Sounds of Silence Breaking: Women, Autobiography, Curriculum. New York: Peter Lang, 2005., Janet L. Miller

Annotation: Reviews the author's stance and experience as a professor.

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: Curriculum Professors

 

Moon, Bob, "Implementing the Curriculum," pp. 604-614 in Noel Entwistle, ed., Handbook of Educational Ideas and Practices . New York: Routledge, 1990.*, Bob Moon

Annotation: Reviews models of curriculum change in the British educational setting.

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

 

Morrison, Keith, "Tension in Subject Specialist Teaching in Primary Schools," Curriculum, 6(Summer, 1985), 24-29., Keith Morrison

Annotation: Analyzes the problem of teaching content specialties in the primary schools in England

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: School Subjects, Content Selection and Organization, Comparative Curriculum, Elementary School Curriculum

 

Munby, Hugh, "A Qualitative Approach to the Study of a Teacher's Beliefs," Journal of Research in Science Teaching , 21(No. 1, 1984), 27-38., Hugh Munby

Annotation: Describes a phenomenological approach to studying teacher beliefs.

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

 

Munby, Hugh, "Metaphor in the Thinking of Teachers: An Exploratory Study," Journal of Curriculum Studies, 18(April-June, 1986), 197-209., Hugh Munby

Annotation: Reports a study of teachers' using lessons as "moving objects."

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

 

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

Annotation: Reviews studies of equity in curriculum enactment.

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

 

Newmann, Fred M., "Linking Restructuring to Authentic Student Achievement," Phi Delta Kappan , 72 (February, 1991), 458-463.*, Fred M. Newmann

Annotation: Presents criteria for authentic academic achievement and for substantive conversation in the curriculum.

Broad Topical Focus: 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 Standards and Testing, Student Assessment, Teacher Planning

 

Nieto, Sonia, "Lessons from Students on Creating a Chance to Dream," Harvard Educational Review, 64(Winter, 1994), 392-426., Sonia Nieto

Annotation: Reports interviews with students of diverse backgrounds about their reactions to curriculum, pedagogy, and related topics.

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