Broad Topical Focus - Curriculum Enactment and Teaching

 

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Van Manen, Max, "Beyond Assumptions: Shifting the Limits of Action Research," Theory Into Practice, 29(Summer, 1990), 152-158., Manen Max Van

Annotation: Analyzes assumptions frequently found in doing action research and outlines the functions of pedagogical thought and action.

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

 

Van Manen, Max, "Edifying Theory, Serving the Good," Theory into Practice, 21 (Winter, 1982), 44-49., Manen Max Van

Annotation: Sets forth curriculum theory that edifies children through teachers' lives.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay,Normative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Values in the Classroom, Curriculum Theory Creation and Uses, Teaching/Learning Process

 

Van Manen, Max, "Pedagogy, Virtue, and Narrative Identity in Teaching," Curriculum Inquiry, 24(Summer, 1994), 135-170., Manen Max Van

Annotation: Describes the pedagogical relation and the virtues or qualities of teaching.

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: Conceptions of Teaching

 

Van Manen, Max, "Phenomenological Pedagogy," Curriculum Inquiry, 12(Fall, 1982), 282-299.*, Manen Max Van

Annotation: Explicates a form of pedagogic competence that accounts for understanding the experiences of children and explains how phenomenological methods of research can elicit this understanding.

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

 

Van Manen, Max, "We Need to Show How Our Human Science Practice is a Relation of Pedagogy," Phenomenology+Pedagogy, 4(No. 3, 1986), 78-93.*, Manen Max Van

Annotation: Shows what pedagogy is not and what it is; calls for pedogogical interpretation of certain phenomena in children.

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

 

Waetjen, Walter B., "Curiosity and Exploration: Roles in Intellectual Development and Learning," pp. 40-58 in A. Harry Passow and Robert R. Leeper, eds., Intellectual Development: Another Look . Washington, DC: Association for Supervision and Curriculum Development, 1964., Walter B. Waetjen

Annotation: Summarizes studies of curiosity and related variables that have implications for education.

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

 

Walberg, Herbert J., "The Social Environment as a Mediator of Classroom Learning," Journal of Educational Psychology, 60(1969), 443-448., Herbert J. Walberg

Annotation: Analyzes the social environment as a mediator of classroom learning.

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, Teaching/Learning Process

 

Walker, Rob, "Getting Involved in Curriculum Research: A Personal History," pp. 193-213 in Martin Lawn and Len Barton, eds., Rethinking Curriculum Studies . New York: Halsted Press, 1981., Rob Walker

Annotation: Presents typologies of classroom research and illustrates by referring to a study of the SAFARI project in England.

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

 

Weade, Regina, "Curriculum 'n' Instruction: The Construction of Meaning," Theory Into Practice, 26(Winter, 1987), 15-25., Regina Weade

Annotation: Raises the desirability of linking curriculum and instruction as a way of reflecting on what occurs in classrooms, with illustrations.

Broad Topical Focus: Curriculum Definitions,Curriculum Conceptions and Theories,Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Teaching/Learning Process, Value Assumptions and Ideologies in Curriculum

 

Weber, Lillian, Looking Back and Thinking Forward: Reexaminations of Teaching and Schooling. New York: Teachers College Press, 1997., Lillian Weber

Annotation: Contains twelve essays on Weber's theories of teaching and learning.

Broad Topical Focus: Curriculum Theorists, 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

 

Weis, Lois, "Schooling and Cultural Production: A Comparison of Black and White Lived Culture," pp. 235-261 in Michael W. Apple and Lois Weis, eds., Ideology and Practice in Schooling. Philadelphia, PA: Temple University Press, 1983., Lois Weis

Annotation: Provides an example of a phenomenological study on this topic.

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

 

Wells, Gordon, "Language and the Inquiry - Oriented Curriculum," Curriculum Inquiry, 25 (Fall, 1995), 233-269., Gordon Wells

Annotation: Shows how pupils construct meaning in science through inquiry; discusses importance of discourse in inquiry-based learning.

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, Science

 

Westbury, Ian, "Schooling as an Agency of Education: Some Implications for Curriculum Theory," pp. 88-114 in W. B. Dockrell and David Hamilton, eds., Rethinking Educational Research . London: Hodder & Stoughton, 1980.*, Ian Westbury

Annotation: Criticizes schools and curricula as agencies designed to deliver a particular conception of what knowledge is worth knowing, thus limiting our options.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Criticism of Schooling, Classroom Observation & Research, Curriculum Aims and Objectives, Curriculum History, Value Assumptions and Ideologies in Curriculum

 

Westbury, Ian, "Teaching as a Reflective Practice: What Might Didaktic Teach Curriculum?" pp. 15-39 in Ian Westbury, Stefan Hopmann, and Kurt Riquarts, eds., Teaching as a Reflective Practice: The German Didaktic Tradition. Mahwah, NJ: Lawrence Erlbaum, 2000., Ian Westbury

Annotation: Contrasts U. S. curriculum theory with German Didaktic in an extensive analysis; identifies possibilities of their intersection.

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-Speculative Essay
Type of Study: Single Study
Narrow Topic: Comparative Curriculum

 

Westbury, Ian, Stefan Hopmann, and Kurt Riquarts, eds., Teaching as a Reflective Practice: The German Didaktik Tradition. Mahwah, NJ: Lawrence Erlbaum, 2000., Ian Westbury, Stefan Hopmann, and Kurt Riquarts

Annotation: Contains 18 essays that define Didaktic and Bildung (Didaktic's central idea), give their sources in German educational theory, and provide examples in use in several countries.

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-Speculative Essay
Type of Study: Collection of Studies
Narrow Topic: Comparative Curriculum

 

Westbury, Marilyn, "The Science and the Art of Teacher Effectiveness: An Examination of Two Research Traditions," Canadian Journal of Education, 13(No. 1, 1988), 138-161., Marilyn Westbury

Annotation: Presents a critique process-process research and ethnographic research.

Broad Topical Focus: Curriculum Inquiry Guidelines,Curriculum Enactment and Teaching
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism,Ethnographic Inquiry,Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teacher Evaluation, Value Assumptions and Ideologies in Curriculum

 

Whitson, James A., "Post-Structuralist Pedagogy as a Counter-Hegemonic Praxis (Can We Find the Baby in the Bathwater?)" Education and Society, 9 (No. 1 & 2, 1991), 74-87., James A. Whitson

Annotation: Reviews literature related to critical pedagogy and argues its role in confronting hegemonic praxis.

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

 

Wiggins, Grant, "Curricular Coherence and Assessment: Making Sure that the Effect Matches the Intent," pp. 101-119 in James A. Beane, ed., Toward a Coherent Curriculum. Alexandria,VA: Association for Supervision and Curriculum Development, 1995., Grant Wiggins

Annotation: Discusses ways to achieve coherence in curriculum and its enactment.

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

 

Willis, George, "Curriculum Theory and the Context of Curriculum," Curriculum Theory Network, 6(Winter, 1970-71), 41-59. Reprinted pp.427-444 in William F. Pinar, ed., Curriculum Theorizing . Berkeley, CA: McCutchan, 1975., George Willis

Annotation: Discusses the experiential context of the curriculum and the need to create educational environments that enhance the quality of children's experience.

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

 

Willis, George, and Anthony J. Allen, "Patterns of Phenomenological Response to Curricula: Implications," pp. 32-71 in George Willis, ed., Qualitative Evaluation . Berkeley, CA: McCutchan, 1978.*, George Willis and Anthony J. Allen

Annotation: Describes phenomenological inquiry procedures and offers an example.

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: Knowledge Generation, Curriculum as Experience

 

Willis, George, and William H. Schubert, ed., Reflections from the Heart of Educational Inquiry: Understanding Curriculum and Teaching through the Arts. Albany, NY: SUNY Press, 1991., George Willis and William H. Schubert

Annotation: Gives 33 views and illustrations from leading curriculum theorists of how the arts afffect teaching, curriculum, and inquiry on curriculum.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Enactment and Teaching, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism
Type of Study: Collection of Studies
Narrow Topic: Aesthetics and Curriculum, Curriculum Professors, Art Education

 

Woods, Peter, "Life Histories and Teacher Knowledge," pp. 121-135 in John Smyth, ed., Educating Teachers: Changing the Nature of Pedagogical Knowledge. Philadelphia: Falmer, 1987.*, Peter Woods

Annotation: Discusses life histories of teachers as a mode of contrasting self-knowledge by teachers; pleads the case for employing ethnographic studies of teachers' life histories to understand how teachers construct their pedagogical knowledge.

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

 

Woods, Peter, and Martyn Hammersley, "School Experience: Explorations in the Sociology of Education," pp. 9-27 in Peter Woods and Martyn Hammersley, eds., School Experience . New York: St. Martin's Press, 1977., Peter Woods and Martyn Hammersley

Annotation: Gives a brief explanation of the work done in the sociology of education and summarizes critical sociological studies in the authors' book.

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

 

Wraga, William G., "Performance Assessment: A Golden Opportunity to Improve the Future," NASSP Bulletin, 78(September, 1994), 71-79., William G. Wraga

Annotation: Draws lessons from the past for improving performance assessment of students.

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, Student Assessment

 

Wyse, Dominic, Louise Hayward, and Jessica Pandya, "Introduction," pp. 1-26 in Dominic Wyse, Louise Hayward, and Jessica Pandya, eds., Sage Handbook of Curriculum, Pedagogy, and Assessment. Los Angeles: Sage, 2016., Dominic Wyse, Louise Hayward, and Jessica Pandya

Annotation: Gives a preview of the 60 articles in their two-volume collection; see also Chapter 1 on "Conceptions of Curriculum," Chapter 7 on "Didactics," and Chapter 57 on "Local Freedom and National Prescriptions in Curriculum;" the Handbook is international in scope but written mainly by British scholars.

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: Status Study
Narrow Topic: Comparative Curriculum, Curriculum History, Literature of Curriculum

 

Zaret, Esther, "Women/Schooling/Society," pp. 38-50 in James B. Macdonald and Esther Zaret, eds., Schools in Search of Meaning. Washington, DC: Association for Supervision and Curriculum Development, 1975., Esther Zaret

Annotation: Describes the repressive force of schooling on women's consciousness and the role of the teacher as a liberating force.

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: Content Selection and Organization, Conceptions of Teaching

 

Zeichner, Kenneth M., "Action Research: Personal Renewal and Social Reconstructionism," pp. 68-84 in his Teacher Education and the Struggle for Social Justice. New York: Routledge, 2009., Kenneth M. Zeichner

Annotation: Explains the nature of action research generally and highlights its use in teachers's professional development, school change, and knowledge generated by practitioners for teacher education; argues for its place in the struggle for social justice.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Action Inquiry
Type of Study: Single Study
Narrow Topic: Practical Knowledge, Teacher Knowledge, Knowledge Generation, In-service Teacher Development

 

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

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

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