Broad Topical Focus - Curriculum Evaluation

 

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Tamir, Pinchas, "Long-Term Curriculum Evaluation," pp. 207-209 in Torsten Husen and Thomas N. Postlethwaite, eds., International Encyclopedia of Education. Supplement Volume One. New York: Pergamon, 1988., Pinchas Tamir

Annotation: Describes the nature and limits of long-term retrospective evaluation and gives examples.

Broad Topical Focus: Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Program Audit/Evaluation

 

Tamir, Pinchas, "The Potential of Evaluation in Curriculum Implementation," pp. 341-356 in Arieh Lewy and David Nevo, eds., Evaluation Roles in Education . London: Gordon and Breach, 1981., Pinchas Tamir

Annotation: Describes the uses of evaluation findings in curriculum implementation.

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

 

Thiessen, Dennis, "Researching Student Experiences in Elementary and Secondary School: An Evolving Field of Study," pp. 1-76 in Dennis Thiessen and Alison Cook-Sather, eds., International Handbook of Student Experiences in Elementary and Secondary School. Dordrecht, Netherlands: Springer, 2007., Dennis Thiessen

Annotation: Gives a comprehensive overview of the available research on the topic, organized around three "orientations" in each of which are catalogued and described the major studies done in the periods 1966-1990 and 1991-2005; 28 articles follow which report research studies on specific subtopics.

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

 

Thornton, Stephen J., "Curriculum, Construction and Evaluation of," in D. C. Philiips, ed., Encyclopedia of Educational Theory and Philosophy. Los Angeles: Sage Publications, 2014., Stephen J. Thornton

Annotation: Summarizes the processes typically employed in constructing and evaluating the curriculum; Gives some historical references to work of curriculum scholars; see related entry by the same author on Hidden Curriculum.

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

 

Tyler, Ralph W., "Changing Concepts of Educational Evaluation," Special Monograph Issue, International Journal of Educational Research, 10(No. 1, 1986), 1-113., Ralph W. Tyler

Annotation: Capsulizes basic knowledge about doing educational evaluation in a comprehensive monograph.

Broad Topical Focus: Curriculum Evaluation
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry, Evaluative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Program Audit/Evaluation, Student Assessment

 

Tyler, Ralph W., "Educational Measurement: Where We Have Been, Where We Are Now, Where We Are Going," Journal of Thought, 21(Spring, 1986), 79-87., Ralph W. Tyler

Annotation: Writes about the history of educational measurement and its current prospects.

Broad Topical Focus: Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Student Assessment, Evaluation of Instruction

 

Vallance, Elizabeth, "The Critic's Perspective: Some Strengths and Limitations of Aesthetic Criticism in Education," Curriculum Perspectives, 3(October, 1983), 23-27.*, Elizabeth Vallance

Annotation: Critiques the use of aesthetic criticism in educational studies.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Aesthetic Inquiry and Curriculum Criticism
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

Valli, Linda, Robert G. Croninger, Marilyn J. Chambliss, Anna O. Graeber,and Daria Buese. Test Driven: High-Stakes Accountability in Elementary Schools. New York: Teachers College Press, 2008., Linda Valli, Robert G. Croninger, Marilyn J. Chambliss, Anna O. Graeber, and Daria Buese

Annotation: Presents data on how high-stakes testing and NCLB affected three elementary schools in the same school district during 2004-2005; teachers' stories are told about the test-taking cultures that developed, how they affected teachers' roles and responsibilities, how the curriculum was affected by the test-taking culture, how professional development changed, and how actual teaching was driven by this culture; key findings and policy recommendations are included with this report.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Evaluation, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing

 

Akker, Jan van den, Wilmad Kuiper, and Uwe Hameyer, eds., Curriculum Landscapes and Trends. Dordrecht: Kluwer Academic Publishers, 2003., Jan van den Akker, Wilmad Kuiper, and Uwe Hameyer

Annotation: Contains analyses of curricular innovations in the Netherlands, United Kingdom, Germany, Israel, and Finland.

Broad Topical Focus: Curriculum Change, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Evaluative Inquiry
Type of Study: Collection of Studies
Narrow Topic: Comparative Curriculum

 

Waks, Leonard J., "Educational Objectives and Existential Heroes," pp. 15-29, "Curriculum as Engineering Design," pp. 31-35; "Curriculum Philosophy and Accountability," pp. 37-42 in Leonard J. Waks, Technology's School: The Challenge to Philosophy. Greenwich, CT: JAI Press, 1995. *, Leonard J. Waks

Annotation: Critiques the doctrine of technical planning, evaluation, and behavioral specification and their relation to accountability

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Evaluation, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Value Assumptions and Ideologies in Curriculum

 

Walker, Decker F., and Jon Schaffarzick, "Comparing Curricula," Review of Educational Research, 44(Winter, 1974), 83-111. Reprinted pp. 412-441 in Arno A. Bellack and Herbert M. Kliebard, eds., Curriculum and Evaluation. Berkeley, CA: McCutchan, 1977.*, Decker F. Walker and Jon Schaffarzick

Annotation: Reviews studies that compare results of various subject curricula and draws implications from these results.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Evaluative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation, School Subjects

 

Weiss, Carol H., "The Politicization of Evaluation Research," pp. 327-338 in Carol h. Weiss, ed., Evaluation Action Programs: Readings in Social Action and Education . Boston: Allyn and Bacon, 1972., Carol H. Weiss

Annotation: Identifies trends in evaluation research resulting from political pressures on evaluators.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Evaluation, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum and Politics

 

Weiss, Joel, "Assessing Nonconventional Outcomes of Schooling," pp. 405-454 in David C. Berliner, ed., Review of Research in Education, 8:1980 . Washington, DC: American Educational Research Association, 1980.*, Joel Weiss

Annotation: Interprets evaluative studies of conventional and non-conventional program outcomes and critiques theories and methods for doing such research.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Evaluation, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Evaluative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation, Curriculum Aims and Objectives

 

Welner, Kevin G., Patricia H. Hinchey, Alex Molnar, and Don Weitzman, eds., Think Tank Research Quality: Lessons for Policy Makers, the Media, and the Public. Charlotte, NC: Information Age Publishers, 2010., Kevin G. Welner, Patricia H. Hinchey, Alex Molnar, and Don Weitzman

Annotation: Critiques several Think Tank "research" reports on topics ranging from school choice, vouchers, charter schools, NCLB, standards, to teacher quality; prepared by Think Tank Review Project at University of Colorado-Boulder; gives evidence of weaknesses in many Think Tank studies and urges techinical critiques of other such reports be done; cautions policy makers, media, and the public not to rely upon non-peer reviewed studies.

Broad Topical Focus: Critique and Utilization of Curriculum Research and Inquiry, Curriculum Research and Inquiry-General, Curriculum Evaluation
Source Discipline: Education
Mode of Inquiry in the Study: Evaluative Inquiry, Integrative Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Utilization, Knowledge Generation, Curriculum and Politics

 

Werner, Walter, "Evaluation: Sense-Making of School Programs," pp. 5-24 in Ted T. Aoki, ed., Curriculum Evaluation in a New Key . Vancouver, BC: Centre for the Study of Curriculum and Instruction, Faculty of Education, University of British Columbia, 1978.*, Walter Werner

Annotation: Analyzes the assumptions, processes, and uses of three kinds of interpretative sense-making in program evaluation: means-ends, situational, and critical.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Evaluation, Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Evaluative Inquiry, Critical Inquiry, Phenomenological Inquiry, Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum

 

Westbury, Ian, "Curriculum Evaluation," Review of Educational Research, 40(April, 1970), 239-260., Ian Westbury

Annotation: Discusses issues in and examples of curriculum evaluation .

Broad Topical Focus: Curriculum Evaluation, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Evaluative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation

 

White, John P., "The Concept of Curriculum Evaluation," Journal of Curriculum Studies, 3(November, 1971), 101-112., John P. White

Annotation: Defines and discusses aspects of curriculum evaluation.

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

 

Whitson, James A., "The Politics of 'Non-Political' Curriculum: Heteroglossia and the Discourse of 'Choice' and 'Effectiveness'," pp. 279-330 in William F. Pinar, ed., Contemporary Curriculum Discourses. Scottsdale, AZ: Gorsuch Scarisbrick, 1988.*, James A. Whitson

Annotation: Examines censorship, choice, and school effectiveness from analytic, critical, and legal perspectives.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Contexts and Societal Influences, Curriculum Conceptions and Theories, Inquiry Language in Curriculum Research, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Local Control of Schooling, Freedom/Authority and Curriculum, Discourse Analysis, Curriculum Aims and Objectives, Content Selection and Organization, Hidden Curriculum

 

Wilcox, Brian, "Curriculum Analysis and Review," pp. 625-636 in Noel Entwistle, ed., Handbook of Educational Ideas and Practices . New York: Routledge, 1990.*, Brian Wilcox

Annotation: Summarizes ways of conducting curriculum evaluation in British educational setting.

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

 

Willis, George, "Curriculum Evaluation: Qualitative," pp. 1284-1288 in Torsten Husen and Thomas N. Postlethwaite, eds., The International Encyclopedia of Education, 2d ed. New York: Pergamon, 1994.*, George Willis

Annotation: Characterizes qualitative curriculum evaluation, traces its origins, outlines its principle activities and aims, and describes one form known as educational connoisseurship and criticism.

Broad Topical Focus: Curriculum Evaluation, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry, Evaluative Inquiry
Type of Study: Status Study
Narrow Topic: Knowledge Generation, Qualitative Research

 

Willis, George, "Curriculum Evaluation, Qualitative," pp.209-212 in Torsten Husen and Thomas N. Postlethwaite, eds., International Encyclopedia of Education, Supplement Volume One. New York: Pergamon, 1988., George Willis

Annotation: Describes the origins, procedures, and aims of qualitative forms of curriculum evaluation.

Broad Topical Focus: Curriculum Evaluation, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry, Evaluative Inquiry
Type of Study: Status Study
Narrow Topic: Knowledge Generation, Qualitative Research

 

Willis, George, "Democratization of Curriculum Evaluation," Educational Leadership, 38(May, 1981), 630-632., George Willis

Annotation: Discusses the process of curriculum criticism and its use in democratizing curriculum evaluation.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism, Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

Willis, George, ed., Qualitative Evaluation : Concepts and Cases in Curriculum Criticism. Berkeley, CA: McCutchan, 1978., George Willis

Annotation: Contains six articles on the nature of qualitative evaluation in curriculum; 13 reports of such studies are included; comments on this approach are presented in three final chapters.

Broad Topical Focus: Curriculum Evaluation, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Evaluative Inquiry, Theoretical/Conceptual Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation, Qualitative Research

 

Willis, George, "The Human Problems and Possibilities of Curriculum Evaluation," pp. 315-333 in George Willis, ed., The Curriculum: Problems, Politics, and Possibilities . Albany, NY: State University of New York Press, 1988. Also pp. 339-357 in 2nd ed., 1998.*, George Willis

Annotation: Traces the history of curriculum evaluation and seeks to replace technical evaluation approaches with those responsive to a human ideology of the type described by James Macdonald.

Broad Topical Focus: Curriculum Evaluation, Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Curriculum History

 

Willis, George H., "A Reconceptualist Perspective on Curriculum Evaluation," The Journal of Curriculum Theorizing, 3(Winter, 1981), 185-192.*, George H. Willis

Annotation: Describes the processes used in reconceptualist curriculum evaluation and contrasts them with those of the dominant (scientific) form.

Broad Topical Focus: Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Evaluative Inquiry, Philosophical Inquiry-Conceptual Analysis, Aesthetic Inquiry and Curriculum Criticism, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

Wolcott, Harry F., Teacher Versus Technocrats: An Educational Innovation in Anthropological Perspective. Eugene, OR: Center for Ed. Policy and Management, University of Oregon, 1977., Harry F. Wolcott

Annotation: Provides an evaluation study of a school program using ethnographic methods.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry, Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Conceptions of Teaching

 

Wraga, William G., "The Educational and Political Implications of Curriculum Alignment and Standards-Based Reform," Journal of Curriculum and Supervision, 15(Fall, 1999), 4-25., William G. Wraga

Annotation: Analyzes and critiques F. W. English's curriculum alignment approach and its relation to reform through standards and testing; related article by A. A. Glatthorn follows.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Evaluation, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum and the Disciplines, Curriculum Standards and Testing, Curriculum Frameworks

 

Zais, Robert S., "Confronting Encapsulation as a Theme in Curriculum Design," Theory Into Practice, 25(Winter, 1986), 17-23., Robert S. Zais

Annotation: Shows how to confront encapsulation and transcend the measured curriculum.

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