Broad Topical Focus - Curriculum Inquiry Guidelines

 

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Coomer, Donna Leonhard, "Reformulating the Evaluation Process," pp. 163-204 in Kenneth A. Sirotnik, and Jeannie Oakes, eds., Critical Perspectives on the Organization and Improvement of Schooling . Boston: Kluwer/Nijhoff, 1986., Donna Leonhard Coomer

Annotation: Gives an alternative model of evaluation from a critical perspective.

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

 

Cooper, Harris, Research Synthesis and Meta-Analysis: A Step-by-Step Approach, 5th ed. Los Angeles: Sage Publications, 2017., Harris Cooper

Annotation: Provides a detailed set of steps and procedures for combining the results of individual quantitative social science research studies into a meta-analysis of multiple studies through the use of a scientifically valid method of formal inquiry.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research Domains and Structure
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

Cooper, Harris, Synthesizing Research: A Guide for Literature Reviews, 3rd ed. Thousand Oaks, CA: Sage, 1998., Harris Cooper

Annotation: Presents systematic techniques for preparing research syntheses of quantitative research studies.

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

 

Cooper, Harris, and Larry V. Hedges, eds., The Handbook of Research Synthesis. New York: Russell Sage Foundation, 1994., Harris Cooper and Larry V. Hedges

Annotation: Provides 32 technical articles on various aspects of producing syntheses of reasearch from problem formulation to reporting results.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation

 

Cooper, Harris, and Larry V. Hedges,"Research Synthesis as a Scientific Process," pp. 3-16 in Harris Cooper, Larry V. Hedges, and Jeffrey C. Valentine, eds., The Handbook of Research Synthesis and Meta-Analysis, 2nd ed. New York: Russell Sage Foundation, 2009., Harris Cooper and Larry V. Hedges

Annotation: Presents an overview of a form of research known as research synthesis, outlines six stages of doing this kind of research, and introduces the chapters of the Handbook that follow.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

Cooper, Harris M.,"A Taxonomy of Literature Reviews." Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, 1985. ERIC Document Reproduction Service No. ED 254541., Harris M. Cooper

Annotation: Posits components of a literature review (focus, goals, prespective, coverage, organization, audience) and uses them to analyze examples; suggests other uses for the taxonomy.

Broad Topical Focus: Curriculum Inquiry Guidelines, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry, Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Knowledge Utilization

 

Cooper, Harris M., "Literature-Searching Strategies of Integrative Research Reviewers," Knowledge: Creation, Diffusion, Utilization, 8(December, 1986), 372-383., Harris M. Cooper

Annotation: Covers the strategies for locating studies to be integrated in research reviews.

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

 

Cooper, Harris M., "Organizing Knowledge Synthesis: A Taxonomy of Literature Reviews," Knowledge in Society, 1(Spring, 1988), 104-126., Harris M. Cooper

Annotation: Presents a framework for understanding and conducting research reviews.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

Cooper, Harris M., "Scientific Guidelines for Conducting Integrative Research Reviews," Review of Educational Research, 52(Summer, 1982), 291-302.*, Harris M. Cooper

Annotation: Explains how to conduct a review of multiple empirical research studies including guidelines for problem formulation, data collection and evaluation, analysis and interpretation, and public presentation.

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

 

Cooper, Harris M., The Integrative Research Review: A Systematic Approach . Beverly Hills, CA: Sage, 1984., Harris M. Cooper

Annotation: Describes the process of preparing integrative reviews in five stages (problem formulation, data collection, data evaluation, analysis and interpretation, and presentation).

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

Cooper, Harris, and Ronald G. Ribble, "Influences on the Outcome of Literature Searches for Integrative Research Reviews," Knowledge: Creation, Diffusion, Utilization, 10(March, 1989), 179-201., Harris Cooper and Ronald G. Ribble

Annotation: Explores factors influencing the preparation of literature reviews.

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

 

Cormack, Phillip, and Bill GReen, "Re-reading the Historical Record: Curriculum History and the LInguistic Turn," pp. 223-236 in Bernadette Baker, ed., New Curriculum HIstory. Rotterdam: Sense Publishers, 2009., Phillip Cormack and Bill Green

Annotation: Reviews nature and place of linguistic (discourse) analysis in doing historical inquiry in curriculum.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Knowledge Generation

 

Cornbleth, Catherine, ed., Invitation to Research in Social Education, Bulletin No. 77. Washington, DC: National Council for the Social Studies, 1986., Catherine Cornbleth

Annotation: Describes several approaches to research in social education.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation, Social Studies

 

Cornett, Jeffrey W., "Utilizing Action Research in Graduate Curriculum Courses," Theory Into Practice, 29(Summer, 1990), 185-195., Jeffrey W. Cornett

Annotation: Gives a conceptual framework for a curriculum development action research project.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Programs of Study in Curriculum and Instruction

 

Costas, Mark A., "Deciphering Postmodern Educational Research," Educational Researcher, 27(December, 1998), 36-42.*, Mark A. Costas

Annotation: Characterizes various postmodern modes of educational research within a typology of educational inquiry dimensions.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum

 

Coulter, Cathy A., and Mary Lee Smith, "The Construction Zone: Literary Elements in Narrative Research," Educational Researcher, 38(November, 2009), 577-590., Cathy A. Coulter and Mary Lee Smith

Annotation: Describes and illustrates ten literary elements used in constructing stories in narrative research; three articles providing comments and criticism of his article immediately follow as well as a response to these articles by the original authors.

Broad Topical Focus: Curriculum Inquiry Guidelines, Inquiry Language in Curriculum Research
Source Discipline: Education
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum

 

Coulter, David, "The Epic and the Novel: Dialogism and Teacher Research," Educational Researcher, 28(April,1999), 4-13., David Coulter

Annotation: Describes and illustrates the use of Bakhtin's concepts of language and dialogue in an action research study by teachers in Winnepeg of their school district's retention policy; explores the methodology of dialogic research and its use.

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

 

Crabtree, Benjamin F., and William L. Miller, "Using Codes and Code Manuals: A Template Organizing Style of Interpretation," in Benjamin F. Crabtree and William L. Miller, eds., Doing Qualitative Research, 2nd ed. Thousand Oaks, CA: Sage, 1999., Benjamin F. Crabtree and William L. Miller

Annotation: Shows how to develop and use a template of codes to analyze qualitative data; gives an illustrative example.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Content Analysis, Phenomenological Inquiry, Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Qualitative Research, Knowledge Generation

 

Cronbach, Lee J., and Patrick Suppes, eds., Research for Tomorrow's Schools: Disciplined Inquiry for Education . New York: Macmillan, 1969., Lee J. Cronbach and Patrick Suppes

Annotation: Cites educational research that has had significant impact on education in the United States; contrasts conclusion-oriented inquiry and decision-oriented studies; discusses ways to improve educational research and suggests some paths for future inquiry.

Broad Topical Focus: Curriculum Inquiry Guidelines, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Education
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation

 

Cross, Beverly E., "Personal Theorizing through Action Research: Toward an Emerging Epistemology of Practical Curriculum Inquiry." Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, April, 1995.*, Beverly E. Cross

Annotation: Reports a qualitative study of teachers' personal theorizing on curriculum and related practices.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Practical Knowledge, Teacher Knowledge, Curriculum Theory Creation and Uses

 

Cuban, Larry, "Managing Dilemmas While Building Professional Communities," Educational Researcher, 21(January-February, 1992), 4-11.*, Larry Cuban

Annotation: Makes the case for dilemma / value-oriented inquiry in education.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Deliberative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

Curry, Lynn, "Deliberative Curriculum Inquiry and Its Application in the Education of Health Service Administrators," Journal of Health Administration Education, 10(Summer, 1992), 519-526.*, Lynn Curry

Annotation: Reviews the applicability of work in Curriculum Studies on deliberation to decisions regarding curricula for health service administrators.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Deliberative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Programs of Study in Curriculum and Instruction, Comparative Curriculum

 

Cziko, Gary A., "Unpredictability and Indeterminism in Human Behavior: Arguments and Implications for Educational Research," Educational Researcher, 18(April, 1989), 17-25.*, Gary A. Cziko

Annotation: Analyzes the arguments for the deterministic and the indeterministic perspectives on human behavior that underlie educational research.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research and Inquiry-General
Source Discipline: Education
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum

 

Daniels, Le Roi B., "The Justification of Curricula," New York: Annual Meeting of the American Educational Research Association, 1971. ERIC Document Reproduction Service ED 050 160., Le Roi B. Daniels

Annotation: Notes the normative bases involved in justifying curricula.

Broad Topical Focus: Curriculum Development, Organization, Design,Curriculum Inquiry Guidelines,Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum

 

Daniels, Le Roi B., "What Psychology Can Do for Education," Canadian Journal of Education, 13(Winter, 1988), 52-64., Le Roi B. Daniels

Annotation: Draws on the analysis of three concepts (persons, intentions, and reception) to build an interdisciplinary research approach to pedagogy.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Teaching/Learning Process, Psychology and Curriculum

 

Danner, Helmut, "Human Science is Responsible," Phenomenology +Pedagogy, 4(No. 1, 1986), 32-40., Helmut Danner

Annotation: Discusses various aspects of responsibility as it impinges upon studies in human sciences.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

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

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

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

 

Davis, O. L., Jr., "Educational Research in the Foreseeable Future: The Times They Are Changing," Journal of Curriculum and Supervision, 17(Summer, 2002), 277-282., O. L. Davis Jr.

Annotation: Notes recent federal plans to support only selected kinds of educational research (that which conforms to politically determined views of worthy research); notes implications of this policy for researchers' choices, funding, and ultimate direction of schooling based on research, narrowly conceirved.

Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum Policies and Policy Making, Curriculum Research Domains and Structure, Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Freedom/Authority and Curriculum, Value Assumptions and Ideologies in Curriculum, Government Role in Educational Research & Development, Comparisons Among Inquiry Modes, Knowledge Generation

 

Davis, O. L., Jr., "Historical Inquiry: Telling Real Stories," pp. 77-87 in Edmund C. Short, ed., Forms of Curriculum Inquiry . Albany, NY: SUNY Press, 1991.*, O. L. Davis Jr.

Annotation: Describes the processes of historical inquiry in curriculum.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History

 

Davis, O. L., Jr., "Opening the Door to Surprise: The Next Decade of Curriculum History Studies," pp. 2-13 in Craig Kridel, ed., Curriculum History. Lanham, MD: University Press of America, 1989.*, O. L. Davis Jr.

Annotation: Provides a state-of-the-art review and an agenda for future studies in curriculum history.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research Domains and Structure, Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Historical Inquiry
Type of Study: Status Study
Narrow Topic: Curriculum History

 

Davis, O. L., Jr., "The Nature and Boundaries of Curriculum History," Curriculum Inquiry, 7(Summer, 1977), 157-168.*, O. L. Davis Jr.

Annotation: Responds to Franklin's article, Vol. 7, pp. 67-79, on the desirable focus for historical work in curriculum.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research Domains and Structure, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay, Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Knowledge Generation

 

Davis, O. L., Jr., and George L. Mehaffy, "An Elusive Quarry: On the Trail of Curriculum History," pp. 47-50 in Laurel N. Tanner, ed., Papers of the Society for the Study of Curriculum History . University Park, PA: The Society, College of Education, Penn State University, 1981. Reprinted pp. 40-47 in Craig Kridel, ed, Curriculum History . Lanham, MD: University Press of America, 1989., O. L. Davis Jr. and George L. Mehaffy

Annotation: Suggests value of oral history projects in curriculum history.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum History

 

de Marrais, Kathleen, and Stephen D. Lapan, eds., Foundations for Research: Methods of Inquiry in Education and the Social Sciences. Mahwah, NJ: Lawrence Erlbaum, 2004., Kathleen de Marrais and Stephen D. Lapan

Annotation: Gives discussions of about twenty methods of inquiry and research issues in education and the social sciences.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation

 

de Marrais, Kathleen, and Stephen D. Lapan, eds., Foundations of Research: Methods of Inquiry in Education and the Social Sciences. Mahwah, NJ: Lawrence Erlbaum, 2004., Kathleen de Marrais and Stephen D. Lapan

Annotation: Contains chapters describing 20 different forms of inquiry in education, how to do each, and citing examples.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation

 

Denzin, Norman K., The Research Act: A Theoretical Introduction to Sociological Methods , 3rd ed. Englewood Cliffs, NJ: Prentice-Hall, 1989., Norman K. Denzin

Annotation: Gives a thorough introduction to sociological methods of research.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

Denzin, Norman K., and Yvonna S. Lincoln, eds., The Sage Handbook of Qualitative Research, 3rd ed. Thousand Oaks, CA: Sage Publications, 2005., Norman K. Denzin and Yvonna S. Lincoln

Annotation: Gives status reports on many facets of qualitative research that update essays in earlier editions.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation

 

Denzin, Norman K., and Yvonna S. Lincoln, "The Discipline and Practice of Qualitative Research," pp. 1-28 in Norman K. Denzin and Yvonna S. Lincoln, eds., The Handbook of Qualitative Research, 2nd ed. Thousand Oaks, CA: Sage Publications, 2000., Norman K. Denzin and Yvonna S. Lincoln

Annotation: Defines qualitative research, the qualitative researcher, interpretive activities, quantitative vs qualitative research, and the history of qualitative research; characterizes qualitative research in seven time periods between 1900 and 2000; describes five phases of the research process.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Historical Inquiry
Type of Study: Status Study
Narrow Topic: Knowledge Generation, Qualitative Research

 

Denzin, Norman K., and Yvonna S. Lincoln, "The Discipline and Practice of Qualitative Research," pp.1-32 in Norman K. Denzin and Yvonna S. Lincoln, eds., The Sage Handbook of Qualitative Research, 3rd ed. Thousand Oaks, CA: Sage Publications, 2005., Norman K. Denzin and Yvonna S. Lincoln

Annotation: Lays the groundwork for the 44 articles in this handbook; characterizes differences among eight periods of qualitative research from 1900-2005; discusses the work of the qualitative researcher by styles, methods, and challenges; previews organization of the handbook which focuses on five phases of the research process.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Qualitative Research, Comparisons Among Inquiry Modes, Knowledge Generation

 

Denzin, Norman, and Yvonna Lincoln, eds., Handbook of Qualitative Research. Thousand Oaks, CA: Sage, 1994., Norman Denzin and Yvonna Lincoln

Annotation: Summarizes 36 topics related to the practice of qualitative research.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation, Qualitative Research

 

Dewey, John, and Arthur F. Bentley, Knowing and the Known . Boston: Beacon Press, 1949., John Dewey and Arthur F. Bentley

Annotation: Conceptualizes the relationship between knowing and the known.

Broad Topical Focus: Curriculum Inquiry Guidelines,Curriculum Research and Inquiry-General,Relation of Curriculum Research to Practice
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

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

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

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

 

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

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

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

 

Dillon, J. T., "Categories of Inquiry in Curriculum Perspectives and Other Journals," Curriculum Perspectives, 5(May, 1985), 1-5., J. T. Dillon

Annotation: Reports a study of inquiry problems, methods, and solutions found in articles in five curiculum journals for 1981.

Broad Topical Focus: Publication Outlets for Curriculum Research and Inquiry, Curriculum Inquiry Guidelines, Curriculum Research and Inquiry-General
Source Discipline: Curriculum
Mode of Inquiry in the Study: Content Analysis
Type of Study: Single Study
Narrow Topic: Literature of Curriculum, Knowledge Generation

 

Dillon, J. T., "The Problems/Methods/Solutions of Curriculum Inquiry," Journal of Curriculum and Supervision, 1(Fall, 1985), 18-26., J. T. Dillon

Annotation: Analyzes articles in six curriculum journals in 1981 for kinds of problems addressed, methods used, and solutions reached.

Broad Topical Focus: Curriculum Inquiry Guidelines, Publication Outlets for Curriculum Research and Inquiry, Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Literature of Curriculum

 

Dobbert, Marion L., "A Scientific Basis for Ethnography," pp. 3-23 in Marion L. Dobbert, Ethnographic Research . New York: Praeger, 1982.*, Marion L. Dobbert

Annotation: Describes characteristics of anthropological research and ethnographic methodology.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

Dobbert, Marion Lundy, Ethnographic Research: Theory and Application for Modern Schools and Societies. New York: Praeger, 1982., Marion Lundy Dobbert

Annotation: Provides a comprehensive treatment of ethonographic research methods in education.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

Dockrell, W. B., and David Hamilton, eds., Rethinking Educational Research . London: Hodder and Stoughton, 1980., W. B. Dockrell and David Hamilton

Annotation: Includes a series of essays on new approaches to educational research.

Broad Topical Focus: Curriculum Inquiry Guidelines, Defining Curriculum Research Questions
Source Discipline: Education
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation

 

Doll, William E. Jr., "Foundations for a Post-Modern Curriuclum," Journal of Curriculum Studies, 21(May-June, 1989), 243-253.*, William E. Doll Jr.

Annotation: Poses elements of a re-envisioned curriculum that draws upon post-modern thought.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research and Inquiry-General
Source Discipline: Curriculum
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum

 

Donmoyer, Robert, "Beyond Thorndike/ Beyond Melodrama," Curriculum Inquiry, 17(Winter, 1987), 353-363., Robert Donmoyer

Annotation: Discusses alternative conceptions of educational research; introduces articles in this issue of Curriculum Inquiry.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research and Inquiry-General
Source Discipline: Curriculum
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

Donmoyer, Robert, "Cognitive Anthropology and Research on Effective Principals," Educational Adminstration Quarterly, 21(Spring, 1985), 31-57.*, Robert Donmoyer

Annotation: Reports a study of successful principals using ethnographic semantics as a research method.

Broad Topical Focus: Curriculum Administration, Leadership, Finance, Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum Specialists in Schools

 

Donmoyer, Robert, "Generalizability and the Single Case Study," pp. 175-200 in Elliot W. Eisner and Alan Peskin, eds., Qualitative Research in Education: The Debate Continues. New York: Teachers College Press, 1990.*, Robert Donmoyer

Annotation: Explores the meaning of generalizability in social science research and in qualitative case studies.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Multiple/Mixed Forms of Inquiry
Type of Study: Case Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum, Qualitative Research

 

Donmoyer, Robert, "Postpositivist Evaluation: Give Me a For Instance," Educational Administration Quarterly, 27 (August, 1991), 265-296.*, Robert Donmoyer

Annotation: Proposes a deliberative form of evaluation and gives an example of its use in an administrator's evaluation of teachers' instruction.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum and Politics, Value Assumptions and Ideologies in Curriculum, Curriculum Deliberation

 

Donmoyer, Robert, "The Evaluator as Artist: A Discussion of Premises and Problems with Examples from Two Aesthetically-Based Evaluations," The Journal of Curriculum Theorizing, 2(Summer, 1980), 12-26.*, Robert Donmoyer

Annotation: Details the artistic model of educational evaluation, its value, and its problems (time, personal description, metaphor, plot, distance, logistics, the theory-practice gap).

Broad Topical Focus: Curriculum Inquiry Guidelines
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

 

Donmoyer, Robert, "The Rescue from Relativism: Two Failed Attempts and an Alternative Strategy," Educational Researcher, 14(December, 1985), 13-20. *, Robert Donmoyer

Annotation: Challenges aspects of positivist paradigms and discusses a form of rationality based on Toulman that can embrace "purpose" within inquiry.

Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Philosophical Schools

 

Donmoyer, Robert, "Why Case Studies? Reflections on Hord and Hall's Three Images," Curriculum Inquiry, 17(Spring, 1987), 91-102., Robert Donmoyer

Annotation: Responds to an article in this issue and argues for using case studies to document unanticipated consequences and to add depth and dimension to theoretical constructs.

Broad Topical Focus: Curriculum Inquiry Guidelines, Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

Doyle, Walter, and Gerald A. Ponder, "Sources for Curriculum History," pp. 247-255 in O. L. Davis, Jr., ed., Perspectives on Curriculum Development: 1776-1976. Washington, DC: Association for Supervision and Curriculum Development, 1976., Walter Doyle and Gerald A. Ponder

Annotation: Compiles a list of references related to curriculum history as a reflection of this relatively new field of scholarship.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Bibliographic Compilation
Narrow Topic: Knowledge Generation, Literature of Curriculum

 

Duncan, James K., "Purposive Action and Curriculum Research," The Educational Forum, 46(Fall, 1981), 97-112.*, James K. Duncan

Annotation: Argues for a theory of action in conceptualizing curriculum.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research Domains and Structure, Curriculum Conceptions and Theories, Relation of Curriculum Research to Practice
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum

 

Dunkin, Michael J., "Types of Errors in Synthesizing Research in Education," Review of Educational Research, 66(Summer, 1996), 87-97., Michael J. Dunkin

Annotation: Summarizes nine types of errors frequently made by reviewers while synthesizing research.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

Dunn, William N., "Reforms as Arguments," Knowledge: Creation, Diffusion, Utilization, 3(March, 1982), 293-326., William N. Dunn

Annotation: Makes the case for considering reforms as arguments for a new state of affairs.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Deliberative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation, Knowledge Generation, Knowledge Utilization

 

Earls, Neal, "Naturalistic Inquiry: Interactive Research and the Insider-Outsider Perspective," Journal of Teaching in Physical Education, 6(October, 1986), entire issue., Neal Earls

Annotation: Sets forth processes and perspectives on doing naturalistic inquiry together with examples in physical education.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Physical Education

 

Easly, J. A., "The Natural Sciences and Educational Research--A Comparison," The High School Journal, 50(October, 1966), 39-50.*, J. A. Easly

Annotation: Describes scientific educational research stressing the exploratory method in curriculum and instruction.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Knowledge Utilization, Curriculum Theory Creation and Uses, Comparisons Among Inquiry Modes

 

Eckhardt, William, "Limits to Knowledge," Knowledge: Creation, Diffusion, Utilization, 3(September, 1981), 61-81., William Eckhardt

Annotation: Discusses the phenomenology of kwowledge and related epistemological issues.

Broad Topical Focus: Curriculum Inquiry Guidelines, Defining Curriculum Research Questions
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

Edgerton, Susan Huddleston, "Translation and Tradition," pp. 53-62 in Susan Huddleston Edgerton, Translating the Curriculum: Multiculturalism into Cultural Studies. New York: Routledge, 1996., Susan Huddleston Edgerton

Annotation: Explicates the purpose and the process of translating cultures and languages across divides, both real and imagined.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Development, Organization, Design, Curriculum Enactment and Teaching, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Hermeneutic Inquiry
Type of Study: Single Study
Narrow Topic: Multicultural Education, Discourse Analysis

 

Edson, C. H., "Our Past and Present: Historical Inquiry in Education," Journal of Thought, 21(Fall, 1986), 13-27.*, C. H. Edson

Annotation: Describes features of historical inquiry in curriculum and in education including suggestions on writing qualitative history.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Qualitative Research

 

Eggleston, John, "Sociology and the Curriculum," pp.1-7, and "Sociological Approaches to the School Curriculum," pp. 8-21 in John Eggleston, The Sociology of the School Curriculum . London: Routledge and Kegan Paul, 1977.*, John Eggleston

Annotation: Reviews processes of sociological analysis of the curriculum and of various early approaches to this form of inquiry.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Conceptions and Theories, Curriculum Definitions, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry, Scientific/Empirical Inquiry
Type of Study: Status Study
Narrow Topic: Knowledge Generation, Hidden Curriculum

 

Eggleston, John F., "Curriculum Research: A Case Study and Some Relections on Methodology," pp. 99-113 in Philip H. Taylor and Jack Walton, eds., The Curriculum: Research Innovation and Change. London: Ward Lock Educational, 1973., John F. Eggleston

Annotation: Reviews some methodological issues in doing curriculum evaluation case studies.

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

 

Eisenhart, Margaret, "Educational Ethnography Past, Present, and Future: Ideas to Think With," Educational Researcher, 30(November, 2001), 16-27., Margaret Eisenhart

Annotation: Identifies contemporary muddles and changing concepts in ethnographic research, including new meanings of "culture" (cultural productions, funds of knowledge, collective representations, public symbols) and new methods (multi-site, connections among sites, ways to portray both shared and different experiences, ways to address ethical dilemmas).

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

Eisenhart, Margaret, "On the Subject of Interpretive Reviews," Review of Educational Research, 68(Winter, 1998), 391-399., Margaret Eisenhart

Annotation: Examines issues in doing interpretive reviews; two responses follow.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

Eisenhart, Margaret, and Lisa Towne, "Contestation and Change in National Policy on 'Scientifically Bases' Education Research," Educational Researcher, 32(October, 2003), 31-38., Margaret Eisenhart and Lisa Towne

Annotation: Traces the definitions of educational research that appear in varied federal education legislation passed in 2000 through 2003 and notes the uses intended for each and the effect of outside testimony in shifting the language that eventually appeared in these laws.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Policies and Policy Making
Source Discipline: Education
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Government Role in Educational Research & Development, Comparisons Among Inquiry Modes

 

Eisner, Elliot, "Introduction to Special Section on Objectivity, Subjectivity, and Relativism," Curriculum Inquiry, 22(Spring, 1992), 5-7., Elliot Eisner

Annotation: Describes the issues surrounding the concepts of objectivity, subjectivity, and relativism in various forms of educational research; introduces four articles.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research and Inquiry-General
Source Discipline: Education
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

Eisner, Elliot, "Objectivity in Educational Research," Curriculum Inquiry, 22(Spring, 1992), 9-15., Elliot Eisner

Annotation: Describes issues surrounding objectivity in educational research; one of four related articles.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research and Inquiry-General
Source Discipline: Education
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

Eisner, Elliot, and Kimberly Powell,"Art in Science?" Curriculum Inquiry, 32(Summer, 2002), 131-159., Elliot Eisner and Kimberly Powell

Annotation: Shows how scientific research has artistic components; draws implications for doing research and for teaching science.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research and Inquiry-General
Source Discipline: Education
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry, Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Science

 

Eisner, Elliot W., "Educational Connoisseurship and Criticism: Their Form and Functions in Educational Evaluation," Journal of Aesthetic Education, 10 (July-October, 1976), 135-150., Elliot W. Eisner

Annotation: Sets forth the value and processes of doing educational criticism in evaluations.

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

 

Eisner, Elliot W., "Emerging Models for Educational Evaluation," School Review, 80(August, 1972), 573-590., Elliot W. Eisner

Annotation: Identifies some non-technical models of evaluation.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

Eisner, Elliot W., "On the Difference Between Scientific and Artistic Approaches to Qualitative Research," Educational Researcher, 10(April, 1981), 5-9.*, Elliot W. Eisner

Annotation: Compares scientific and artistic approaches to qualitative research on ten dimensions.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Qualitative Research

 

Eisner, Elliot W., "On the Uses of Educational Connoisseurship and Criticism for Evaluating Classroom Life," Teachers College Record, 78(February, 1977), 345-358.*, Elliot W. Eisner

Annotation: Describes educational criticism, its uses, and its limitations.

Broad Topical Focus: Curriculum Evaluation, 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

 

Eisner, Elliot W., The Art of Educational Evaluation: A Personal View . London: Falmer, 1985., Elliot W. Eisner

Annotation: Includes 15 previously published articles on the topic.

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

 

Eisner, Elliot W., The Enlightened Eye: Qualitative Inquiry and the Enhancement of Educational Practice. New York: Macmillan, 1991. 2nd Ed., Prentice-Hall, 1998., Elliot W. Eisner

Annotation: Explicates features of qualitative inquiry in education with examples from educational criticism.

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

 

Eisner, Elliot W., "The Forms and Functions of Educational Connoisseurship and Educational Criticism," pp. 190-226 in his Educational Imagination. New York: Macmillan, 1979.* See other versions in his 1985 and 1994 editions of this book., Elliot W. Eisner

Annotation: Describes the purposes and processes of using educational criticism in curriculum inquiry.

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

 

Eisner, Elliot W., "The Primacy of Experience and the Politics of Method," Educational Researcher, 17(June-July, 1988), 15-20., Elliot W. Eisner

Annotation: Calls for use of diverse research methods that capture the variety of experience we seek to study; addresses political issues related.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research and Inquiry-General
Source Discipline: Education
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum and Politics

 

Eisner, Elliot W., and Alan Peshkin, eds., Qualitative Inquiry in Education: The Continuing Debate. New York: Teachers College Press, 1990., Elliot W. Eisner and Alan Peshkin

Annotation: Treats issues of objectivity and subjectivity, validity, generalizability, ethics, and uses of qualitative inquiry.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Collection of Studies
Narrow Topic: Qualitative Research

 

Elbaz, Freema, and Robert Elbaz, "Literature and Curriculum: Toward a View of Curriculum as Discursive Practice," Curriculum Inquiry, 11(Summer, 1981), 105-122.*, Freema Elbaz and Robert Elbaz

Annotation: Critiques the idea of curriculum as literary work, some of the attendent confusions left by theorists espousing this view, and offers three practical difficulties that follow from the conceptual confusions.

Broad Topical Focus: Curriculum Inquiry Guidelines
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

 

Elliott, John, "Developing Hypotheses About Classrooms from Teachers' Practical Constructs: An Account of the Work of the Ford Teaching Project," Interchange, 7(No. 2, 1976-77), 2-22.*, John Elliott

Annotation: Decribes how project teachers understood teaching; reports six general and 43 second-order hypotheses that emerged from the study.

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

 

Elliott, John, "Educational Action-Research," pp. 231-250 in John Nisbet, Jacquetta Megarry, and Stanley Nisbet, eds., Research, Policy and Practice: World Yearbook of Education, 1985 . London: Kogan Page; New York; Nichols, 1985.*, John Elliott

Annotation: Covers the relation of educative-action to educational knowledge, professional knowledge from action-reasearch, research and practice, and the institutionalization of action research.

Broad Topical Focus: Curriculum Inquiry Guidelines, Relation of Curriculum Research to Practice
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Status Study
Narrow Topic: Knowledge Generation

 

Elliott, John, "Implications of Classroom Research for Professional Development," pp. 308-324 in Eric Hoyle and Jacquetta Megarry, eds., Professional Development of Teachers: World Yearbook of Education 1980 . London: Kogan Page, 1980.*, John Elliott

Annotation: Discusses action reseach as a process of research as well as a process of teacher development.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Action Inquiry, Critical Inquiry
Type of Study: Research Synthesis
Narrow Topic: Classroom Observation & Research, Knowledge Generation, In-service Teacher Development, Teacher Knowledge

 

Elliott, John, "Self-Evaluation, Professional Development and Accountability," pp. 224-247 in Maurice Galton and Bob Moon, eds., Changing Schools...Changing Curriculum . London: Harper and Row, 1983.*, John Elliott

Annotation: Contrasts unreflective, deliberative, technical, and consciousness-raising self-evaluation and argues that self-evaluation is a process of action research.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Evaluative Inquiry, Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teacher Evaluation, Curriculum Deliberation

 

Ely, Margot, with Margaret Anzul, Teri Friedman, Diane Garner, and Ann McCormack Steinmetz, Doing Qualitative Research: Circles within Circles . Philadelphia: Falmer, 1991., Margot Ely, Margaret Anzul, Teri Friedman, Diane Garner, and Ann McCormack Steinmetz

Annotation: Reports the experiences of these authors' doing ethnographic research.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation, Qualitative Research

 

Ely, Margot, Ruth Vinz, Maryann Downing, and Margaret Anzul, On Writing Qualitative Research: Living by Words. New York: The Falmer Press, 1997, Margot Ely, Ruth Vinz, Maryann Downing, and Margaret Anzul

Annotation: Gives a thorough treatment of writing up qualitative research studies in various forms using analytic and interpretive modes of expression; gives numerous illustrations and examples.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Qualitative Research

 

Emerson, Sybil, Design: A Creative Approach. Scranton,PA: International Textbook Co., 1953., Sybil Emerson

Annotation: Describes the process of design in art.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Development as Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

Englehart, Max D., "Studying Problems of What Should Be: Curriculum Research," pp. 418-484 in his Methods of Educational Research . Chicago: Rand McNally, 1972., Max D. Englehart

Annotation: Discusses options and approaches to deciding what to study in currriculum inquiry.

Broad Topical Focus: Curriculum Research Domains and Structure, Defining Curriculum Research Questions, Curriculum Research and Inquiry-General, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

English, Fenwick W., "A Critical Appraisal of Sara Lawrence-Lightfoot's Portraiture as a Method of Educational Research,' Educational Researcher, 29(October, 2000), 21-26., Fenwick W. English

Annotation: Agues from a postmodern perspective that methods of portraiture violate assumptions of science while claiming to be scientific.

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

 

Ercikan, Kadriye, and Wolff-Michael Roth, "What Good is Polarizing Research into Qualitative and Quantitative? Educational Researcher, 35(June/July, 2006), 14-23., Kadriye Ercikan and Wolff-Michael Roth

Annotation: Conceives an eight dimension continuum from low-level to high-level inferences on which both quantitative and qualitative studies can be placed; calls for starting with research questions which then require different kinds of research methods and modes of inquiry to generate answers; collaboration among experts in different kinds of reserach methods may be required depending on where the study falls on the continuum.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Qualitative Research

 

Erickson, Frederick, "Qualitative Methods in Research on Teaching," pp. 119-161 in Merlin C. Wittrock, ed., Handbook of Research on Teaching, Third Edition. New York: Macmillan, 1986.*, Frederick Erickson

Annotation: Reviews all facets of qualitative research methods, data collection and analysis, and interpretation in relation to research on teaching.

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

 

Erickson, Frederick, and Jeffrey Shultz, "Student's Experience of the Curriculum," pp. 465-487 in Philip W. Jackson, ed., Handbook of Research on Curriculum. New York: Macmillan, 1992., Frederick Erickson and Jeffrey Shultz

Annotation: Discusses student experience of the curriculum as a conceptual and research problem; cites studies of manifest and implicit curriculum; poses future research agendas and methodological issues.

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

 

Ericson, David P. and Frederick S. Ellet, Jr., "Interpretation, Understanding, and Educational Research," Teachers College Record, 83(Summer, 1982), 497-513., David P. Ericson and Frederick S. Ellet Jr.

Annotation: Describes and critiques the empirical science approach to educational research and suggests the usefulness of seeking interpretive understanding.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Hermeneutic Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Comparisons Among Inquiry Modes

 

Eryaman, Mustafaf Yunas, "A Hermeneutic Approach Toward Integrating Technology into Schools: Policy and Practice," pp. 143-160 in Sharon Y. Tettegah and Richard C. Hunter, eds., Technology and Education: Issues in Administration, Policy, and Applications in K12 Schools. New York: Elsevier, 2006., Mustafaf Yunas Eryaman

Annotation: Advocates a hermeneutic approach (rather than a technical-procedural approach) to policymaking and evaluation; illustrates this approach in a case study of a classroom in Istanbul, Turkey.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Inquiry Guidelines, Curriculum Evaluation
Source Discipline: Education
Mode of Inquiry in the Study: Hermeneutic Inquiry
Type of Study: Single Study
Narrow Topic: Media and Computers in Curriculum Development, Knowledge Generation

 

Ewert, Gerry D., "Habermas and Education: A Comprehensive Overview of the Influence of Habermas in Educational Literature," Review of Educational Research, 61 (Fall, 1991), 345-378.*, Gerry D. Ewert

Annotation: Presents a summary of articles published between 1972 and 1987 by Habermas; gives implications for education; suggests applications.

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

 

Fairbanks, Colleen M., "Telling Stories: Reading and Writing Research Narratives," Journal of Curriculum and Supervision, 11 (Summer, 1996), 320-340.*, Colleen M. Fairbanks

Annotation: Describes the nature of narrative inquiry and its many facets; draws on the work of Reissman, Geertz, Bruner, and Atkinson, among others.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

Fay, Brian, Critical Social Science: Liberation and Its Limits . Ithaca, NY: Cornell University Press, 1987., Brian Fay

Annotation: Provides a thorough-going primer on critical social science including its politics.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum and Politics

 

Fay, Brian, "How People Change Themselves: The Relationship Between Critical Theory and Its Audience," pp. 200-233, 266-269 in T. Ball, ed., Political Theory and Praxis: New Perspectives . Minneapolis, MN: University of Minnesota Press, 1977. Reprinted pp. 55-92 in John W. Smyth, ed., Reflection in Action . Victoria: Deakin Univeristy, 1986., Brian Fay

Annotation: Describes how critical theory differs from instrumentalist theory; poses and answers objections to an educative model of how change can be brought about.

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

 

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