Broad Topical Focus - Curriculum Inquiry Guidelines

 

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Kemmis, Stephen, "Theorizing Educational Practice," pp, 1-17 in Wilfred Carr, For Education: Towards Critical Educational Inquiry. Philadelphia: Open University Press, 1995., Stephen Kemmis

Annotation: Traces origins and uses of four views of the relation of theory and practice: as guide, as applied, as thought-and-action, and as mutually constituent of one another.

Broad Topical Focus: Curriculum Inquiry Guidelines, Relation of Curriculum Research to Practice
Source Discipline: Education
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum Theory Creation and Uses

Kemmis, Stephen, and Giovanna Di Chiro, "Emerging and Evolving Issues of Action Research Praxis: An Australian Perspective," Peabody Journal of Education, 64(Spring, 1987), 101-130., Stephen Kemmis and Giovanna Di Chiro

Annotation: Discusses issues in action research in Australia where leading critical inquiry has evolved.

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

Kemmis, Stephen, and Robin McTaggart, "Participatory Action Research," pp. 567-605 in Norman K. Denzin and Yvonne S. Lincoln, eds., The Handbook of Qualitative Research, 2nd ed. Thousand Oaks, CA: Sage Publications, 2000., Stephen Kemmis and Robin McTaggart

Annotation: Defines and criticizes several types of action research, discusses five traditions of studying practice with their characteristic methods and techniques, and analyzes relationships among the traditions; identifies key features of participatory action research.

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

Kemmis, Stephen, and Robin McTaggart, The Action Research Planner. Geelong, Victoria, Australia: Deakin University Press, 1982., Stephen Kemmis and Robin McTaggart

Annotation: Describes briefly how to do action research with step-by-step guidelines.

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

Kennedy, Mary M., "Defining a Literature," Educational Researcher, 36(April, 2007), 139-147., Mary M. Kennedy

Annotation: Classifies different types of literature reviews and explores several issues related to determining the body of literature appropriate to each type; stipulates various distinctions and illustrates them with examples.

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

Kennedy, Mary M., "The Connection between Research and Practice," Educational Researcher, 26(October, 1997), 4-12., Mary M. Kennedy

Annotation: Reviews four hypotheses concerned with the lack of connection between educational research and practice.

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

Kennedy, Mary M., "Working Knowledge," Knowledge: Creation, Diffusion, Utilization, 5(December, 1983), 193-211., Mary M. Kennedy

Annotation: Describes in a general context the use of knowledge in practice and related issues.

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

Kenny, W. Robert, and Arden D. Grotelueschen, "Making the Case for Case Study," Journal of Curriculum Studies, 16(January-March, 1984), 37-51.*, W. Robert Kenny and Arden D. Grotelueschen

Annotation: Anayzes four epistemological arguments for the case study in educational research.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Ethnographic Inquiry
Type of Study: Case Study
Narrow Topic: Knowledge Generation, Comparisons Among Inquiry Modes

Kimball, Bruce A., "Curriculum History: The Problems in Writing About Higher Education," pp. 48-65 in Craig Kridel, ed., Curriculum History . Lanham, MD: University Press of America, 1989., Bruce A. Kimball

Annotation: Reviews problems of writing history of curriculum in higher education.

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, Higher Education Curriculum

Kincheloe, Joe L., "Critical Pedagogy in the Twenty-first Century," pp. 9-42 in Peter McLaren and Joe L. Kincheloe, eds., Critical Pedagogy: Where are We Now? New York: Peter Lang, 2007., Joe L. Kincheloe

Annotation: Traces the scholarly work in and the challenges ahead of the field of study called critical pedagogy; reviews and assesses its purposes, assumptions, methods of inquiry, and significance; identifies qualitative standards for its work.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum, Democratic Education

Kincheloe, Joe L., Teachers as Researchers: Qualitative Inquiry as a Path to Empowerment. Bristol, PA: Falmer Press, 1991., Joe L. Kincheloe

Annotation: Explores many facets of teachers as researchers from the critical theory perspective, including the nature of positivism and certainty, the qualitative alternative, and the role of values and ideology in inquiry.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teacher Research, Value Assumptions and Ideologies in Curriculum, Qualitative Research, Comparisons Among Inquiry Modes

Kincheloe, Joe L., and Peter L. McLaren, "Rethinking Critical Theory and Qualitative Research" pp. 138-157 in Norman Denzin and Yvonna Lincoln, eds., Handbook of Qualitative Research. Newbury Park, CA: Sage, 1994. *, Joe L. Kincheloe and Peter L. McLaren

Annotation: Traces the roots and development of critical research and its processes and employment in critical ethnography.

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

King, Jean A., "Evaluative Inquiry: Situational Assessment," pp. 259-270 in Edmund C. Short, ed., Forms of Curriculum Inquiry . Albany, NY: SUNY Press, 1991.*, Jean A. King

Annotation: Describes the processes of evaluative inquiry in curriculum.

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

King, Jean A., "Methodological Pluralism and Curriculum Inquiry," Curriculum Inquiry, 11(Summer, 1981), 167-174.*, Jean A. King

Annotation: Makes the case for methodogical pluralism in curriculum inquiry.

Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum Inquiry Guidelines, Curriculum Theorists, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry, Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum Theory Creation and Uses

King, Nigel, "Template Analysis," pp.118-134 in Gillian Symon and Catherine Cassell, eds., Qualitative Methods and Analyses in Organizational Research: A Practical Guide. London: Sage, 1998., Nigel King

Annotation: Describes and explains the use of template analysis in thematic coding of qualitative data; illustrated by reference to a study done by the author on managing mental health care.

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

Kirk, David, "Curriculum Reseach and Educational Praxis," Curriculum Perspectives, 9(October, 1989), 41-50.*, David Kirk

Annotation: Traces conceptions of curriculum and asserts that a structure/agency (Giddens) conception should guide ethnographic inquiry in curriculum research; discusses implications for curriculum research of praxis and distortion of reality.

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

Klein, M. Frances, Kenneth A. Tye, and Joyce E. Wright, "A Study of Schooling: Curriculum," Phi Delta Kappan, 61(December, 1979), 244-248.*, M. Frances Klein, Kenneth A. Tye, and Joyce E. Wright

Annotation: Provides the conceptual framework and examples of data gathered in the curriculum section of Goodlad's "A Study of Schooling."

Broad Topical Focus: Curriculum Research Domains and Structure, Curriculum Inquiry Guidelines, Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Survey
Narrow Topic: Knowledge Generation, Classics of Curriculum Literature

Klein, Susan S., "Research and Practice: Implications for Knowledge Synthesis in Education," Knowledge: Creation, Diffusion, Utilization, 11(September, 1989), 58-78. *, Susan S. Klein

Annotation: Summarize the status of knowledge synthesis authorities in education as supported by the U.S. Office of Educational Research and Improvement; offers guidelines for quality synthesis documents.

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

Kliebard, Herbert M., "Curriculum History," pp. 264-267 in Marvin C. Alkin, ed., Encyclopedia of Educational Research, 6th ed. New YorK: Macmillan, 1992.*, Herbert M. Kliebard

Annotation: Reviews the reinterpretations of early twentieth century curriculum reforms by studies done in the last twenty-five years; also reviews recent historical case studies of school system curricula and the recent attention given to how subjects arose and changed.

Broad Topical Focus: Curriculum Inquiry Guidelines,Curriculum Research Domains and Structure,Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Status Study
Narrow Topic: Knowledge Generation, Curriculum History

Kliebard, Herbert M., "The Search for Meaning in Progressive Education: Curriculum Conflict in the Context of Status Politics," pp. 231-252 in Herbert M. Kliebard, The Struggle for the American Curriculum, 1893-1958, 2nd ed. New York: Routledge, 1995. Reprinted pp. 271-292 in 3rd ed. New York: RoutlegeFalmer, 2004., Herbert M. Kliebard

Annotation: Explains the theoretical framework for the author's interpretation of curriculum history in the full volume in terms of status politics and the symbolic nature of interest-group struggles over curriculum during this period.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences, Curriculum Visions and Philosophies, Curriculum Inquiry Guidelines, Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Knowledge Generation, Value Assumptions and Ideologies in Curriculum

Kliebard, Herbert M., "Why History of Education?" The Journal of Educational Research, 88(March/April, 1995), 194-199.*, Herbert M. Kliebard

Annotation: Explains the limited use of historical inquiry in effecting contemporary policy and practice; asserts its role in reinterpreting old questions in the current setting.

Broad Topical Focus: Curriculum Inquiry Guidelines, Critique and Utilization of Curriculum Research and Inquiry, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Criticism of Schooling, Curriculum Aims and Objectives

Kliebard, Herbert M., and Barry M. Franklin, "The Course of the Course of Study: History of Curriculum," pp. 138-157 in John Hardin Best, ed., Historical Inquiry in Education: A Research Agenda . Washington, DC: American Educational Research Association, 1983.*, Herbert M. Kliebard and Barry M. Franklin

Annotation: Sets an agenda of historical work needed in the curriculum field.

Broad Topical Focus: Curriculum Inquiry Guidelines,Defining Curriculum Research Questions,Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, School Subjects

Kneller, George F., "Analysis," pp. 1-26 in his Movements of Thought in Modern Education . New York: John Wiley & Sons, 1984.*, George F. Kneller

Annotation: Sets forth the processes of philosophical analysis as they are applied in educational research.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Liberal Education/General Education, Authority of Teacher, Knowledge Generation

Koro-Ljungberg, Mirka, Diane Yendol-Hoppey, Jason Jude Smith, and Sharon B. Hayes, "(E)pistemological Awareness, Instantiation of Methods, and Uninformed Methodological Ambiguity in Qualitative Research Projects," Educational Researcher, 38(December, 2009), 687-699., Mirka Koro-Ljungberg, Diane Yendol-Hoppey, Jason Jude Smith, and Sharon B. Hayes

Annotation: Argues for making the research process, epistemologies, values, methodological decision points, and argumentative logic, open, accessible, and visible in qualitative research reports; analyzes a series of reports for how well they do this; contains a chart specifying for ten theoretical perspectives that have been used in qualitative research studies ten decision junctures reflecting these epistemological and methodological aspects.

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

Krall, Florence R., "From the Inside Out--Personal History as Educational Research," Educational Theory, 38(Fall, 1988), 467-479.*, Florence R. Krall

Annotation: Describes the use of personal history as a means of portraying one's interior world; suggests five movements in writing personal history.

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

Kramp, May Kay, "Exploring Life and Experience through Narrative Inquiry," pp. 103-122 in Kathleen de Marrais and Stephen D. Lapan, eds., Foundations for Research: Methods of Inquiry in Education and the Social Sciences. Mahwah, NJ: Lawrence Erlbaum, 2004., May Kay Kramp

Annotation: Explains in ordinary language what narrative inquiry is and what doing it involves.

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

Kridel, Craig, "Archival Repositories and the Preservation of the Present," JCT: Journal of Curriculum Theorizing, 13(Fall, 1997), 34-35., Craig Kridel

Annotation: Makes a plea to preserve documents--even ephemeral work quickly replaced by later versions via electronic techniques--for the sake of future historians of education.

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

Kridel, Craig, ed., Writing Educational Biography: Explorations in Qualitative Research. Levttown, PA: Garland, 1998., Craig Kridel

Annotation: Explores the experiences of educational biographers as they write biographies.

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

Krippendorff, Klaus, Content Analysis: An Introduction to its Methodology . Beverly Hills, CA: Sage, 1980., Klaus Krippendorff

Annotation: Presents a detailed description of content analysis methodology.

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

Kuiper, Wilmad, Nienke Nieveen, and Irene Visscher-Voerman, "Curriculum Development from a Technical-Professional Perspective," pp. 177-198 in Jan van den Akker, Wilmad Kuiper, and Uwe Hameyer, eds., Curriculum Landscapes and Trends. Dordrecht: Kluwer Academic Publishers, 2003., Wilmad Kuiper, Nienke Nieveen, and Irene Visscher-Voerman

Annotation: Focuses on the formulation and use of design methodologies and practices in the Netherlands with illustrative examples.

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

Kulik, James A., and Chen-Lin C. Kulick, "Meta-Analysis in Education," Special Issue, International Journal of Educational Research, 13(1989), 221-340., James A. Kulik and Chen-Lin C. Kulick

Annotation: Surveys current status of methodolgy of meta-analysis and summarizes findings in design features, instructional systems and design, curriculum innovation, teacher education and evaluation, class and school organization, equity, and lessons from meta-analysis.

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

Kyle, Diane Wells, and Ric A. Hovda, "Action Research: Comments on Current Trends and Future Possibilities," Peabody Journal of Education, 64(Spring, 1987), 170-175., Diane Wells Kyle and Ric A. Hovda

Annotation: Comments on issues raised by authors in this special theme issue of Peabody Journal of Education..

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

Kyle, Diane Wells, and Ric A. Hovda, "Teachers as Action Researchers: A Discussion of Developmental, Organizational, and Policy Issues," Peabody Journal of Education, 64(Winter, 1987), 80-95., Diane Wells Kyle and Ric A. Hovda

Annotation: Describes a teachers' study group in action and how they carried out their research.

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

Kyle, Diane W., and Gail McCutcheon, "Collaborative Research: Development and Issues," Journal of Curriculum Studies, 16(April-June, 1984), 173-179., Diane W. Kyle and Gail McCutcheon

Annotation: Discusses several aspects of doing collaborative research, including related issues.

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, Teacher Research

Kyle, Diane W., and Gail McCutcheon, "Collaborative Research: Development and Issues," Journal of Curriculum Studies, 16 (April-June, 1984), 173-179.*, Diane W. Kyle and Gail McCutcheon

Annotation: Reports results of interviews with teachers doing collaborative research projects on problems they encountered.

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

Ladas, Harold, "Summarizing Research: A Case Study," Review of Educational Research, 50(Winter, 1980), 597-624., Harold Ladas

Annotation: Provides a discussion of a case study in summarizing experimental research on note taking; ends with recommendations based on analyses of the case study.

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

Ladwig, James G., Academic Distinctions: Theory and Methodology in the Sociology of School Knowledge. New York: Routledge, 1996., James G. Ladwig

Annotation: Traces the developments of the field of inquiry known as the "sociology of school knowledge," provides critiques of its works, and offers a direction for its future that preserves multiple perspectives.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Knowledge Generation

Lakomski, Gabriele, "Critical Theory," pp. 187-192 in Torsten Husen and Thomas N. Postlethwaite, eds., International Encyclopedia of Education, Supplement Volume One. New York: Pergamon, 1988., Gabriele Lakomski

Annotation: Reviews Habermas' view of critical theory with some reference to its use in curriculum inquiry.

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

Lakomski, Gabriele, "Unity over Diversity: Coherence and Realism in Educational Research," Curriculum Inquiry, 22(Summer, 1992), 191-203., Gabriele Lakomski

Annotation: Makes a case against interpretist modes of inquiry as differenct in kind from empiricist modes of inquiry; Eisner responds in an article, pp. 205-209.

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

Lamberg, Teruni D., and James A. Middleton, "Design Research Perspectives on Transitioning from Individual Microgenetic Interviews to a Whole-Class Teaching Experiment," Educational Researcher, 38(May, 2009), 233-245., Teruni D. Lamberg and James A. Middleton

Annotation: Provides a description of a compleat cycle of design research and illustrates its use in a study of ways students conceptualize their understanding of factions as quotients enroute to developing iterations of whole-class teaching procedures for this topic.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Development as Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Mathematics, Teaching/Learning Process

Lancy, David F. Qualitative Research in Education: An Introduction to the Major Traditions. White Plains, NY: Longman, 1993., David F. Lancy

Annotation: Gives overviews of traditions and processes of eight forms of qualitative research in education from anthropology to historical.

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

Landsbergen, David, and Barry Bozeman, "Credibility Logic and Policy Analysis," Knowledge: Creation, Diffusion, Utilization, 8(June, 1987), 625-648., David Landsbergen and Barry Bozeman

Annotation: Discusses issues of credibility and methodology in policy analysis research.

Broad Topical Focus: Curriculum Policies and Policy Making, 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: Curriculum Deliberation, Knowledge Generation

Larsen, Judith K., "Knowledge Utilization: What is It?" Knowledge: Creation, Diffusion, Utilization, 1(March, 1980), 421-442., Judith K. Larsen

Annotation: Provides a summary of research on knowledge utilization.

Broad Topical Focus: Curriculum Inquiry Guidelines, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Utilization

Larson, Ruth M., "Bibliography on Curriculum Research," pp. 278-304 in Arthur W. Foshay, et al., Research for Curriculum Improvement. 1957 ASCD Yearbook. Washington, DC: Association for Supervision and Curriculum Development, 1957., Ruth M. Larson

Annotation: Lists and summarizes exemplary research studies, citations on research methods and techniques, and general reference guides and sources in education.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Bibliographic Compilation
Narrow Topic: Literature of Curriculum

Lather, Patti, "Critical Frames in Educational Research: Feminist and Post-Structural Perspectives," Theory into Practice, 31(Spring, 1992), 87-99., Patti Lather

Annotation: Contrasts positivist and several post-positivist paradigms for educational research within a critical perspective.

Broad Topical Focus: Curriculum Inquiry Guidelines
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

Lather, Patti, Getting Smart: Feminist Research and Pedagogy with/in the Postmodern . New York: Routledge, 1991., Patti Lather

Annotation: Collects four previously published articles by the author and three new chapters on aspects of the topic.

Broad Topical Focus: Curriculum Inquiry Guidelines, Relation of Curriculum Research to Practice
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum

Lather, Patti, "Ideology and Methodological Attitude," JCT : An Interdisciplinary Journal of Curriculum Studies, 9 (Summer, 1989), 7-26., Patti Lather

Annotation: Discusses the politics of educational research methodology from the critical and poststructuralist perspectives.

Broad Topical Focus: Curriculum Inquiry Guidelines
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

Lather, Patti, "Postmodernism and the Politics of Enlightenment," Educational Foundations, 3(Fall, 1989), 7-28.*, Patti Lather

Annotation: Lays out within a poststructuralist framework the problem of power and conventional discourse analysis and the need for educational discourse to resolve the contradictions of theory and practice.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Contexts and Societal Influences
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

Lather, Patti, "Research as Praxis," Harvard Educational Review, 56(August, 1986), 257-277.*, Patti Lather

Annotation: Describes research approaches designed to critique and act on educational problems from a critical emancipatory perspective.

Broad Topical Focus: Curriculum Inquiry Guidelines
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, Curriculum Theory Creation and Uses

Lather, Patti, "Scientific Research in Education: A Critical Perspective," Journal of Curriculum and Supervision, 20(Fall, 2004), 14-30., Patti Lather

Annotation: Takes up the issue of governmental legislating of particular forms of scientific research methods, argues for critical action to counter this trend, and discusses three ways of doing this.

Broad Topical Focus: Curriculum Inquiry Guidelines, Critique and Utilization of Curriculum Research and Inquiry, Curriculum Research and Inquiry-General
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Critical Inquiry, Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Knowledge Utilization, Government Role in Educational Research & Development, Freedom/Authority and Curriculum, Qualitative Research, Value Assumptions and Ideologies in Curriculum

Lather, Patti, "This is Your Father's Paradigm: Government Intrusion and the Case of Qualitative Research in Education," Qualitative Inquiry, 10(February, 2004), 15-34., Patti Lather

Annotation: Critiques U. S. government's legislating "scientific" method through NCLB Act by employing three critical approaches.

Broad Topical Focus: Curriculum Inquiry Guidelines, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Qualitative Research, Government Role in Educational Research & Development, Value Assumptions and Ideologies in Curriculum

Lather, Patti, "To Be of Use: The Work of Reviewing," Review of Educational Research, 69(Spring, 1997), 2-7., Patti Lather

Annotation: Discusses what we can know from a review, who benefits from a review, and actions implied by a review.

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

Lawler, Edward E. III, et al, Doing Research That is Useful for Theory and Practice. San Francisco: Jossey-Bass, 1985., Edward E. Lawler III

Annotation: Describes practice-oriented inquiry focused largely on organizational research in social science.

Broad Topical Focus: Curriculum Inquiry Guidelines, Relation of Curriculum Research to Practice
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Practical Knowledge, Organization Theory

Lawn, Martin, and Len Barton, "Curriculum Politics and Emancipation," pp. 237-247 in Martin Lawn and Len Barton, Rethinking Curriculum Studies . New York: Halsted Press, 1981., Martin Lawn and Len Barton

Annotation: Takes stock of current research in curriculum studies and challenges researchers not to act as unwitting agents of the state.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry, Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Curriculum and Politics, Freedom/Authority and Curriculum, Knowledge Generation

Lawn, Martin, and Len Barton, "Curriculum Studies: Reconceptualism or Reconstruction?" The Journal of Curriculum Theorizing, 2(Winter, 1980), 47-56., Martin Lawn and Len Barton

Annotation: Summarizes and contrasts the curriculum literature based on technical, humanistic, and political paradigms.

Broad Topical Focus: Curriculum as a Field of Practice and Study, Curriculum Inquiry Guidelines, Inquiry Language in Curriculum Research, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Multiple/Mixed Forms of Inquiry
Type of Study: Status Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum, Literature of Curriculum

Lawrence-Lightfoot, Sara, and Jessica Hoffman Davis, The Art and Science of Portraiture. San Francisco: Jossey-Bass, 1997., Sara Lawrence-Lightfoot and Jessica Hoffman Davis

Annotation: Describes and illustrates the use of aesthetic approaches to educational inquiry using portraiture.

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

LeCompte, Margaret D., and Judith Preissle Goetz, "Problems of Reliability and Validity in Ethnographic Research," Review of Educational Research, 52(Spring, 1982), 31-60.*, Margaret D. LeCompte and Judith Preissle Goetz

Annotation: Reviews threats to and strategies to enhance credibility in ethnographic research.

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

LeCompte, Margaret D., and Jean J. Schensul, Designing and Conducting Ethnographic Research. Walnut Creek, CA: Altamira Press, 1999., Margaret D. LeCompte and Jean J. Schensul

Annotation: Provides an overview of steps and procedures in doing ethnographic research; five related books from the same authors and publisher cover the same ground in more detail.

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

LeCompte, Margaret, Wendy L. Milroy, and Judith Preissle, eds., The Handbook of Qualitative Research in Education. San Diego: Academic Press, 1992., Margaret LeCompte, Wendy L. Milroy, and Judith Preissle

Annotation: Comprises 18 chapters on forms, methods, issues, and applications of ethnographic inquiry in education.

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

Lee, Diane M., "Relativistic Operations: A Framework for Conceptualizing Teachers' Everyday Problem Solving," pp. 73-86 in Jan D. Sinnott and John C. Cavanaugh, Bridging Paradigms: Positive Development in Adulthood and Cognitive Aging. New York: Praeger, 1989.*, Diane M. Lee

Annotation: Describes teachers' use of all-structured problems within J. D. Sinnott's concept of "relativistic operations".

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, Teaching/Learning Process

Lemesianow, Christine A., and Jamie Grinberg, "Criticality in Education Research." pp. 211-233 in Kenneth Tobin and Joe L. Kincheloe, eds., Doing Educational Research: A Handbook. Rotterdam: Sense Publishers, 2006., Christine A. Lemesianow and Jamie Grinberg

Annotation: Analyzes processes involved in doing critical inquiry in education and discusses an example of a previously published study using this approach.

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

Leonard, J. Paul, "The Revisionist Historians and Educational Theory," pp. 31-33 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., J. Paul Leonard

Annotation: Points out some limitations of revisionist historians' views of educational theory.

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

Les, Tomasz, "The Role of Philosophical Analysis in Educatronal Research" Educatiomal Philosophy and Theory, 53(2, 2021), 140-150., Tomasz Les

Annotation: Indicates how this method is used to elucidate descriptive concepts and their relationships in any form of research; also in the analysis of assumptions, systems, and values behind these concepts; it is ultmately critical in its purpose; its limitations are also discuessed.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry - Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Comparisons Among Inquiry Modes, Knowledge Generation

Levine, Harold G., "Principles of Data Storage and Retrieval for Use in Qualitative Evaluations," Educational Evaluation and Policy Analysis, 7(Summer, 1985), 169-186.*, Harold G. Levine

Annotation: Describes procedures for data formatting, cross-referral, indexing, abstracting, and pagination for use in qualitative evaluation studies.

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

Lewy, Arieh, "Theory and Practice in Curriculum Evaluation: The Lack of Balance Between Two Types of Studies," Studies in Educational Evaluation, 1(Spring, 1975), 1-4., Arieh Lewy

Annotation: Distinguishes between studies presenting evaluative theory and those describing empirical evaluations.

Broad Topical Focus: Curriculum Evaluation,Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Philosophical Inquiry-Ampliative Criticism,Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

Lieberman, Ann, "The Meaning of Scholary Activity and the Building of Community," Educational Researcher, 21(August-September, 1992), 5-12.*, Ann Lieberman

Annotation: Discusses ways to connect research and practice in education and gives examples of work being done collaboratively.

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

Lincoln, Yvonna, and Egon Guba, "Designing a Naturalistic Inquiry," pp. 221-249 in Yvonna Lincoln and Egon Guba, Naturalistic Inquiry. Beverly Hills, CA: Sage, 1985.*, Yvonna Lincoln and Egon Guba

Annotation: Defines 10 elements to be confronted in designing a naturalistic inquiry.

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

Lincoln, Yvonna, and Egon Guba, "Postpositivism and the Naturalist Paradigm," pp. 14-46 in Yvonna Lincoln and Egon Guba, Naturalistic Inquiry . Beverly Hills, CA: Sage, 1985.*, Yvonna Lincoln and Egon Guba

Annotation: Reviews the assumptions and criticisms associated with the positivist paradigm of inquiry and sets forth the axioms of the postpositivist naturalistic paradigm.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than 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

Lincoln, Yvonna, and Egon G. Guba, Naturalistic Inquiry. Beverly Hills, CA: Sage, 1985., Yvonna Lincoln and Egon G. Guba

Annotation: Provides a comprehensive treatment of various aspects of conducting studies using naturalistic inquiry approaches.

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

Lincoln, Yvonna S., "Curriculum Studies and the Traditions of Inquiry: The Humanistic Tradition," pp. 79-97 in Philip W. Jackson, ed., Handbook of Research on Curriculum. New York: Macmillan, 1992., Yvonna S. Lincoln

Annotation: Reviews historical (traditional, reconceptualist), political, aesthetic, critical, phenomenologist, and feminist traditions of curriculum inquiry.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism, Phenomenological Inquiry, Critical Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum, Comparisons Among Inquiry Modes

Lincoln, Yvonna S., and Egan G. Egon, "Paradigmatic Controversies, Contradictions, and Emerging Confluences," pp. 163-188 in Norman K. Denzin and Yvonna S. Lincoln , eds., The Handbook of Qualitative Research, 2nd ed. Thousand Oaks, CA: Sage Publications, 2000., Yvonna S. Lincoln and Egan G. Egon

Annotation: Presents five paradigms of qualitative research (postivism, postpositivism, critical theory, constructivism, participatory) with basic beliefs in each, and analyzes positions each of them take on thirteen issues (e. g., criteria of quality, control, voice).

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

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

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

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

Liston, Daniel P., "On Facts and Values: An Analysis of Radical Curriculum Studies," Educational Theory, 36(Spring, 1986), 137-152., Daniel P. Liston

Annotation: Discusses the use of radical and critical approaches to curriculum studies with respect to prescriptive and explanatory analyses.

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

Livingston, Grace, "Beyond Watching over Established Ways: A Review as Recasting the Literature, Recasting the Lived," Review of Educational Research, 69(Spring, 1999), 9-19., Grace Livingston

Annotation: Speaks of reviewing as using the metaphor of recasting of knowledge and practice rather than of stocktaking or stockpiling.

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

Llewellyn, Marilyn, "Embracing a Language of Spiritual Inquiry," pp. 97-109 in Noreen B. Garman and Maria Piantanida, eds., The Authority to Imagine: The Struggle toward Representation in Dissertation Writing. New York: Peter Lang, 2006., Marilyn Llewellyn

Annotation: Expresses ways to engage spiritual language in the study of classroom relationships.

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

Llorens, Mary Beth, "Action Research: Are Teachers Finding their Voice?" The Elementary School Journal, 95(September, 1994), 3-10., Mary Beth Llorens

Annotation: Discusses the lack of teachers' voices in action research.

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

Longstreet, Wilma S., "Action Research: A Paradigm," The Educational Forum, 46(Winter, 1982), 135-158.*, Wilma S. Longstreet

Annotation: Contrasts the scientific, the humanistic, and the action-research paradigms, and discusses the uses and methods of action research.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum, Comparisons Among Inquiry Modes

Louis, Karen Seashore, "Knowledge Producers and Policymakers: Kissing Kin or Squabbling Siblings?" pp. 219-238 in Nina Bascia, Alister Cumming, Amanda Datgrow, Kenneth Leithwood, and David Livingstone, eds., International Handbook of Educational Policy, Part One. Dordrecht: Springer, 2005., Karen Seashore Louis

Annotation: Discusses issues arising between researchers and policymakers regarding knowledge use.

Broad Topical Focus: Critique and Utilization of Curriculum Research and Inquiry, Curriculum Inquiry Guidelines, Curriculum Policies and Policy Making
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Knowledge Utilization

Lundgren, Ulf P., "Educational Process Analysis- A Contribution of Methods for Curriculum Theory and Curriculum Planning," Classroom Interaction Newsletter, 7(May, 1972), 58-69., Ulf P. Lundgren

Annotation: Describes methods of analyzing educational processes related to curriculum and curriculum planning.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Decision-making Processes, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Evaluative Inquiry, Development as Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teacher Planning

Lutz, Frank W., and Lawrence Iannaccone, Understanding Educational Organizations: A Field Study Approach . Columbus, OH: Charles E. Merrill, 1969., Frank W. Lutz and Lawrence Iannaccone

Annotation: Describes field study methods of studying educational organizations.

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, Organization Theory

Lutz, Frank W., and Margaret A. Ramsey, "The Use of Anthropological Field Methods In Education," Educational Researcher, 3(November, 1974), 5-9.*, Frank W. Lutz and Margaret A. Ramsey

Annotation: Describes briefly procedures for using anthropological field methods of research 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

Lyons, Nora, "Narrative Inquiry: What Possible Future Influence on Policy and Practice," pp. 600-631 in D. Jean Clandinin, ed., Handbook of Narrative Inquiry: Mapping a Methodology. Thousand Oaks, CA: Sage, 2007., Nora Lyons

Annotation: Discusses the relationship of narrative inquiry to "scientifically-based research;" summarizes the nature of interpretive inquiry and the increasing use of narrative inquiry in law, medicine, and education; and highlights ways its results can relate to policy and practice.

Broad Topical Focus: Curriculum Inquiry Guidelines, Relation of Curriculum Research to Practice, Curriculum Policies and Policy Making
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

Lytle, Susan L., and Marilyn Cochran-Smith, "Learning from Teacher Research: A Working Typology," Teachers College Record, 92(Fall, 1990), 83-103.*, Susan L. Lytle and Marilyn Cochran-Smith

Annotation: Describes and illustrates journals, essays, oral processes, and classroom studies used by teacher researchers.

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

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

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

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

Macdonald, James B., "An Example of Disciplined Curriculum Thinking," Theory into Practice, 6(October, 1967), 166-171.*, James B. Macdonald

Annotation: Discusses and gives and example of curriculum theorizing as an action framework with curriculum development as one of four subsystems.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum

Macdonald, James B., "Theory-Practice and the Hermeneutic Circle,"The Journal of Curriculum Theorizing, 3(Summer,1981), 130-138 . Reprinted pp. 101-113 in William F. Pinar, ed., Contemporary Curriculum Discourses . Scottsdale, AZ: Gorsuch Scarisbrick, 1988.*, James B. Macdonald

Annotation: Traces the role of interpretive understanding in curriculum theory and practice.

Broad Topical Focus: Curriculum Inquiry Guidelines, Relation of Curriculum Research to Practice, Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Hermeneutic Inquiry, Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum Theory Creation and Uses

Macdonald, James B., and James D. Raths, "Curriculum Research: Problems, Techniques, and Prospects," Review of Educational Research, 33(June,1963), 322-329., James B. Macdonald and James D. Raths

Annotation: Examines current state of curriculum research, the problems of theory, definition of situations to be researched, design, and related issues.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research and Inquiry-General, Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation

MacLure, Maggie, "'Clarity Bordering on Stupidity': Where's the Quality in Systemic Review," Journal of Educational Policy, 20(No. 4, 2005), 393-416. Reprinted pp. 45-70 in Bridget Somekh and Thomas A. Schwandt, eds., Knowledge Production: Research Work in Interesting Times. New York: Routledge, 2007., Maggie MacLure

Annotation: Critiques the approach to doing research reviews labeled "systematic review" that ignores nuanced reading, writing, and interpretation of all studies on a given topic and that resorts to narrow protocols of government defined "evidenced-based research."

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

Madey, Doren L., "Some Benefits of Integrating Qualitative and Quantitative Methods in Program Evaluation, with Illustrations," Educational Evaluation and Policy Analysis, 4(Summer, 1982), 223-236.*, Doren L. Madey

Annotation: Describes and illustrates the use of evaluation methods that integrate quantitative and qualitative approaches.

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

Magrini, James M., New Approaches to Curriculum as Phenomenological Text: Continental Philosophy and Ontological Inquiry. New York: Palgrave Macmillan, 2015., James M. Magrini

Annotation: Contains three articles with an introduction and an epilogue; analyzes a theory of curriculum grounded in ontological not metaphysical instrumentalism; treats a phenomenology of nature.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum Theory Creation and Uses

Magrini, James M., "Phenomenology and Curriculum Inquiry: Understanding the Methods of Willis, Van Manen, and Heidegger," pp. 62-84 in James M. Magrini, Social Efficiency and Instrumentalism in Education: Essays in Ontology, Phenomenology, and Philosophical Hermeneutics. New York: Routledge, 2014., James M. Magrini

Annotation: Discusses the approaches to phenomenological inquiry of leading curriculum scholars in relation to Heidegger's work; gives a defense of phenomenological inquiry.

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

Magrini, James M., "Philosophical Hermeneutics," pp. 85-111 in James M. Magrini, Social Efficiency and Instrumentalism in Education: Essays in Ontology, Phenomenology, and Philosophical Hermeneutics. New York: Routledge, 2014., James M. Magrini

Annotation: Explores philosophical hermeneutics by reference to philosophers from Socates to Gadamer; discusses the notion of Bildung; notes the work of curriculum scholars (Huebner, Macdonald, among others) in relation to this topic.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Conceptions and Theories
Source Discipline: Education
Mode of Inquiry in the Study: Hermeneutic Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Knowledge Generation

Majchrzak, Ann, Methods for Policy Research. Beverly Hills, CA: Sage, 1984., Ann Majchrzak

Annotation: Gives basic procedures for conducting policy research in the context of related issues.

Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum Inquiry Guidelines, Curriculum Policies and Policy Making
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Knowledge Generation

Maling, Jillian, and Bruce Keepes, "Educational Research and Evaluation," pp. 265-285 in Elliot W. Eisner, ed., Learning and Teaching the Ways of Knowing, 84th Yearbook of the NSSE, Part II. Chicago: University of Chicago Press, 1985., Jillian Maling and Bruce Keepes

Annotation: Gives some criticisms of the dominant paradigm and notes some recent developments in its use; describes the alternative qualitative paradigm; urges training in these approaches.

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

Mann, John S., "Curriculum Criticism," Teachers College Record, 71(1969), 27-40. Reprinted pp. 133-148 in William F. Pinar, ed., Curriculum Theorizing . Berkeley, CA: McCutchan, 1975. Also reprinted pp. 72-90 in George Willis, ed., Qualitative Evalution . Berkeley, CA: McCutchan, 1978., John S. Mann

Annotation: Shows how the processes of aesthetic criticism can be applied to curriculum phenomena.

Broad Topical Focus: 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

Marshall, Catherine, and Gretchen B. Rossman, Designing Qualitative Research, 3rd ed. Thousand Oaks, CA: Sage, 1999., Catherine Marshall and Gretchen B. Rossman

Annotation: Provides section-by-section guidance on developing a proposal for doing qualitative educational research.

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

Marshall, Catherine, and Gretchen B. Rossman, Designing Qualitative Research. Newbury Park, CA: Sage, 1989., Catherine Marshall and Gretchen B. Rossman

Annotation: Describes all phases of planning and conducting qualitative research.

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

Marshall, James, "Honors: An Educational Criticism," pp. 296-302 in Elliot W. Eisner, ed., The Educational Imagination . New York: Macmillan, 1985., James Marshall

Annotation: Describes an honors class using educational criticism.

Broad Topical Focus: 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

Marshall, James D., "John Dewey and Educational Research," Journal of Research and Development in Education, 17(Spring, 1984), 66-77.*, James D. Marshall

Annotation: Examines Dewey's account of the scientific method in relation to perceptions of his method.

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

Marsh, Colin J., "Integrative Inquiry: The Research Synthesis," pp. 271-283 in Edmund C. Short, ed., Forms of Curriculum Inquiry . Albany, NY: SUNY Press, 1991.*, Colin J. Marsh

Annotation: Describes the processes of doing integrative inquiry in curriculum.

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