Broad Topical Focus - Curriculum Inquiry Guidelines

 

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Martinello, Marian L., and Gillian E. Cook, "Interdisciplinary Qualities of Inquiry," The Educational Forum, 58(Fall, 1993), 36-47.*, Marian L. Martinello and Gillian E. Cook

Annotation: Examines the modes of inquiry in the literary arts, the fine and performing arts, mathematics, the natural and social sciences, and the humanities; also examines the influences on and products of inquiry.

Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum Integration

Mathison, Sandra, "Why Triangulate?" Educational Researcher, 17(March, 1988), 13-17.*, Sandra Mathison

Annotation: Discusses methods and purposes of scientific data triangulation as a basis for constructing plausible explanations.

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

Maxwell, Joseph A., "Causal Explanation, Qualitative Research, and Scientific Inquiry in Education," Educational Researcher, 33(March, 2004), 3-11., Joseph A. Maxwell

Annotation: Analyzes the difference between causality in scientific inquiry construed as "existing" and contrued as "how it occurs;" argues that the latter kind of causality can be seen through qualitative studies while the former through experiments.

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

Maxwell, Joseph A., "Understanding and Validity in Qualitative Research," Harvard Educational Review, 62(Fall, 1992), 279-300., Joseph A. Maxwell

Annotation: Presents five types of validity (descriptive, interpetive, theoretical, generalizability, and evaluative) and their implications for all kinds of inquiry.

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, Qualitative Research

Maykut, Pamela, and Richard Morehouse, Beginning Qualitative Research: A Philosophic and Practical Guide. Bristol, PA: Falmer Press, 1994., Pamela Maykut and Richard Morehouse

Annotation: Describes the various processes involved in conducting qualitative research.

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

May, Nick, "The Teacher-as-Researcher Movement in Britain," pp. 23-30 in William H. Schubert and Ann L. Schubert, eds., Conceptions of Curriculum Knowledge: Focus on Students and Teachers. University Park, PA: College of Education, Penn State University, 1982., Nick May

Annotation: Describes experiences of teachers who have become teacher-researchers.

Broad Topical Focus: 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 Research

Mazza, Karen A., "Reconceptual Inquiry as an Alternative Mode of Curriculum Theory and Practice: A Critical Study," Journal of Curriculum Theorizing, 4 (Summer, 1982), 5-89., Karen A. Mazza

Annotation: Critically examines the contributions of reconceptualists to curriculum theory and practice.

Broad Topical Focus: Curriculum Inquiry Guidelines,Curriculum Conceptions and Theories,Curriculum Research Domains and Structure,Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism,Aesthetic Inquiry and Curriculum Criticism,Phenomenological Inquiry,Critical Inquiry
Type of Study: Status Study
Narrow Topic: Curriculum History, Knowledge Generation

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

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

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

McCutcheon, Gail, "Educational Criticism: Methods and Application," The Journal of Curriculum Theorizing, 1(Summer, 1979), 5-25.*, Gail McCutcheon

Annotation: Describes the methods of using educational criticism in curriculum inquiry and gives an example.

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

McCutcheon, Gail, "Educational Criticism: Reflections and Reconsiderations," The Journal of Curriculum Theorizing, 4(Winter, 1982), 171-176., Gail McCutcheon

Annotation: Describes and critiques Eisner's educational criticism approach to research.

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

McCutcheon, Gail, "On the Interpretation of Classroom Observations," Educational Researcher, 10(May, 1981), 5-10.*, Gail McCutcheon

Annotation: Describes roles that interpretation plays in qualitative inquiry, distinguishes three types of interpretation, and identifies several related issues.

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, Classroom Observation & Research

McCutcheon, Gail, "Qualitative Curriculum Evaluation," pp. 1503-1506 in Harold E. Mitzel, ed., Encyclopedia of Educational Research, Fifth Edition. New York: Macmillan Free Press, 1982.*, Gail McCutcheon

Annotation: Reviews several forms of qualitative curriculum evaluation, their similarities, and their differences.

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

McCutcheon, Gail, "Ruminations on Methodology: Of Truth and Significance", pp. 277-285 in Egon G. Guba, ed., The Paradigm Dialog: Options for Social Science Inquiry. Newbury, CA: Sage, 1990.*, Gail McCutcheon

Annotation: Discusses the attempt to obtain truth and significance in alternative paradigm inquiry (qualitative).

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, Value Assumptions and Ideologies in Curriculum, Qualitative Research

McCutcheon, Gail, and Burga Jung, "Alternative Perspectives on Action Research," Theory Into Practice, 29(Summer, 1990), 144-151., Gail McCutcheon and Burga Jung

Annotation: Contracts the positivist, the interpretive, and the critical science perspectives and methods action research.

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

McCutcheon, Gail, and Burga Jung, "Alternative Perspectives on Action Research," Theory Into Practice, 29 (Summer, 1990), 144-151.*, Gail McCutcheon and Burga Jung

Annotation: Reviews positivist, interpretivist, and critical perspectives in action research; discusses problem formation, observations, etc., in relation to these perspectives.

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, Practical Knowledge, Comparisons Among Inquiry Modes

McDiarmid, Garnet, "The Development of a Conceptual Empirical Theory of Curriculum," Interchange, 18(Fall, 1987), 38-62.*, Garnet McDiarmid

Annotation: Proposes constituent elements of curriculum phenomena and their relationships and describes the development of socio-political hypothesis that could be tested.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Inquiry Guidelines, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum and Politics

McElroy, Lon, "Becoming Real: An Ethic at the Heart of Action Research," Theory Into Practice, 29(Summer, 1990), 209-213., Lon McElroy

Annotation: Reports a personal moral journey through a collaborative action research project.

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

McGrath, J. H., "The Shapes of Methodology," pp. 66-114 in his Research Methods and Designs for Education . Scranton, PA: International Textbook Co., 1970.*, J. H. McGrath

Annotation: Presents research designs for five classes of scientific inquiry.

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

McKenney, Susan, Nienke Nieveen, and Jan van den Akker, "Design Research from a Curriculum Perspective," pp.67-90 in Jan van den Akker, Loeno Gravemeijer, Susan McKenney, and Nienke Nieveen, eds., Educational Design Research. New York: Routledge, 2006.*, Susan McKenney, Nienke Nieveen, and Jan van den Akker

Annotation: Explicates a comprehensive conceptual model of design research for use in the curriculum development domain; offers three cases; discusses dilemmas and ways to foster rigorous design research.

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

McKenney, Susan , and Thomas C. Reeves, "Systematic Review of Design-Based Research Programs: Is a Little Knowledge a Dangerous Thing?" Educational Researcher, 42(No. 2, 2013), 97-100., Susan McKenney and Thomas C. Reeves

Annotation: Critiques and amends a previously published review of design-based research approaches by Anderson and Shattuck, 41(No. 1, 2012), 16-25.

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

McKenney, Susan, and Jan van den Akker, "Computer-based Support for Curriculum Designers: A Case of Developmental Research," Educational Technology Research and Development, 53(No. 2, 2005), 41-66., Susan McKenney and Jan van den Akker

Annotation: Highlights the research and development that took place in connection with exploring the potential of the computer to support curriculum materials development.

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: Materials Development and Evaluation, Knowledge Generation

McKernan, Jim, "Action Inquiry: Studied Enactment," pp. 309-326 in Edmund C. Short, ed., Forms of Curriculum Inquiry . Albany, NY: SUNY Press, 1991.*, Jim McKernan

Annotation: Describes the process of action inquiry in curriculum.

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

McKernan, Jim, "Action Research and Curriculum Development," Peabody Journal of Education, 64(Winter, 1987), 6-19., Jim McKernan

Annotation: Reviews the history of action research in curriculum development.

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, Curriculum History

McKernan, Jim, "An Historical Overview of Action Research, Philosophy, and Curriculum Improvement," pp. 129-144 in Craig Kridel, ed., Curriculum History . Lanham, MD: University Press of America, 1989., Jim McKernan

Annotation: Indicates the origins and development of action research in curriculum.

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, Curriculum History

McKernan, Jim, Curriculum Action Research: A Handbook of Methods and Resources for the Reflective Practitioner New York: St. Martin's Press, 1991., Jim McKernan

Annotation: Provides a comprehensive treatment of methods of action research with special reference to curriculum.

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

McKernan, Jim, "The Countenance of Currriculum Action Research: Traditional, Collaborative, and Emancipatory-Critical Conceptions," Journal of Curriculum and Supervision, 3(Spring, 1988), 173-200.*, Jim McKernan

Annotation: Gives an historical account of action research and presents three diverse conceptions of its use.

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: Single Study
Narrow Topic: Knowledge Generation

McKernan, Jim, "Varieties of Curriculum Action Research: Constraints and Typologies in American, British, and Irish Projects," Journal of Curriculum Studies, 25(September-October, 1993), 445-457., Jim McKernan

Annotation: Reports on studies of constraints on action research efforts, their benefits, and who action researchers read.

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, Comparative Curriculum

McKerrow, K. Kelly, and Joan E. McKerrow, "Naturalistic Misunderstanding of the Heisenberg Uncertainty Principle," Educational Researcher, 20 (January-February, 1991), 17-20., K. Kelly McKerrow and Joan E. McKerrow

Annotation: Exposes the misunderstanding of the Uncertainty Principle and its use in literature on naturalistic research.

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

McLaren, Peter, "Critical Theory and the Meaning of Hope," pp. ix-xxi in Henry A. Giroux, ed., Teachers as Intellectuals: Toward a Critical Pedagogy of Learning. Granby, MA: Bergin and Garvey, 1988.*, Peter McLaren

Annotation: Gives an overview of Giroux's previous books as well as this one.

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

McLaren, Peter L., and James M. Giarelli, "Introduction: Critical Theory and Educational Research," pp. 1-22 in Peter L. McLaren and James M. Giarelli, eds., Critical Theory and Educational Research. Albany, NY: SUNY Press, 1995., Peter L. McLaren and James M. Giarelli

Annotation: Provides a summary of the character and current status of critical theory and educational research and gives an overview of 15 essays in the book that mark the controversies and cutting-edge studies of the current work in critical educational research.

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

McLaughlin, Milbrey W., and D. C. Phillips, ed., Evaluation and Education: At Quarter Century, Ninetieth Yearbook of the National Society for the Study of Education, Part II. Chicago, IL: National Society for the Study of Education, 1991., Milbrey W. McLaughlin and D. C. Phillips

Annotation: Presents 11 classic contributions to the literature on program evaluation.

Broad Topical Focus: Curriculum Evaluation, Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Evaluative Inquiry
Type of Study: Collection of Studies
Narrow Topic: Program Audit/Evaluation

McLeod, John, "Curriculum as Anthropology," Curriculum Perspectives, 7(May, 1987), 17-21., John McLeod

Annotation: Discusses using metaphors as a way of conceptualizing curriculum; shows how curriculum action and curriculum description (as in anthropological research) can provide useful images.

Broad Topical Focus: Curriculum Conceptions and Theories, Inquiry Language in Curriculum Research, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses

McNeil, Linda McSpadden, and Eileen M. Coppola, "Official and Unofficial Stories: Getting at the Impact of Policy on Educational Practice," pp. 681-699 in Judith L. Green, Gregory Camilli, and Patricia B. Elmore, eds., Handbook of Complementary Methods in Education Research. Mahwah, NJ: Lawrence Erlbaum, 2006., Linda McSpadden McNeil and Eileen M. Coppola

Annotation: Describes critical, narrative, and evaluative approaches to analyzing curriculum policy impacts; gives two case studies.

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

McNiff, Joan. Action Research: Principles and Practice. London: Macmillan Education, 1988., Joan McNiff

Annotation: Describes the process and history of action research by teachers; gives case reports; provides practical guidance and questions/answers about action research.

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

McTaggart, Robin. Action Research: A Short Modern History. Geelong, Australia: Deakin University Press, 1991., Robin McTaggart

Annotation: Reviews U.S., Australia, and English British sources and practices related to action research in education.

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

McTaggart, Robin, "Action Research is a Broad Movement," Curriculum Perpectives, 11(October, 1991), 44-47., Robin McTaggart

Annotation: Traces the history of the rediscovery of action research in Australian and discusses its use in third world countries.

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, Curriculum History, Comparative Curriculum

McTaggart, Robin, "The Role of the Scholar in Action Research," pp. 1-16 in Michael P. Wolfe and Caroline R. Pryor, eds., The Mission of the Scholar: Research and Practice: A Tribute to Nelson Haggerson. New York: Peter Lang, 2002., Robin McTaggart

Annotation: Gives the author's own story of doing action research together with his views on aspects of action research and the role of the researcher in change.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Professors, Practical Knowledge

McTaggart, Robin, and Michael Garbutcheon Singh, "New Directions in Action Research," Curriculum Perspectives, 6(October, 1986), 42-46., Robin McTaggart and Michael Garbutcheon Singh

Annotation: Discusses critical methods in action research.

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

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

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

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

Merriam, Sharan B., Case Study Research in Education: A Qualitative Approach . San Francisco: Jossey-Bass, 1988., Sharan B. Merriam

Annotation: Discusses the planning and execution of case studies of the qualitative type.

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

Merriam, Sharan B., ed., Qualitative Research in Practice: Examples for Discussion and Analysis. San Francisco: Jossey-Bass, 2002., Sharan B. Merriam

Annotation: Gives two examples of research studies done in each of eight types of qualitative research.

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

Merriam, Sharan B., Qualitative Research and Case Study Applications in Education, Revised and Expanded. San Francisco: Jossey-Bass, 1997., Sharan B. Merriam

Annotation: Discusses the design of qualitative research, data collection and analysis, and writing of reports.

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

Mertler, Craig A., Action Research: Teachers as Researchers in the Classroom. Thousand Oaks, CA: Sage, 2006., Craig A. Mertler

Annotation: Gives detailed guidance for conducting all facets of an eight-step action research process.

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

Middleton, James, Stephen Gorard, Chris Taylor, and Brenda Bannen-Ritland, "The 'Compleat' Design Experiment," pp. 21-46 in Anthony E. Kelly, Richard A. Lesh, and John Y. Beck, eds., Handbook of Design Research Methods in Education. New York: Routledge, 2008., James Middleton, Stephen Gorard, Chris Taylor, and Brenda Bannen-Ritland

Annotation: Defines the grammar of the design research process in education (based on its practice in engineering); gives a multiple-phase model of the compleat design cycle; illustrates this with an extended example in mathematics instructional design.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Development as Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum Development Strategies, Mathematics

Miedema, Siebren, "The Theory-Practice Relation in Critical Pedagogy," Phenomenology + Pedagogy, 5(No. 3, 1987), 221-229.*, Siebren Miedema

Annotation: Discusses action research as a method of cooperation between critical theoreticians and practitioners; gives an example in a German elementary school.

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

Milburn, Geoffrey, "How Much Life Is There in Life History," pp. 160-168, in Geoffrey Milburn, Ivor F. Goodson, and Robert J. Clark, eds., Re-Interpreting Curriculum Research: Images and Arguments . Philadelphia: Falmer, 1989., Geoffrey Milburn

Annotation: Critiques the value of creating life histories of teachers.

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: Single Study
Narrow Topic: Knowledge Generation

Milburn, Geoffrey, "On Discipline Stripping: Difficulties in the Application of Humanistic Metaphors to Educational Phenomena," Canadian Journal of Education, 9(Fall, 1984), 361-375., Geoffrey Milburn

Annotation: Shows how humanistic metaphors can be used to describe a particular educational setting.

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

Milburn, Geoffrey, Ivor F. Goodson, and Robert J. Clark, eds., Re-Interpreting Curriculum Research: Images and Arguments. Philadelphia: Falmer, 1989., Geoffrey Milburn, Ivor F. Goodson, and Robert J. Clark

Annotation: Presents 1986 conference papers on a variety of curriculum research approaches and issues; describes feminism, phenomenology, life history, biography, among others.

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

Miles, Matthew B., and A. Michael Huberman, "Drawing Valid Meaning From Qualitative Data: Toward a Shared Craft," Educational Researcher, 13(May, 1984), 20-30.*, Matthew B. Miles and A. Michael Huberman

Annotation: Describes methods of analysis and interpretation of qualitative data.

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

Miles, Matthew B., and A. Michael Huberman, Qualitative Data Analysis: A Sourcebook of New Methods . Beverly Hills, CA: Sage, 1984., Matthew B. Miles and A. Michael Huberman

Annotation: Provides numerous methods of analyzing qualitative research data.

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

Miller, Janet L., "Autobiography and the Necessary Incompleteness of Teachers' Stories," pp 45-56 in Janet L. Miller, Sounds of Silence Breaking: Women, Autobiography, Curriculum. New York: Peter Lang, 2005., Janet L. Miller

Annotation: Explores the creation of autobiogrphical narratives of teachers' selves, with examples and references to Maxine Greene.

Broad Topical Focus: Curriculum Inquiry Guidelines, Defining Curriculum Research Questions, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry, Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum as Experience, Teacher Knowledge

Miller, Janet L., "Curriculum Theory: A Recent History," The Journal of Curriculum Theorizing, 1(Winter, 1979), 28-43.*, Janet L. Miller

Annotation: Traces the history of curriculum theory conferences from 1974 to 1978 begun by William Pinar at the University of Rochester.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: American/International Curriculum Organizations, Comparisons Among Inquiry Modes

Miller, Richard,, Katrina Liu, and Arnetha F. Ball, "Cricial Counter-Narrative as Transformative Methodology for Educational Equity," Review of Research in Education, 44(2020), 269-300., Richard Miller, Katrina Liu, and Arnetha F. Ball

Annotation: Examines the use of counter-narrative in educational research studies; notes that telling stories that emerge from these studies does not often result in action on issues of equity; proposes a new research methodology that combines critical counter-narratives with critical praxis (action research) to enable not only surfacing of inequitable experiences but also to take transformative action to change inequitable circumstances; see model p. 290.

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

Miller, Steven I., and Marcel Fredericks, "Postpositivistic Assumptions and Educational Research: Another View," Educational Researcher , 20 (May, 1991): 2-8.*, Steven I. Miller and Marcel Fredericks

Annotation: Examines the major concepts related to the "new philosophy of science": underdetermination, incommensurability, and indeterminacy.

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

Mills, Patricia, "In Search of Ambiguity," Educational Leadership, 28(April, 1971), 730-735.*, Patricia Mills

Annotation: Describes briefly the scientific, the praxeological, the philosophical, the historical, and the intuitive forms of curriculum inquiry.

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

Misgeld, Dieter, "Phenomenology, Social Science and the Social Service Professions: The Case for the Integration of Phenomenology, Hermeneutics and Critical Social Theory, (A Reply to Luckman and Giorgi)," Phenomenology +Pedagogy, 1(No. 2, 1983), 195-214.*, Dieter Misgeld

Annotation: Makes the case for combining research methods and offers commentary on several related issues.

Broad Topical Focus: Curriculum Inquiry Guidelines, Inquiry Language in Curriculum Research
Source Discipline: Education
Mode of Inquiry in the Study: Phenomenological Inquiry, Hermeneutic Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Comparisons Among Inquiry Modes

Mishler, Elliot G., "Validation in Inquiry-Guided Research: The Role of Exemplars in Narrative Studies," Harvard Educational Review , 60(November, 1990), 415-442., Elliot G. Mishler

Annotation: Reformulates validation as a process through which a community of scholars evaluates the trustworthiness of a study.

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

Morgan, Gareth, ed., Beyond Method: Strategies for Social Research . Beverly Hills, CA: Sage, 1983., Gareth Morgan

Annotation: Describes a variety of research strategies used in social research from life history, to action research, to interpretive, to critical, etc.

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, Comparisons Among Inquiry Modes

Morgan, Kathryn, "Socialization, Social Models, and the Open Education Movement: Some Philosophical Considerations," Studies in Philosophy and Education, 8(Fall, 1974), 278-314., Kathryn Morgan

Annotation: Analyzes the assumptions behind socialization, psychometric and epistemological models, public vs open schools, and argues the contradictions in open education.

Broad Topical Focus: Curriculum Conceptions and Theories,Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Open Education, Social Studies

Morocco, Catherine Cobb, "The Role of Formative Evaluation in Developing and Assessing Educational Programs," Curriculum Inquiry, 9(Summer, 1979), 137-148., Catherine Cobb Morocco

Annotation: Describes a formative evaluation process in the RDD tradition.

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

Morrow, Raymond Allan, and Carlos Alberto Torres, Social Theory and Education: A Critique of Theories of Social and Cultural Reproduction. Albany: SUNY Press, 1995., Raymond Allan Morrow and Carlos Alberto Torres

Annotation: Provides an overview of and critique of functionalist, structuralist, and critical perspectives on social and cultural reproduction theories pertinent to education and curriculum studies.

Broad Topical Focus: Curriculum Contexts and Societal Influences, 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

Moses, Michele S., "The Heart of the Mattter: Philosophy and Educational Research," pp. 1-21 in Walter G. Secada, ed., Review of Research in Education 26, 2002, Washington, DC: American Educational Research Association, 2002., Michele S. Moses

Annotation: Reviews thought on philosophy as educational research and philosophy in educational research with special attention to the subject matter of philosophy of education as a discipline.

Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Comparisons Among Inquiry Modes

Mosher, Ralph L., "Knowledge from Practice: Clinical Research and Development in Education," The Counseling Psychologist, 4(No. 4, 1974), 73-82.*, Ralph L. Mosher

Annotation: Presents a process for developing clinical knowledge from practice.

Broad Topical Focus: Curriculum Inquiry Guidelines, Relation of Curriculum Research to Practice, Curriculum Development, Organization, Design, Curriculum Evaluation
Source Discipline: Education
Mode of Inquiry in the Study: Development as Inquiry, Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum

Moss, Pamela, D. C. Phillips, Frederick D. Erickson, Robert E. Floden, Patti Lather, and Barbara L. Schneider, "Learning from Our Differences: A Dialogue Across Perspectives on Quality in Education Research," Educational Researcher, 38 (October, 2009). 501-517., Pamela Moss, D. C. Phillips, Frederick D. Erickson, Robert E. Floden, Patti Lather, and Barbara L. Schneider

Annotation: Reports a panel discussion of ways to judge quality educational research across a variety of research approachers; related issues are discussed.

Broad Topical Focus: Curriculum Research and Inquiry-General, 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

Mostyn, B. "The Content Analysis of Qualitative Research Data: A Dynamic Approach," in M. Brenner, J. Brown, and D. Canter, eds., The Research Interview: Uses and Approaches . London: Academic Press, 1985., B. Mostyn

Annotation: Gives a practical way of doing content analysis with qualitative research data.

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, Qualitative Research

Moustakas, Clark. Heuristic Research: Design, Methodology, and Appplications. Los Angeles: Sage, 1990., Clark Moustakas

Annotation: Describes and gives procedures for doing heuristic research.

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

Moustakas, Clark, Phenomenological Research Methods. Thousand Oaks, CA: Sage, 1994., Clark Moustakas

Annotation: Explains transcendental phenomenology and its inquiry methods as one of several phenomenological methods.

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

Mueller-Vollmer, Kurt, ed., The Hermeneutics Reader . New York: Continuum, 1989., Kurt Mueller-Vollmer

Annotation: Gives the texts of 13 writers on hermeneutics from the German tradition, including Schleirmacher, Dilthey, Heidigger, Gadamer, Habermas, and others.

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

Munby, Hugh, " A Perspective for Analyzing the Significance of Qualitative Research: A Response to Richard Heyman," Curriculum Inquiry, 13(Winter, 1983), 423-427., Hugh Munby

Annotation: Responds to an article in 13(Spring, 1983) on matters of generalizability in qualitative research.

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, Qualitative Research

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

Annotation: Describes a phenomenological approach to studying teacher beliefs.

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

Musgrave, Frank, "The Contribution of Sociology to the Study of the Curriculum," pp. 96-110 in John F. Kerr, ed., Changing the Curriculum . London: University of London Press, 1968., Frank Musgrave

Annotation: Discusses the sociological approach to curriculum study.

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: Science, Knowledge Generation

Nadler, Gerald, "An Investigation of Design Methodology," Management Science , 13(June, 1967), B642-B655.*, Gerald Nadler

Annotation: Describes the research approach to design and gives ten steps in design methodology.

Broad Topical Focus: Curriculum Inquiry Guidelines, Defining Curriculum Research Questions, Curriculum Research Domains and Structure
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Development as Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Content Selection and Organization

Nadler, Gerald, and William J. Gephart, "The Process of Development," Occasional Paper 15 . Bloomington, IN: Phi Delta Kappa Research Service Center, 1972., Gerald Nadler and William J. Gephart

Annotation: Reports an interview with Nadler on the nature and components of the development process and on criteria for assessing it.

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: Knowledge Generation

Nash, Robert J., Liberating Scholarly Writing: The Power of Personal Narrative. New York: Teachers College Press, 2004., Robert J. Nash

Annotation: Makes the case for and gives guidance for doing Scholarly Personal Narratives; several examples are provided.

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

Nelson, John S., "Seven Rhetorics of Inquiry," pp. 407-434 in John S. Nelson, Allan Megill, and Donald N. McCloskey, eds., The Rhetorics of the Human Sciences: Language and Argument in Scholarship and Public Affairs. Madison: University of Wisconsin Press, 1987., John S. Nelson

Annotation: Discusses the rhetorics (rather than the logics) of inquiry in postmodern epistemology: poetics, tropics, topics, dialectics, hermeneutics, ethics, and politics.

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

Nelson, Murry R., "Curriculum History: Does Anyone Out There Remember It?" pp. 27-29 in Craig Kridel, ed., Curriculum History . Lanham, MD: University Press of America, 1989., Murry R. Nelson

Annotation: Assesses state of curriculum history.

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

Nelson, Stephen D., "Knowledge Creation: An Overview," Knowledge: Creation, Diffusion, Utilization, 1(September, 1979), 123-149., Stephen D. Nelson

Annotation: Gives thorough overview of what is known about knowledge creation.

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

Nicholson-Goodman, Jo Victoria, "Confronting Authority and Self: Social Cartography and Curriculum Theorizing for Uncertain Times," pp. 49-63 in Noreen B. Garman and Maria Piantanida, eds., The Authority to Imagine: The Struggle toward Representation in Dissertation Writing. New York: Peter Lang, 2006., Jo Victoria Nicholson-Goodman

Annotation: Explains social cartography as a way of interpreting qualitative texts; offers a mapping of cultures of citizenship.

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

Nickles, Thomas, "What is a Problem that We Might Solve It?" Synthese, 47(1,1981), 85-118.*, Thomas Nickles

Annotation: Discusses criteria for an adequate theory of problems (33 divided into 3 categories), critiques Laudan's theory in light of these criteria, and offers his own account.

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

Nixon, Jon, ed., A Teacher's Guide to Action Research . London: Grant McIntyre, 1981., Jon Nixon

Annotation: Gives views of several authors on doing action research.

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

Nixon, Jon, "The Teacher as Researcher: Contradictions and Continuities," Peabody Journal of Education, 64(Winter, 1987), 20-32., Jon Nixon

Annotation: Examines several problems associated with the process of doing 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

Noblit, George W., and R. Dwight Hare, Meta-Ethnography: Synthesizing Qualitative Studies. Beverly Hills, CA: Sage, 1988., George W. Noblit and R. Dwight Hare

Annotation: Provides an overview of how to synthesize qualitative research studies.

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

Noddings, Nel, "An Ethic for Curriculum Theorizing," Paper presented to the Annual Meeting of the American Educational Research Association, Los Angeles, April 13, 1981., Nel Noddings

Annotation: Proposes an ethical dimension to curriculum theorizing.

Broad Topical Focus: Curriculum Inquiry Guidelines,Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum Theory Creation and Uses, Ethical Issues in Curriculum

Noffke, Susan E., "Hearing the Teacher's Voice: Now What?" Curriculum Perspectives, 11(October, 1991), 55-59., Susan E. Noffke

Annotation: Discusses rifts between teacher research and 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

Noffke, Susan E., "Professional, Personal, and Political Dimensions of Action Research," pp. 305-343 in Michael W. Apple, ed., Review of Research in Education,22, 1997. Washington, DC: AERA, 1997. *, Susan E. Noffke

Annotation: Reviews much of the literature of action research within professional, personal, and political dimensions.

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

Noffke, Susan E., "The Work and Workplace of Teachers in Action Research," Teaching and Teacher Education, 8(February, 1992), 15-29.* Another version appears as "Action Research and the Work of Teachers," pp. 1-21 in Renee Clift and Carolyn Evertson, eds., Focal Points: Qualitative Inquiries into Teaching and Teacher Education. Washington, DC: ERIC Clearinghouse on Teacher Education, l992. ED 350 304., Susan E. Noffke

Annotation: Relates the views of action research of the Horace Mann-Lincoln Institute, Stephen Corey, Hilda Taba, Abraham Shumsky, Lawrence Stenhouse, The Ford Teaching Project, The Interactive R & D Projects, and the Deakin University Action Research work.

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

Noffke, Susan E., and Robert B. Stevenson, eds., Educational Action Research: Becoming Practically Critical. New York: Teachers College Press, 1995., Susan E. Noffke and Robert B. Stevenson

Annotation: Provides case reports of action research projects in teacher education and in the schools as well as cases focused on problems of supporting an institutionalizing action research.

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

Nolan, James F., and Edmund C. Short, "Combining Qualitative and Quantitative Modes of Inquiry to Inform Curriculum Deliberation: A Proposed Framework," Curriculum Perspectives, 5(May, 1985), 15-23.*, James F. Nolan and Edmund C. Short

Annotation: Conceptualizes a three-stage model of curriculum evaluation utilizing several forms of inquiry in the context of deliberation.

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

Nolen, Amanda L., and Jim Vander Putten, "Action Research in Education: Addressing Gaps in Ethical Principles and Practices," Educational Researcher, 36(October, 2007), 401-407., Amanda L. Nolen and Jim Vander Putten

Annotation: Explores unaddressed ethical issues related to conducting teacher (action) research and makes recommendations for addressing them.

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

Norris, Jr., Richard A., "Facing the Past," Union Seminary Quarterly Review, 36(Supplementary, 1981), 1-11.*, Richard A. Norris Jr.

Annotation: Explores what it means to have a past and to have historical inquiry contribute to this past.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Development, Organization, Design
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Content Selection and Organization

Oakes, Jeannie, Sharon E. Hare, and Kenneth A. Sirotnik, "Collaborative Inquiry: A Paradigm in a Cantankerous World," Teachers College Record, 87(Summer, 1986), 545-561., Jeannie Oakes, Sharon E. Hare, and Kenneth A. Sirotnik

Annotation: Explores the use of collaborative action research and illustrates it with a project report done at UCLA with two school districts.

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

Oberg, Antoinette, "Methods and Meanings in Action Research: The Action Research Journal," Theory Into Practice, 29(Summer, 1990), 214-221., Antoinette Oberg

Annotation: Describes the process of using journals in action research projects involving Canadian teachers.

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

Oberg, Antoinette, and Gail McCutcheon, "Teachers' Experience Doing Action Research," Peabody Journal of Education, 64(Winter, 1987), 116-127., Antoinette Oberg and Gail McCutcheon

Annotation: Reports a study of teachers' experience doing 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

Oberg, Antoinette, and Gail McCutcheon, "Teachers' Experience Doing Action Research," Peabody Journal of Education, (Winter, 1987), 116-127.*, Antoinette Oberg and Gail McCutcheon

Annotation: Reports on ways teachers said they did action research projects and the problems and payoffs encountered; presents implications for teaching 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

Ogawa, Rodney T., and Betty Malen, "Towards Rigor in Reviews of Multivocal Literatures: Applying the Exploratory Case Study Method," Review of Educational Research , 61 (Fall, 1991), 265-286.*, Rodney T. Ogawa and Betty Malen

Annotation: Describes a method of reviewing literature that bridges inquiry and commentaries or summaries where methodological adequacy is in question; four critiques follow.

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
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation

O'Hanlon, Christine, ed., Professional Development through Action Research in Educational Settings. Bristol, PA: Falmer Press, 1996., Christine O'Hanlon

Annotation: Reports an international collection of examples of action research in staff development.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation, Comparative Curriculum, In-service Teacher Development

Oja, Sharon Nodie, and Gerald J. Pine, "Collaborative Action Research: Teacher's Stages of Development and School Contexts," Peabody Journal of Education, 64(Winter, 1987), 96-115., Sharon Nodie Oja and Gerald J. Pine

Annotation: Describes the work of a project (Action Research on Change in Schools), the third of a series ofn NIE sponsored research on collaborative 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

Oja, Sharon Nodie, and Lisa Smulyan, Collaborative Action Research: A Developmental Approach. Philadelphia: Falmer, 1989., Sharon Nodie Oja and Lisa Smulyan

Annotation: Gives a full report of a funded project on collaborative action research (1981-1983); frames the report with historical background on this approach and a discussion of issues faced.

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

Okshersky, Walter C., "Epistemological and Hermeneutic Conceptions of the Nature of Understanding: The Cases of Paul H. Hirst and Martin Heidegger," Educational Theory, 42(Winter, 1992), 5-23.*, Walter C. Okshersky

Annotation: Critiques Hirst's forms of knowledge in light of Heidegger's conception of "understanding."

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Hermeneutic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Knowledge Generation, Curriculum and the Disciplines, Value Assumptions and Ideologies in Curriculum, Practical Knowledge

Oliver, Donald W., and Kathleen Gershman, "Knowing as Participation," JCT: An Interdisciplinary Journal of Curriculum Studies, 10(Winter, 1992), 69-100., Donald W. Oliver and Kathleen Gershman

Annotation: Explores the relation between the knower and the known in terms of Whitehead's process thought.

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