Broad Topical Focus - Curriculum Policies and Policy Making

 

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White, John, "Introduction," pp. 1-8 in John White, The Curriculum and the Child: The Selected Works of John White. London: Routledge, 2005., John White

Annotation: Features the author's career-long concern as a philosopher of education with the aims of education, his own capsulization of these aims in the idea of "human well-being," and with other possible associated aims; introduces sixteen of the author's writings, four of which focus directly on curriculum and the rest indirectly, largely with reference to the United Kingdom but with parallels elsewhere.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Conceptions and Theories, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Freedom/Authority and Curriculum, Government Role in Educational Research & Development, Local Control of Schooling

White, John, "Introduction," "Shaping a Curriculum," and "Conclusion," pp. 1-29; 179-190 in John White, ed., Rethinking the School Curriculum: Values, Aims, and Purposes. New York: RoutledgeFalmer, 2004. A version also appears pp. 114-128 in John White, The Curriculum and the Child: The Selected Works of John White. London: Rougledge, 2005., John White

Annotation: Describes and critiques the post-2000 National Curriculum in England--overall and by subjects.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Comparative Curriculum, Curriculum Aims and Objectives, Criticism of Schooling, Curriculum Standards and Testing

White, John P., Towards a Compulsory Curriculum . Boston, MA: Routledge & Kegan Paul, 1973., John P. White

Annotation: Discusses issues surrounding a policy of having a compulsory core curriculum.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry,Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Core Mandates, Comparative Curriculum

Whitson, James A., "Post-Structuralist Re-Interpretations," pp. 211-277 in James A. Whitson, Constitution and Curriculum: Hermeneutical Semiotics of Cases and Controversies in Education, Law, and Social Science. Philadelphia: The Falmer Press, 1991.*, James A. Whitson

Annotation: Describes the hermeneutics of dialogical inquiry in the context of judicial discourses in educational law and other fields.

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

Whitson, James Anthony, Constitution and Curriculum: Hermeneutical Semiotics of Cases and Controversies in Education, Law, and Social Science. Philadelphia, PA: Falmer Press, 1991., James Anthony Whitson

Annotation: Presents a series of court cases on educational controversies and describes the theories of interpretation applied to them; also explains structural semiotics and post-structural re-interpretations.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Hermeneutic Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Local Control of Schooling, Curriculum and Politics

Whitson, James Anthony, "The Politics of 'Non-Political' Curriculum: Heteroglossia and the Discourse of 'Choice' and 'Effectiveness'," pp. 279-330 in William F. Pinar, ed., Contemporary Curriculum Discourses. Scottsdale, AZ: Gorsuch Scarisbrick, l988., James Anthony Whitson

Annotation: Critiques the political use of educational choice and educational effectiveness by the political right; places this critique within antipositivist perspective of Freire, Bakhtin, and others.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Value Assumptions and Ideologies in Curriculum

Whitty, Geoff, with others, Research and Policy in Education: Evidence, Ideology, and Impact. London: Institute of Education Press, 2016., Geoff Whitty

Annotation: Reviews the author's work in Sociology of Education as well as that of other key contributors; examines issues in the use (or non-use) of work done by sociologists of education and by educational policy workers in Britain.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Policies and Policy Making
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Status Study
Narrow Topic: Knowledge Generation, Curriculum and Politics, Comparative Curriculum, Ideology and School Knowledge

Whitty, Geoff, and Michael Young, eds., Explorations in the Politics of School Knowledge. Nafferton, England: Nafferton Books, 1976., Geoff Whitty and Michael Young

Annotation: Provides an introduction to the politics of school knowledge involved in several school subjects.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum and Politics, School Subjects

Wiess, Carol H., "The Four 'I's' of School Reform: How Interests, Ideology, Information, and Institutuion Affect Teachers and Principals," Harvard Educational Review, 65 (Winter, 1995), 571-592., Carol H. Wiess

Annotation: Reports the effect of the interaction of the four "i's" in shared decision-making in 12 public high schools and discusses the implications for school reform.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Decision-making Processes, Curriculum Contexts and Societal Influences, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum

Willinsky, John, "Just Say Know? Schooling the Knowledge Society," Educational Theory, 55(No. 1, 2005), 97-111., John Willinsky

Annotation: Reviews and critiques three books (Andy Hargraves, Barry Smith, Peter Jarvis) on the knowledge society and its implications for schooling.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Visions and Philosophies, Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum Aims and Objectives, Ethical Issues in Curriculum, Value Assumptions and Ideologies in Curriculum

Willinsky, John, "The Strategic Education Research Program and the Public Value of Research," Educational Researcher, 30(January/February, 2001), 5-14., John Willinsky

Annotation: Critiques a research program of the U. S. National Research Council for its narrow focus on translating research into means of enlarging student learning rather than on broader, deliberative policy alternatives.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Research and Inquiry-General, Relation of Curriculum Research to Practice, Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Knowledge Utilization, Comparative Curriculum

Willis, George, William H. Schubert, Robert V. Bullough, Jr., Craig Kridel, and John T. Holton, eds., The American Curriculum: A Documentary History. Westport, CT: Greenwood Press, 1993., George Willis, William H. Schubert, Robert V. Bullough Jr., Craig Kridel, and John T. Holton

Annotation: Reprints 36 documents of historical significance in U. S. curriculum history from 1642 to 1983.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum History, Classics of Curriculum Literature, Literature of Curriculum

Wilson, Bruce L., and Gretchen B. Rossman, Mandating Academic Excellence: High School Responses to State Curriculum Reform. New York: Teachers College Press, 1993., Bruce L. Wilson and Gretchen B. Rossman

Annotation: Reports an examination of five schools' responses to Maryland's increased course requirements of 1985 by RBS researchers with implications for the role of policy changes in school reform.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Ethnographic Inquiry
Type of Study: Survey
Narrow Topic: Core Mandates, Secondary School Curriculum

Wilson, John, "The Curriculum: Justification and Taxonomy," British Journal of Educational Studies, 17(February, 1969), 36-40., John Wilson

Annotation: Describes facets of justifying and ordering the curriculum.

Broad Topical Focus: Curriculum Policies and Policy Making,Curriculum Decision-making Processes,Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry,Normative Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization

Wilson, John, "The Curriculum: Justification and Taxonomy," British Journal of Educational Studies, 17(February, 1969), 36-40., John Wilson

Annotation: Discusses questions related to curriculum rationales and classifications.

Broad Topical Focus: Curriculum Proposals in Coherent Form, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Value Assumptions and Ideologies in Curriculum, Curriculum Deliberation

Winch, Christopher, "The Aims of Education Revisited," Journal of Philosophy of Education, 30(No. 1, 1996), 33-44., Christopher Winch

Annotation: Clarifies the necessary process of negotiating differences among values in the public sphere in order to articulate the aims of education; cites example of failure to to this in Great Britain.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Decision-making Processes, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives

Wirt, Frederick M., and Michael W. Kirst, "Curricular Decisions in the Political System," pp. 202-225 in Fredrick M.Wirt and Michael W. Kirst, The Political Web of American Schools . Boston: Little Brown and Co, 1972. Revised edition, 1975, under the title Political and Social Foundations of Education. Berkley, CA: McCutchan., Frederick M. Wirt and Michael W. Kirst

Annotation: Revises and extends their 1971 RER article, "An Analysis of Curriculum Policy-Making." (Kirst, first author)

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum and Politics

Wirth, Arthur, "A Reconstituted General Education: The Integration of the Vocational and the Liberal," Journal of Curriculum Studies, 26(November-December, 1994), 593-600., Arthur Wirth

Annotation: Traces historical background of the attempt to integrate vocational and liberal education in the US.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Vocational vs. Liberal Education

Wise, Arthur E., "Why Educational Policies Often Fail: The Hyperrationalization Hypothesis," Journal of Curriculum Studies, 9(No. 1, 1977), 43-57.*, Arthur E. Wise

Annotation: Explains the role of hyperrationalization in educational policy making and helps distinguish proper from excessive rationalization.

Broad Topical Focus: Curriculum Policies and Policy Making,Curriculum Change
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum

Wixson, Karen K, Elizabeth Dutro, and Ruth G. Athan, "The Challenge of Developing Content Standards," pp. 69-107 in Robert E. Floden, ed., Review of Research in Education, 27: 2003. Washington, DC: American Educational Research Association, 2004.*, Karen K. Wixson, Elizabeth Dutro, and Ruth G. Athan

Annotation: Traces the history of the entire content standards movement, with special attention to the English language arts, both state and national influences.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry, Historical Inquiry
Type of Study: Research Synthesis
Narrow Topic: Content Selection and Organization, Curriculum Standards and Testing, English, Freedom/Authority and Curriculum, Government Role in Educational Research & Development, Value Assumptions and Ideologies in Curriculum

Wood, George H., "Democracy and the Curriculum," pp. 166-187 in Landon E. Beyer and Michael W. Apple, eds., The Curriculum: Problems, Politics, and Possiblilites . Albany, NY: State University of New York Press, 1988., George H. Wood

Annotation: Sets forth the ideal of a curriculum for democratic empowerment; discusses several dimensions thereof.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Democratic Education, Curriculum Aims and Objectives

Wood, George H., "Schooling in a Democracy: Transformation or Reproduction?" Educational Theory, 34(Summer, 1984), 219-239., George H. Wood

Annotation: Analyzes democratic schooling in a corporate environment and calls for schooling that provides for participatory democracy.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Curriculum Aims and Objectives, Democratic Education, Citizenship Education

Wraga, William, "Curriculum Theory and Development and Public Policy Making," Journal of Curriculum and Pedagogy, 3(Summer, 2006), 83-87., William Wraga

Annotation: Sets an agenda for the academic curriculum field: renew its commitment to public curriculum matters; provide curriculum leaders with conceptual tools for coping with public curriculum problems; and offer practical recommendations for resolving such problems.

Broad Topical Focus: Curriculum as a Field of Practice and Study, Curriculum Theorists, Relation of Curriculum Research to Practice, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Curriculum Professors, Professionalization in Curriculum, Curriculum and Politics, Knowledge Linkage

Wraga, William G., Democracy's High School: The Comprehensive High School and Educational Reform in the United States. Lanham, MD: University Press of America, 1994., William G. Wraga

Annotation: Presents a history of the comprehensive high school in the United States, its unique contribution to democratic education, its rise and waning as a unitary cosmopolitan model for the high school, the forces opposing and supporting it in contemporary schooling, and recommendations for enhancing its efficacy and vitality.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Policies and Policy Making, Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Content Selection and Organization

Wraga, William G., "The Cardinal Principles Report Revisited," Education and Culture (formerly Current Issues in Education), 11(Fall, 1994), 6-16., William G. Wraga

Annotation: Discusses the 1918 Cardinal Principles report around issues of social efficiency, tracking, and the common school ideal.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Classics of Curriculum Literature, Social Efficiency/Control, Curriculum Differentiation

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

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

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

Wraga, William G., "The Inglis Surveys: Social Efficiency Thesis Anomalies," pp. 13-38 in Lynn M. Burlbaw and Sherry L. Field, eds., Explorations in Curriculum History Research. Greenwich, CT: Information Age Publishing, 2005., William G. Wraga

Annotation: Reviews the school surveys done by Alexander James Inglis from 1912-1922; characterizes the nature and purpose of this work in relation to the overall survey movement.

Broad Topical Focus: Curriculum Change, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Curriculum Specialists in Schools

Young, Jean Helen, "Participation in Curriculum Development: An Inquiry into the Responses of Teachers," Curriculum Inquiry, 15(Winter, 1985), 387-414., Jean Helen Young

Annotation: Reports a study of teachers' responses regarding their participation in curriculum development.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation

Young, Jean Helen, "Teacher Participation in Curriculum Decision-Making: An Organizational Dilemna," Curriculum Inquiry, 9(Summer, 1979), 113-127., Jean Helen Young

Annotation: Discusses using central office committees for making curriculum decisions and suggests an alternative of making decisions at the building level.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Decision-making Processes, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Teacher Planning

Young, Michael, "Curriculum Policies for a Knowledge Society," pp. 125-138 in Lyn Yates and Madeleine Grumet, eds., Curriculum in Today's World: Configuring Knowledge, Identities, Work, and Politics. World Yearbook of Education 2011. New York: Routledge, 2011., Michael Young

Annotation: Discusses issues surrounding curriculum theory and practice for a knowledge society.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Comparative Curriculum, Curriculum Theory Creation and Uses, Curriculum Differentiation, Knowledge Utilization

Zhao, Yong, Catching Up or Leading the Way. Alexandria, VA: Association for Supervision and Curriculum Development, 2009., Yong Zhao

Annotation: Contrasts the current approaches to educational policy in China and the U.S.; notes that U. S. is trying to implement what China is trying to get rid of (rigid curriculum mandates, test-based accountability measures, and centralized and standardized control); recommends expansive definition of success along with personalized approaches and preparation for good citizenship; lays out extensive research results upon which critiques and recommendations are based.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Proposals in Coherent Form, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Curriculum Aims and Objectives, Comparative Curriculum

Zhao, Yong, "Mass Localism for Improving America's Education," Kappa Delta Pi Record, 48(January-March, 2012), 17-22., Yong Zhao

Annotation: Makes the case for U. S. education sticking with its decentralized decision-making approach (rather than yielding to centralized reform approaches); calls for reduction of federal and state testing and other policy impositions; urges autonomy in the form of "mass localism."

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Local Control of Schooling, Freedom/Authority and Curriculum