Broad Topical Focus - Curriculum Visions and Philosophies

 

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Page, Reba N., "Curriculum Matters," pp. 39-65 in David T. Hansen, ed., John Dewey and Our Educational Prospect: A Critical Engagement with Dewey's "Democracy and Education". Albany, NY: State University of New York Press, 2006., Reba N. Page

Annotation: Examines Dewey's ideas on the parallels between informal and formal educational experiences; points out how the sections of "Democracy and Education" that focus on curriculum can speak to our times as well as Dewey's times.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Classics of Curriculum Literature, Content Selection and Organization, Curriculum as Experience

 

Pekarsky, Daniel, "Guiding Visions and Educational Planning," pp. 15-29 in Barry M. Franklin, ed., Curriculum and Consequences: Herbert M. Kliebard and the Promise of Schooling. New York: Teachers College Press, 2000., Daniel Pekarsky

Annotation: Critiques Kliebard's assessment of the Tyler rationale and discusses Dewey's critique of using vision statements to guide educational practice.

Broad Topical Focus: Curriculum Theorists, Curriculum Visions and Philosophies, 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 History, Classics of Curriculum Literature

 

Peterson, Frances R. A. , Democracy and Intolerance: Christian School Curricula, School Choice, and Public Policy. Bloomington, IN: Phi Delta Kappa International, 2003., Frances R. A. Peterson

Annotation: Analyzes school social studies textbooks (and others) sold by three conservative religious publishers for use in private Protestant Christian schools; examines ideological treatment of politics, economics, foreign affairs, history, court cases, Roman Catholics, and non-Western religions; discusses related public policy issues.

Broad Topical Focus: Curriculum Guides, Plans, Documents, Materials, Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Textbooks, Value Assumptions and Ideologies in Curriculum, Ideology and School Knowledge, Curriculum and Politics, Religious & Private Schooling

 

Pinar, William F., "'Bildung' and the Internationalization of Curriculum Studies," Transnational Curriculum Inquiry, 3(No. 2, 2006). http://nitinat.library.ubc.ca/ojs/index.php/tci, William F. Pinar

Annotation: Explores and analyzes differences between Didaktik and Bildung traditions in relation to North American Curriculum Studies.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Comparative Curriculum, American/International Curriculum Organizations, Content Selection and Organization

 

Poetter, Thomas S., ed., 10 Great Curricula: Lived Conversations of Progressive, Democratic Curricula in School and Society. Charlotte, NC: Information Age Publishing, 2011., Thomas S. Poetter

Annotation: Presents narratives on the lived curricula from ten settings that embody progressive forms of curriculum and pedagogy; prepared by doctoral students of the editor; contains commentaries and critiques on each; epilogue written by the editor contains summary of themes and lessons derived from this kind of research.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Research and Inquiry-General, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Collection of Studies
Narrow Topic: Alternatives in Education, Curriculum Aims and Objectives, Curriculum as Experience, Democratic Education, Freedom/Authority and Curriculum, Philosophical Schools, Qualitative Research, Value Assumptions and Ideologies in Curriculum

 

Prado, C. G., "Educating the Self: Dewey and Foucault," pp. 174-193 in Paul Fairfield, ed., John Dewey and Continental Philosophy. Carbondale, IL: Southern Illinois University Press, 2010., C. G. Prado

Annotation: Presents a clear analysis of the similarities and differences between Dewey's and Foucault's philosophical positions: argues that Dewey goes farther down the road that both traveled.

Broad Topical Focus: Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Teaching/Learning Process, Self-Knowledge, Ethical Issues in Curriculum, Conceptions of Teaching, Character Education, Curriculum and Politics, Social Efficiency/Control, Value Assumptions and Ideologies in Curriculum

 

Pratt, David, "Curriculum Design as Humanistic Technology," Journal of Curriculum Studies, 19(March-April, 1987), 149-162.*, David Pratt

Annotation: Distinguishes between the humanistic and technical orientations on curriculum and urges a dialogue between the two.

Broad Topical Focus: Curriculum Conceptions and Theories,Curriculum Development, Organization, Design,Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Normative Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum

 

Proefriedt, William A., High Expectations: The Cultural Roots of Standards Reform in American Education. New York: Teachers College Press, 2010., William A. Proefriedt

Annotation: Argues against the policies and practices of educational reformers who demand testing, high individual achievement for all, and an economic model of curriculum for national competitiveness; traces threads both for and against these views throughout American educational history; gives a close reading and balanced interpretation of our leading educators over the last 250 years.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Visions and Philosophies, Curriculum Contexts and Societal Influences
Source Discipline: Education
Mode of Inquiry in the Study: Historical Inquiry, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum History, Curriculum Aims and Objectives, Curriculum Standards and Testing, Philosophical Schools, Value Assumptions and Ideologies in Curriculum

 

Provenzo, Eugene F., Jr., The Difference Engine: Computing, Knowledge, and the Transformation of Learning. Lanham, MD: Rowman & Littlefield, 2012., Eugene F. Provenzo Jr.

Annotation: Reviews the nature of computing and related technology and its changing role in accessing and reconfiguring knowledge; provides a broad general philosophical treatment of this topic; draws implications for education in K-12 and higher education; gives introduction to language of the hypertext age and examples of a variety of current technologies.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Computers and Technology as Subjects, Teaching/Learning Process

 

Reynolds, William M., "The Curriculum of Curiosity or a Curriculum of Compassion: Bait Fishing or Shadow Casting," pp. 42-53 in his Curriculum: A River Runs Throught It. New York: Peter Lang, 2003., William M. Reynolds

Annotation: Argues for a curriculum of compassion that cares about people--not just what they think or do; focuses on the problems of our times, not on control, accountability, and efficiency.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Proposals in Coherent Form, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Values in the Classroom

 

Roseboro, Donyell L., "Mediated Youth, Curriculum, and Cyberspace: Pivoting the In-Between," pp. 360-369 in Awad Ibrahim and Shirley R. Steinberg, eds., Critical Youth Studies Reader. New York: Peter Lang, 2014., Donyell L. Roseboro

Annotation: Discusses the curriculum of cyberspace, a typology of the cyberspace curriculum (that operates in an "in-between" reality), and four paradoxes: 1) finished product/perpetually editable, 2)distance/proximity, 3) familiarity/newness, 4) visibility/invisibility/hypervisibility.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Media and Computers in Curriculum Development, Content Selection and Organization

 

Rugg, Harold, American Life and the School Curriculum: Next Steps Toward Schools of Living. Boston: Ginn and Company, 1936., Harold Rugg

Annotation: Reviews in detail the history of United States curriculum within the context of social changes; purposes a new educational program: a school of living.

Broad Topical Focus: Curriculum Theorists, Curriculum Visions and Philosophies, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Classics of Curriculum Literature, Curriculum Aims and Objectives, Curriculum History, Literature of Curriculum, Secondary School Curriculum, Curriculum Professors, Curriculum Frameworks

 

Schinkel, Anders, "Wonder and Moral Education," Educational Theory, 68(No. 1, 2018), 31-48., Anders Schinkel

Annotation: Explores the moral significance of wonder in the education of the young; distinguishes several aspects of wonder and notes those having more significance for moral education; gives reasons for identifying the content of wonder in choosing educational experiences.

Broad Topical Focus: Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry--Coneptual Analysis, Philosopical Inquiry--Ampliative Criticism
Type of Study: SIngle Study
Narrow Topic: Moral Education, Curriculum Aims and Objectives

 

Schiro, Michael Stephen, Curriculum Theory: Conflicting Visions and Enduring Concerns. Thousand Oaks, CA: Sage Publications, 2008., Michael Stephen Schiro

Annotation: Outlines four curriculum ideologies (scholar academic, social efficiency, learner-centered, and social reconstruction) and systematically illustrates and analyzes each ideology for its view of aims, knowledge, the child, learning, teaching, and evaluation; contrasts and compares the four curriculum ideologies, and provides an inventory for educators to identify their own curriculum ideologies.

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

 

Schoonmaker, Frances, Living Faithfully: The Transformation of Washington School. Charlotte, NC: Information Age Publishing, 2012., Frances Schoonmaker

Annotation: Reports the stances and deliberative processes taken by the principals, teachers, and others in transforming a failed Oklahoma school into a successful one, a conflicted school into a school with a wholesome atmosphere; extensive quotes are included from participants; interpreted with spiritual and sacred dimensions taken from philosopher Philip H. Phenix.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Elementary School Curriculum, Ethical Issues in Curriculum, Teaching/Learning Process, Value Assumptions and Ideologies in Curriculum, Supervision of Instruction, In-service Teacher Development

 

Schoonmaker, Frances, "Only Those Who See Take Off Their Shoes: Seeing the Classroom as a Spiritual Space," Teachers College Record, 111(December, 2009)., 2713-2731., Frances Schoonmaker

Annotation: Argues for recognizing classrooms as spiritual space; offers examples from the author's own experience of teaching that illustrate students experiencing awe, wonder, and other dimensions of spirituality; suggests ways teachers and teacher educators can enhance their ability to see and facilitate the spiritual aspects of classroom learning.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Religious Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Curriculum as Experience, Conceptions of Teaching, Self-Knowledge, Values in the Classroom, Value Assumptions and Ideologies in Curriculum, Hidden Curriculum, Teaching/Learning Process

 

Schubert, William H., Love, Justice, and Education: John Dewey and the Utopians. Charlotte, NC: Information Age Publishing, 2009., William H. Schubert

Annotation: Takes a sentence-by-sentence book at Dewey's 1933 essay, "Dewey Outlines Utopian Schools"; in 30 chapters has 426 Utopians imaginatively ponder, discuss, and illuminate the meanings and implications of Dewey's thoughts in this essay 75 years after its appearance in the New York TImes; themes include love and justice in education.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Criticism of Schooling, Curriculum Aims and Objectives, Classics of Curriculum Literature, Value Assumptions and Ideologies in Curriculum

 

Scott, David, "Six Curriculum Discourses: Contestation and Edification," pp. 31-42 in Alex Moore, ed., Schooling, Society, and Curriculum. New York: Routledge, 2006., David Scott

Annotation: Identifies and critically appraises six discourses within which curriculum policies and policy-making are conducted: foundationalism, conventionalism, instrumentalism, technical rationality, critical pedagogy, and postmodernism.

Broad Topical Focus: Curriculum Visions and Philosophies, 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: Value Assumptions and Ideologies in Curriculum

 

Semel, Susan F., and Alan R. Sadovnik, "The Contemporary Small-School Movement: Lessons from the History of Progressive Education," Teachers College Record, 110(September, 2008), 1744-1771., Susan F. Semel and Alan R. Sadovnik

Annotation: Examines similarities and differences between Central Park East Secondary School in New York City and earlier progressive schools such as the Dalton School and the City and Country School.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Curriculum History, Local Control of Schooling

 

Shaker, Paul, and Elizabeth E. Heilman,"The Changing Vision of Education in Our Democratic Society," pp. 1-15 in their Reclaiming Education for Democracy: Thinking Beyond No Child Left Behind. New York: Routledge, 2008., Paul Shaker and Elizabeth E. Heilman

Annotation: Examines, critically, origins of recent education policy in the U. S. and introduces nine related essays on various aspects of this topic.

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

 

Shapiro, H. Svi, ed., Education and Hope in Troubled Times: Visions of Change for Our Children's World. New York: Routledge, 2009., H. Svi Shapiro

Annotation: Contains 19 articles by leading educators on challenges and possibilities facing American education; each offers a vision with practical curricular suggestions.

Broad Topical Focus: Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Collection of Studies
Narrow Topic: Alternatives in Education, Curriculum Aims and Objectives, Value Assumptions and Ideologies in Curriculum, Criticism of Schooling

 

Slabbert, Johannes A., and Annemarie Hattingh, " 'Where is the Post-modern Truth We Have Lost in Reductionist Knowledge?' A Curriculum Epitaph," Journal of Curriculum Studies, 38(December, 2006), 701-718., Johannes A. Slabbert and Annemarie Hattingh

Annotation: Discusses truth eradicated, truth revealed, the ethics of truth, the wholeness of truth, and constructing truth as bases for a future post-modern curriculum.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Value Assumptions and Ideologies in Curriculum, Ethical Issues in Curriculum

 

Slater, Graham B., "Breaking the Binds of Enclosure: Chet Bowers and the Commons in Educational Theory," Educational Studies, 55(5, 2019), 548-562., Graham B. Slater

Annotation: Elucidates Bowers' concepts of the commons and of enclosure; highlights Bowers' contributions to educational theory for his ecological, political, and pedagogical insights.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Theorists, Curriculum Contexts and Societal Influences
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Criticism of Schooling, Idelogy and School Knowledge, Curriculum Theory Creation and Uses

 

Slattery, Patrick, and Dana Rapp, Ethics and the Foundations of Education: Teaching Convictions in a Postmodern World. Boston: Allyn & Bacon, 2003., Patrick Slattery and Dana Rapp

Annotation: Addresses from critical, activist, and postmodern perspectives several particular examples of ethical, hermeneutic, aesthetic, theological, and ecological issues facing curriculum and takes a stand on them.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Development, Organization, Design, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Ethical Issues in Curriculum, Values in the Classroom

 

Sobol, Thomas, "The Broader Meaning of Articulation," Phi Delta Kappan, 53(September, 1971), 25-29., Thomas Sobol

Annotation: Describes four dilemmas in contemporary schooling (between have's and have-not's, school and life, head and heart, and old values and new values) and envisions a type of schooling to overcome these dilemmas.

Broad Topical Focus: Curriculum Development, Organization, Design,Curriculum Contexts and Societal Influences,Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Content Selection and Organization

 

Sockett, Hugh, "The Neglect of Virtue," pp. 22-40 in Hugh Sockett and Robert Boostrom, eds., A Moral Critique of Contemporary Education. 112th Yearbook of the National Society for the Study of Education, Issue l. New York: Teachers College, Columbia University, 2013, Hugh Sockett

Annotation: Discusses the neglect of moral and intellectual virtue in schools; argues against a curriculum of "right answers" and in favor of teaching the dispositions of open-mindedness, accuracy, impartiality, and social responsibility.

Broad Topical Focus: Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Ethical Issues in Curriculum, Citizenship Education, Values in the Classroom

 

Spring, Joel, A New Paradigm for Global School Systems: Education for a Long and Happy Life. Mahwah, NJ: Lawrence Erlbaum, 2007., Joel A. Spring

Annotation: Proposes a global curriculum focusing on "a long and happy life" rather than on economic/human capital as the overriding educational goal of schools around the globe.

Broad Topical Focus: Curriculum Proposals in Coherent Form, Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Content Selection and Organization, Value Assumptions and Ideologies in Curriculum

 

Strike, Kenneth A., "Schools as Communities: Four Metaphors, Three Models, and a Dilemma or Two," Journal of Philosophy of Education, 34(Novermber, 2000), 617-642., Kenneth A. Strike

Annotation: Suggests and analyzes four conceptualizations of community as metaphor for schools and criticizes them in terms of blended embodiment in three different forms(comprehensive doctrine schools, deliberative democratic schools, and liberation of the mind schools).

Broad Topical Focus: Curriculum Visions and Philosophies
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Curriculum Aims and Objectives

 

Teitelbaum, Kenneth N., "Contestation and Curriculum: The Efforts of American Socialists, 1900-1920," pp. 32-55 in Landon E. Beyer and Michael W. Apple, eds., The Curriculum: Problems, Politics, and Possibilities. Albany, NY: State University of New York Press, 1988., Kenneth N. Teitelbaum

Annotation: Describes the socialist schools of this period and their curricula.

Broad Topical Focus: Curriculum Visions and Philosophies, 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, Religious & Private Schooling

 

Tienken, Christopher H., "Non-Standardized Standards," Kappa Delta Pi Record, 50(April-June, 2014), 56-60., Christopher H. Tienken

Annotation: Argues against the standardized curriculum system currently being imposed on schools by corporate interests and in favor of local standards; provides data to support these arguments.

Broad Topical Focus: Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Local Control of Schooling

 

Torres, Carlos Alberto, First Freire: Early Writings in Social Justice Education. New York: Teachers College Press, 2014., Carlos Alberto Torres

Annotation: Interprets Freire's thought in personal and analytic terms; key themes in Freire's works are cited and documented from his many writings; thorough elucidation by one of Freire's closest friends and critics.

Broad Topical Focus: Curriculum Visions and Philosophies
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Alternatives in Education, Citizenship Education, Conceptions of Teaching, Curriculum and Politics, Democratic Education, Curriculum Theory Creation and Uses, Ethical Issues in Curriculum, Ideology and School Knowledge, Teaching/Learning Process

 

Ubbelohde, Robert Allen, "A Neo-Conservative Approach in Curriculum," pp. 22-34 in Alex Molnar and John A. Zahorik, eds., Curriculum Theory . Washington, DC: ASCD, 1977.*, Robert Allen Ubbelohde

Annotation: Identifies assumptions of a neo-conservative view of curriculum.

Broad Topical Focus: Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Philosophical Schools

 

Walker, Melainie, "Capabilities, Flourishing, and the Normative Purposes of Action Research," pp. 301-312 in Susan Noffke and Bridget Somekh, eds., The Sage Handbook of Educational Action Research. Thousand Oaks,CA: Sage, 2009., Melainie Walker

Annotation: Identifies crucial educational aims for democratic societies and proposes that action research be done within these normative contexts.

Broad Topical Focus: Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Action Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives

 

Wang, Hongyu, "The Call from the Stranger: Dwayne Huebner's Vision of Curriculum as Spiritual Journey," pp. 287-299 in William E. Doll, Jr., and Noel Gough, eds., Curriculum Visions. New York: Peter Lang, 2002., Hongyu Wang

Annotation: Highlights Huebner's spiritual vision of curriculum (consciousness, imagination, will, power, love) and its relation to the experience of the transcendent and to acknowledging the student as stranger.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Theorists, Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Philosophical Schools, Curriculum as Experience

 

Watkins, William H., "Teaching and Learning in the Black Colleges: a 130-Year Retrospective," Teaching Education, 3(Summer/Fall 1990), 10-25., William H. Watkins

Annotation: Traces the history, purpose, and philosophies of Black college curricula between 1860-1990.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Higher Education Curriculum, Teacher Education

 

Watras, Joseph, "Philosophy of Education and the Eight Year Study, 1930-1940," Curriculum History (SSCH), (2004), 75-81., Joseph Watras

Annotation: Examines the development and curricular philosophies of the work of the Eight-Year Study; considers its impact on progressive ideas of democracy.

Broad Topical Focus: Curriculum Visions and Philosophies, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Classics of Curriculum Literature

 

Watt, John, "Schooling and Comprehensive Understanding," pp. 151-165, and "Mores, Myths, and Moralities," pp. 166-184 in his Ideology, Objectivity, and Education. New York: Teachers College Press, 1994., John Watt

Annotation: Proposes curriculum based on the concept of comprehensive understanding (not on ideology or constructivism) and the concept of evaluative pluralism.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum and the Disciplines, Curriculum Aims and Objectives, Value Assumptions and Ideologies in Curriculum, Hidden Curriculum

 

Weltman, Burton, "Individualism versus Socialism in American Education: Rereading Mortimer Adler and The Paideia Proposal," Educational Theory, 52(Winter, 2002). 61-79., Burton Weltman

Annotation: Traces the life and thought of Mortimer Adler on education; places his curriculum theory in the context of his broader changing educational philosophy.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists, Curriculum Proposals in Coherent Form, Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum History

 

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

 

Wirth, Arthur G., Productive Work--in Industry and Schools: Becoming Persons Again . Washington, DC: University Press of America, 1983., Arthur G. Wirth

Annotation: Spells out the difference between the vocationalism of early 20th century industrialists and the model of industrial democracy poposed by John Dewey.

Broad Topical Focus: Curriculum Visions and Philosophies,Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Philosophical Inquiry-Ampliative Criticism,Critical Inquiry
Type of Study: Single Study
Narrow Topic: Vocational vs. Liberal Education, Ideology and School Knowledge, Curriculum History

 

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

 

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