Mode of Inquiry - Scientific/Empirical Inquiry

 

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Rosales-Dordelly, Carmen L., and Edmund C. Short, Curriculum Professors' Specialized Knowledge . Lanham, MD: University Press of America, 1985., Carmen L. Rosales-Dordelly and Edmund C. Short

Annotation: Reports a study of curriculum knowledge deemed significant by professors of curriculum.

Broad Topical Focus: Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Survey
Narrow Topic: Literature of Curriculum, Professionalization in Curriculum, Curriculum Professors

 

Rosenbaum, James E., "Social Implications of Educational Grouping," pp. 361-401 in David C. Berliner, ed., Review of Research in Education ,8:1980. Washington, DC: American Educational Research Association, 1980., James E. Rosenbaum

Annotation: Discusses implications of ability grouping and curriculum grouping.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum Differentiation, Teaching/Learning Process

 

Rossi, Peter H., "Assessing Organizational Capacity for Educational R & D in an Academic Institution," Educational Researcher, 5(April, 1976), 3-10., Peter H. Rossi

Annotation: Explains a variety of issues related to the topic with implications.

Broad Topical Focus: Curriculum Research and Inquiry-General
Source Discipline: Education
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Organization Theory, Education as a Field of Study

 

Rutkowski, David, Leslie Rutkowski, and Gjert Langfelt, "Reading Economics, Thinking Education: The Relevance--and Irrelevance--of Economic Theory for Curriculum Research," Journal of Curriculum Studies, 44(No. 2 2012), 165-192., David Rutkowski, Leslie Rutkowski, and Gjert Langfelt

Annotation: Reviews 85 published studies that examined the political, the programmatic, and the practical in relation to curriculum theory by methods of economic research.

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

 

Sanders, Donald P., and Marian Schwab, "Science and the Educating Process," Theory into Practice, 18(December, 1979), 349-356.*, Donald P. Sanders and Marian Schwab

Annotation: Contrasts conventional scientific inquiry and the developmental research process as employed in educational inquiry.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Development as Inquiry, Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Comparisons Among Inquiry Modes

 

Sarason, Seymour B., "Programmatic and Behavioral Regularities," pp. 569-589 in Arno A. Bellack and Herbert M. Kliebard, eds., Curriculum and Evaluation . Berkeley, CA: McCutchan, 1977., Seymour B. Sarason

Annotation: Explores the thesis that introducing change requires changing the regularities of the situation; examples are given from several subject areas and their regularities.

Broad Topical Focus: Curriculum Change, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: School Subjects

 

Sawand, Daiyo and Michael T. Caley, "Dissipative Structures: New Metaphors for Becoming in Education," Educational Researcher, 14(March, 1985), 13-19., Daiyo Sawand and Michael T. Caley

Annotation: Suggests the applicability of the metaphor of turbulance (destabilization and self-reorganization) to educational processes.

Broad Topical Focus: Inquiry Language in Curriculum Research
Source Discipline: Education
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses

 

Schaffarzick, Jon, "Questions and Requirements for the Comparative Study of Curriculum Development Procedures," pp. 211-256 in Jon Schaffarzick and David H. Hampson, eds., Strategies for Curriculum Development . Berkeley, CA: McCutchan, 1975., Jon Schaffarzick

Annotation: Gives an approach to comparing various ways of developing curriculum based on the work of ten authorities; includes nine common characteristics, ten types of variations, and five problem areas.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies

 

Schmidt, William H., Andrew C. Porter, Robert E. Floden, Donald J. Freeman, and John R. Schwille, "Four Patterns of Teacher Content Decision-Making," Journal of Curriculum Studies, 19(September-October, 1987), 439-455., William H. Schmidt, Andrew C. Porter, Robert E. Floden, Donald J. Freeman, and John R. Schwille

Annotation: Reports a study of teachers' content decision-making across nine factors.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum Implementation

 

Schmidt, William H., and Richard S. Prawat, "Curriculum Coherence and National Control of Education: Issue or Non-Issue?" Journal of Curriculum Studies, 38(December, 2006), 641-658., William H. Schmidt and Richard S. Prawat

Annotation: Reports a study in 37 countries of national policy instruments designed to produce curricular consistence and coherence; results indicate that national control is not as strongly associated with these desired outcomes as functional credibilty derived from alternative policy instruments.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Comparative Curriculum, Freedom/Authority and Curriculum, Curriculum and Politics, Local Control of Schooling, Textbooks

 

Schoenfeld, Alan H., "What Doesn't Work: The Challenge and Failure of the What Works Clearinghouse to Conduct Meaningful Reviews of Studies of Mathematics Curricula," Educational Researcher, 35(March, 2006), 13-21., Alan H. Schoenfeld

Annotation: Reports the author's experience in critiquing the Clearinghouse's work in synthesizing research on mathematics curricula; draws implications about governmental ideology affecting integrity of inquiry; related articles follow.

Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum Inquiry Guidelines, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry, Integrative Inquiry, Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Government Role in Educational Research & Development, Knowledge Utilization, Value Assumptions and Ideologies in Curriculum, Mathematics

 

Schrag, Francis, "In Defense of Positivist Research Paradigms," Educational Resercher, 21 ( June-July, 1992), 5-8., Francis Schrag

Annotation: Defends the use of empirical comparisons between policies and practices during educational trials.

Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum Research Domains and Structure, Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum

 

Schubert, William H., Ann Lynn Lopez Schubert, Leslie Herzog, George Posner, and Craig Kridel, "A Genealogy of Curriculum Researchers," Journal of Curriculum Theorizing, 8(Spring, 1988), 137-183., William H. Schubert, Ann Lynn Schubert, Leslie Herzog, George Posner, and Craig Kridel

Annotation: Shows doctoral advisors and students for an array of curriculum scholars and researchers.

Broad Topical Focus: Curriculum Theorists, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Survey
Narrow Topic: Curriculum Professors, Programs of Study in Curriculum and Instruction

 

Schwab, Joseph J., "The Structure of the Natural Science," pp. 39-46 in G. W. Ford and Lawrence Pugno, eds., The Structure of Knowledge and the Curriculum. Chicago: Rand McNally, 1964., Joseph J. Schwab

Annotation: Describes the substantive structures and the short-term and long-term syntax of the scientific disciplines.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Science

 

Schwandt, Thomas A., "A Diagnostic Reading of Scientifically Based Research for Education," Educational Theory, 55(No. 3, 2005), 285-305., Thomas A. Schwandt

Annotation: Notes the reascendance of the market model of educational research and shows why adherence to this ideology is devaluing other forms of research that should affect practice; three related articles appear in this issue of Educational Theory.

Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum Inquiry Guidelines, Critique and Utilization of Curriculum Research and Inquiry, Relation of Curriculum Research to Practice
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Comparisons Among Inquiry Modes, Education as a Field of Study, Government Role in Educational Research & Development, Knowledge Utilization, Practical Knowledge, Qualitative Research, Value Assumptions and Ideologies in Curriculum

 

Schwarz, Gretchen, and Lee Ann Cavener, "Outcome-based Education and Curriculum Changes: Advocacy, Practice, and Critique," Journal of Curriculum and Supervision, 9(Summer, 1994), 326-338., Gretchen Schwarz and Lee Ann Cavener

Annotation: Reports experience in Oklahoma with outcome-based education and gives reasons for its failure there.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Curriculum Aims and Objectives, Value Assumptions and Ideologies in Curriculum

 

Shaker, Paul, "The Application of Jung's Analytical Psychology to Education," Journal of Curriculum Studies, 14(July-September, 1982), 241-250., Paul Shaker

Annotation: Shows how Jung's ideas can be applied to curriculum.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Psychology and Curriculum

 

Shkedi, Asher, "Can the Curriculum Guide Both Emancipate and Educate Teachers?" Curriculum Inquiry, 28(Summer, 1998), 209-229.*, Asher Shkedi

Annotation: Reports an empirical study of the use of three alternative forms of a curriculum guide (in Israeli classes in Bible) to determine how teachers distinguish the approaches and what differences they see in autonomy allowed them.

Broad Topical Focus: Curriculum Guides, Plans, Documents, Materials
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Comparative Curriculum, Teacher Knowledge, Freedom/Authority and Curriculum

 

Sieber, Sam D., "Images of the Practictioner and Strategies of Educational Change," Sociology of Education, 45(Fall, 1972), 362-385., Sam D. Sieber

Annotation: Surveys the ways practitioners relate to various strategies for educational change.

Broad Topical Focus: Curriculum Change
Source Discipline: Education
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Implementation, Curriculum Development Strategies

 

Sieber, Sam D., "The Organizational Dilemma of Educational Change Models: Toward a Solution," Interchange, 7(No. 2, 1976-77), 39-49., Sam D. Sieber

Annotation: Explores problems with educational change models and suggests possible ways to deal with them.

Broad Topical Focus: Curriculum Change
Source Discipline: Education
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Implementation

 

Sieber, Sam D., "Trends in Diffusion Research: Knowledge Utilization," Viewpoints, 50(No. 3, 1974), 61-81., Sam D. Sieber

Annotation: Reports trends related to diffusion of research knowledge.

Broad Topical Focus: Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Education
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Linkage, Knowledge Utilization, Curriculum Implementation

 

Sieber, Sam, Karen Seashore Louis, and Toya Metzger, The Use of Educational Knowledge . Final Report, U.S. Office of Education, 1972. Contract No. OEC-0-70-4930., Sam Sieber, Karen Seashore Louis, and Toya Metzger

Annotation: Gives the final report of a USOE study of knowledge utilization in education.

Broad Topical Focus: Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Education
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Linkage, Knowledge Utilization

 

Silberstein, Moshe, and Miriam Ben-Peretz, "The Concept of Teacher Autonomy in Curriculum Materials: An Operative Interpretation," Journal of Curriculum and Supervision, 3(Fall, 1987), 29-44., Moshe Silberstein and Miriam Ben-Peretz

Annotation: Analyzes six subject area curricula in Israel for trends in teacher implementation and autonomy.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Survey
Narrow Topic: Materials Development and Evaluation, Freedom/Authority and Curriculum, Comparative Curriculum, Curriculum Implementation

 

Simon, Michael A., Understanding Human Action: Social Explanation and the Vision of Social Science . Albany, NY: State University of New York Press, 1982., Michael A. Simon

Annotation: Makes the case for sociological inquiry, not as a science but as a set of humanistic disciplines that are normative in character.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research and Inquiry-General
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

 

Singhm, Mano, Quest for Truth: Scientific Progress and Religious Beliefs. Bloomington, IN: Phi Delta Kappa International, 2000., Mano Singhm

Annotation: Articulates the method and nature of truth characteristic of science; contrasts this with religious truth; explores the conflict between creationism and evolution; discusses a way of teaching science consistent with his analysis of scientific knowledge.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry, Religious Inquiry, Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Value Assumptions and Ideologies in Curriculum, Science, Knowledge Generation

 

Slavin, Robert E., "On Making a Difference," Educational Researcher, 19(April, 1990), 30-34; 44.*, Robert E. Slavin

Annotation: Distinguishes between complex, variable-like, and fuzzy models for educational research and explains why models matter.

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

 

Small, Jan L., and Jean H. Young, "Teachers' Motivations for Participating in Curriculum Development Committees," The Alberta Journal of Educational Research, 34(March, 1988), 42-50.*, Jan L. Small and Jean H. Young

Annotation: A study of the relative importance of six factors in teachers' participation in curriculum development committees.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Survey
Narrow Topic: Curriculum Development Strategies

 

Smith, David, "On the Concept of Perceived Curriculum Decision-Making Space," Curriculum Perspectives, 3(May, 1983), 21-30., David Smith

Annotation: Employs Bernstein's frame factors to study teacher decision-making in curriculum.

Broad Topical Focus: Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Planning

 

Smith, David L., "Toward Critical Curriculum Practice: The Role of ACSA in Australia," Journal of Curriculum Studies, 23(May-June, 1991), 269-274., David L. Smith

Annotation: Describes the purposes and activities of the Australian Curriculum Studies Assocation (ACSA) and the politcal context within which it works.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Historical Inquiry
Type of Study: Single Study
Narrow Topic: American/International Curriculum Organizations, Professionalization in Curriculum

 

Smylie, Mark A., "Teacher Participation in School Decision Making: Assessing Willingness to Participate," Educational Evaluation and Policy Analysis, 14(Spring, 1992), 53-67., Mark A. Smylie

Annotation: Analyzes empirical data on teachers' willingness to participate in decision making; principal-teacher relationship has the greatest influence.

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

 

Spillane, James P., "How Districts Mediate between State Policy and Teachers' Practice," pp. 167-185 in Richard F. Elmore and Susan H. Fuhrman, eds., The Governance of Curriculum. 1994 ASCD Yearbook. Alexandria, VA: Association for Supervision and Curriculum Development,1994., James P. Spillane

Annotation: Gives the experience of one local district's response to a new state reading policy.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Case Study
Narrow Topic: Local Control of Schooling, Reading, Teacher Knowledge

 

Stevenson, David Lee, and David P. Baker, "State Control of the Curriculum and Classroom Instruction," Sociology of Education, 64 (January, 1991), 1-10.*, David Lee Stevenson and David P. Baker

Annotation: Reports cross-national comparisons between centralized and decentralized educational systems for mathematics and draws inplications about curriculum reform procedures.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Comparative Curriculum, Government Role in Educational Research & Development, Local Control of Schooling

 

Strauss, Anselm, and Juliet Corbin. Basics of Qualitative Research: Grounded Theory Procedures and Techniques. Newbury Park,CA: Sage, 1990., Anselm Strauss and Juliet Corbin

Annotation: Describes coding procedures for analyzing qualitative data and developing grounded theory.

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

 

Strauss, Anselm L., Qualitative Analysis for Social Scientists . New York: Cambridge University Press, 1987., Anselm L. Strauss

Annotation: Describes how to develop theory through several forms of analysis of qualitative data.

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

 

Strauss, Sidney, "Learning Theories of Gagne and Piaget: Implications for Curriculum Development," Teachers College Record, 74(September, 1972), 81-102., Sidney Strauss

Annotation: Compares these two theories and the curriculum structures resulting from each.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Psychology and Curriculum

 

Sullanmaa, Jenni, Kirsi Pyhalto, Janne Pietarinen, and Tiina Soini, "Curriculum Coherence as Perceived by Disrict Level Stakeholders in Large-Scale National Curriclulm Reform in Finland," The Curriclum Jourmal, 30(3, 2019), 244-263., Jenni Sullanmaa

Annotation: Reports a factor analysis study of the factors in curriculum coherence that stakeholders perceived in Finish curriculum reform (consistency, integration, and alignment between objectives, content, and assessments).

Broad Topical Focus: 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, Curriculum Integration, Comparative Curriculum

 

Sunderman, Gail L., James S. Kim, and Gary Orfield, NCLB Meets School Realities: Lessons from the Field. Thousand Oaks, CA: Corwin Press, 2005., Gail L. Sunderman, James S. Kim, and Gary Orfield

Annotation: Documents problems in six states in their attempts to implement NCLB; covers curricular and other aspects.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Evaluation
Source Discipline: Education
Mode of Inquiry in the Study: Historical Inquiry, Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Curriculum Standards and Testing, Freedom/Authority and Curriculum

 

NIE Curriculum Development Task Force, Current Issues, Problems, and Concerns in Curriculum Development . Washington, DC: National Institute of Education, NCER, 1976.*, NIE Curriculum Development Task Force

Annotation: Presents the results of a 1975 NIE survey of curriculum development processes, needs, roles, and relationships.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Survey
Narrow Topic: Curriculum and Politics, Local Control of Schooling

 

Thomas, Gary, "Changing Our Landscape of Inquiry for a New Science of Education," Harvard Education Review, 82(Spring, 2012), 226-51., Gary Thomas

Annotation: Argues that education research misunderstands the nature of scientific method; gives a revised view and urges the cultivation of a new education science that is a part of education practice.

Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Philosophical Inquiry-Ampliative Criticism, Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Comparisons Among Inquiry Modes, Education as a Field of Study, Government Role in Educational Research & Development, Practical Knowledge

 

Thomas, Hywel, "Education and the Maximization of Welfare: A Response to 'Curricular Yogis and Cost-Benefit Commissars'," Journal of Curriculum Studies, 15(January-March, 1983), 73-82., Hywel Thomas

Annotation: Responds to O'Keeffe's article in 13 (3), 1981; analyzes implications for curriculum of policies designed to maximize the economic benefit from educational spending.

Broad Topical Focus: Curriculum Policies and Policy Making, Defining Curriculum Research Questions, Curriculum Administration, Leadership, Finance
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum

 

Tienken, Christopher H., "The Social Reform Landscape Reloaded: More Fraud, Myths, and LIes, 2nd Ed. Rowman & Littlefield, 2021., Christopher H. Tienken

Annotation: Critiques a wide range of policies and practices that dominate current education reforms by corporate elites; challenges numerous myths supporting these reforms; argues for return to democratic and localized policies and practices that support true education.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry - Ampliative Criticism, Theoretical/Conceptual Inquiry, Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Criticisms of Schooling, Curriculum Standards and Testing, Curriculum and Poitics, Freedom/Authority and Curriculum, Ideology and School Knowledge, Local Control of Schooling, Value Assumptions and Ideologies in Curriculum

 

Tittle, Carol Kehr, "Research on Sex Equity in Education: An Agenda for the Divisions, SIG's and AERA," Educational Researcher, 14(November, 1985), 10-18., Carol Kehr Tittle

Annotation: Examines the research on sex equity in education and recommends actions in AERA based upon her findings.

Broad Topical Focus: Defining Curriculum Research Questions, Curriculum Research Domains and Structure, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Research Synthesis
Narrow Topic: American/International Curriculum Organizations

 

Tyler, Louise L., "Curriculum Development From a Psychoanalytic Perspective," Educational Forum, 36(January, 1972), 173-178., Louise L. Tyler

Annotation: Explores the contributions psychoanalytic theory and practice might make to curriculum development.

Broad Topical Focus: Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Psychology and Curriculum

 

Unruh, Glenys, G., "Toward a Theory of Responsible Curriculum Development," pp. 277-292 in her Responsive Curriculum Development: Theory and Action . Berkeley: McCutchan, 1975., Glenys G. Unruh

Annotation: Provides a scientific curriculum theory of responsive curriculum development with a series of propositions and constructs.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses

 

van de Oudeweetering, Karmijn, and Joke Voogt, "Teachers' Conceptualization and the Enacdtment of Twenty-First Century Competences: Exploring Dimensions for New Curricula," The Curriculum Journal, 29(No. 1, 2018), 116-133., Karmijn van de Oudeweetering and Joke Voogt

Annotation: Reports a study of teachers' targeting their instruction toward specified competences found in five published sets of twenty-first century competences; findings fell into six dimensions that were studied for time and emphasis; draws implications for practice and research.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: SIngle Study
Narrow Topic: Content Selection and Organization, Curriculum Aims and Objectives

 

Van Geel, Tyll, Authority to Control the School Program. Lexington, MA: Lexington Books, 1976., Geel Tyll Van

Annotation: Describes legal bases for controlling the curriculum; draws policy implications.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Deliberative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Freedom/Authority and Curriculum, Local Control of Schooling

 

Waetjen, Walter B., "Curiosity and Exploration: Roles in Intellectual Development and Learning," pp. 40-58 in A. Harry Passow and Robert R. Leeper, eds., Intellectual Development: Another Look . Washington, DC: Association for Supervision and Curriculum Development, 1964., Walter B. Waetjen

Annotation: Summarizes studies of curiosity and related variables that have implications for education.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Research Synthesis
Narrow Topic: Psychology and Curriculum

 

Waks, Leonard J., "Nonbehavioral Goals: Investigating the Validity of the Two-Defect Argument," Curriculum Theory Network, 4(No.1, 1973/74), 37-42., Leonard J. Waks

Annotation: Points out the problems with behavioral goals in educational research and why scientific researchers have problems with nonnbehavioral goals.

Broad Topical Focus: Curriculum Development, Organization, Design,Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism,Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives

 

Walberg, Herbert, "Quantification Reconsidered," pp. 369-402 in Edmund W. Gordon, ed., Review of Research in Education, 11(1984). Washington, DC: AERA, 1984., Herbert Walberg

Annotation: Justifies the use of quantitative research in education to obtain a summary of phenomena; many related theoretical and procedural issues are also addressed.

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

 

Walberg, Herbert J., "The Social Environment as a Mediator of Classroom Learning," Journal of Educational Psychology, 60(1969), 443-448., Herbert J. Walberg

Annotation: Analyzes the social environment as a mediator of classroom learning.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Environment, Teaching/Learning Process

 

Walker, Decker, "A Naturalistic Model for Curriculum Development," School Review, 80(November, 1971), 51-65. Also ERIC Document No. ED 042 252.*, Decker Walker

Annotation: Presents a conception of curriculum development that embraces political elements and processes.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Conceptions and Theories, Curriculum Policies and Policy Making, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation

 

Walker, Decker F., "Methodological Issues in Curriculum Research," pp. 98-118 in Philip W. Jackson, ed., Handbook of Research on Curriculum. New York: Macmillan, 1992., Decker F. Walker

Annotation: Reviews writings on scientific and qualitative research methods in general and in curriculum, and proposes a method of formative curriculum research appropriate to use with practical curriculum problems.

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

 

Wasserman, Stanley, and Katherine Faust, Social Network Analysis: Methods and Applications. New York: Cambridge University Press, 1994., Stanley Wasserman and Katherine Faust

Annotation: Provides detailed methods of conducting, representing, interpreting, and evaluating social network analyses; includes graphic, sociometric, and algebraic approaches with their technical requirements; examples of studies using these methods are given.

Broad Topical Focus: Defining Curriculum Research Questions
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Organization Theory

 

Weiss, Carol H., and Michael J. Bucuvalas, Social Science Research and Decision- Making. New York: Columbia University Press, 1980., Carol H. Weiss and Michael J. Bucuvalas

Annotation: Reports a study of conditions that foster or inhibit use of social science research by policymakers.

Broad Topical Focus: Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Survey
Narrow Topic: Knowledge Utilization

 

Westbury, Ian, "The Impact of the Journal of Curriculum Studies : A Citation Analyis," Journal of Curriculum Studies, 12(April-June, 1980), 149-156., Ian Westbury

Annotation: Reports a study of the frequency of citations for articles in the Journal of Curriculum Studies in Social Sciences Citation Index (1972-1978).

Broad Topical Focus: Publication Outlets for Curriculum Research and Inquiry
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Survey
Narrow Topic: Literature of Curriculum

 

Westbury, Ian, and Chao-Sheng Hsu, "Structures of Curriculum Governance and Classroom Practice in Mathematics," Educational Evaluation and Policy Analysis, 18(Summer, 1996), 123-139.*, Ian Westbury and Chao-Sheng Hsu

Annotation: Re-examines international data on relation between central control (setting of standards) and actual content coverage in mathematics classes; challenges previous findings on effects by country of degree of central control and classroom practice.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Comparative Curriculum, Curriculum Standards and Testing, Mathematics, Content Selection and Organization, Local Control of Schooling

 

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

 

Willower, Donald J., "Epistemology, Science, and Moral Practice," Interchange, 32(March, 2001), 1-16., Donald J. Willower

Annotation: Gives in-depth treatment of the nature of scientific inquiry and of contemporary criticisms of it; relates ethical values to inquiry.

Broad Topical Focus: Curriculum Research and Inquiry-General, Critique and Utilization of Curriculum Research and Inquiry, Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Knowledge Generation

 

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

 

Woods, Peter E., Sociology and the School: An Interactionist Viewpoint . London: Routledge and Kegan Paul, 1983., Peter E. Woods

Annotation: Explains the symbolic interactionist perspective and related research.

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

 

Yatvin, Joanne, "Making Whole Language Disappear: How the National Reading Panel Worked its Magic," pp. 81-91 in Leslie Poynor and Paula M. Wolfe, eds., Marketing Fear in America's Public Schools: The Real War on Literacy. Mahwah, NJ: Lawrence Erlbaum, 2005., Joanne Yatvin

Annotation: Critiques the research process used in this study of reading research; demonstrates the ideological influences on the doing and the using of the study; related studies in other chapters.

Broad Topical Focus: Critique and Utilization of Curriculum Research and Inquiry, Curriculum Research and Inquiry-General, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry, Scientific/Empirical Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Reading

 

Young, Jean, "Teacher Participation in Curiculum Development: What Status Does it Have?" Journal of Curriculum and Supervision, 3(Winter, 1988), 109-121., Jean Young

Annotation: Reports a study of the extent of teacher participation in curriculum development.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Survey
Narrow Topic: Curriculum Deliberation

 

Young, Jean Helen, "Principals and Collaborative Curriculum Development: Does Gender Make a Difference?" The Alberta Journal of Educational Research, 39(December, 1993), 433-448.*, Jean Helen Young

Annotation: Reports an empirical study of the extent of collaboration between school staff and principals on 18 curriculum development tasks by gender.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies

 

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