Mode of Inquiry - Narrative Inquiry

 

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Barone, Thomas E., "A Narrative of Enhance Professionalism: Educational Researchers and Popular Storybooks about Schoolpeople," Educational Researcher, 21(November, 1992), 15-24. Reprinted pp. 201-228 in Tom Barone, Aesthetics, Politics, and Educational Inquiry: Essays and Examples. New York: Peter Lang, 2000.*, Thomas E. Barone

Annotation: Discusses three conceptions of the researcher and ways research findings are communicated; suggests using story form to best reach the public.

Broad Topical Focus: Curriculum Inquiry Guidelines, Publication Outlets for Curriculum Research and Inquiry
Source Discipline: Education
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum Professors, Professionalization in Curriculum

 

Barone, Thomas E., "Effectively Critiquing the Experienced Curriculum: Clues from the 'New Journalism'," Curriculum Inquiry, 10(Spring, 1980), 29-53. Reprinted pp. 19-49 in Tom Barone, Aesthetics, Politics, and Educational Inquiry: Essays and Examples. New York: Peter Lang, 2000.*, Thomas E. Barone

Annotation: Explains the application of the traditions of the "New Journalism" to curriculum experienced by students with examples from works of literary non-fiction.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry, Aesthetic Inquiry and Curriculum Criticism
Type of Study: Single Study
Narrow Topic: Curriculum as Experience

 

Barone, Tom, Aesthetics, Politics, and Educational Inquiry: Essays and Examples. New York: Peter Lang, 2000., Tom Barone

Annotation: Reprints 14 essays by the author (organized around the influences of Eisner, Dewey, Rorty, Sarte, and Bakhtin) describing and demonstrating the use of narrative inquiry in education.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Contexts and Societal Influences, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry, Critical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation, Curriculum and Politics, Aesthetics and Curriculum

 

Barone, Tom, "Persuasive Writings, Vigilant Readings, and Reconstructed Characters: The Paradox of Trust in Educational Storytelling," pp. 63-74 in J. Amos Hatch and Roger Wisniewski, eds., Life History and Narrative. London: Falmer Press, 1995. Reprinted pp. 245-266 in Tom Barone, Aesthetics, Politics, and Educational Inquiry: Essays and Examples. New York: Peter Lang, 2000., Tom Barone

Annotation: Sets forth criteria for authoring emancipatory, artfully persuasive, educational stories; draws on Bakhtin's work.

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

 

Barone, Tom, Touching Eternity: The Enduring Outcomes of Teaching. New York: Teachers College Press, 2001., Tom Barone

Annotation: Gives a literary reconstruction of an art teacher's work and influence as portrayed by the writer and several of the teacher's former students; the last chapter reflects upon issues inherent in the reconstruction process as postmodern research.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Education
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism, Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Art Education, Teaching/Learning Process, Curriculum Aims and Objectives, Curriculum as Experience, Authority of Teacher

 

Begg, Andrew J. C., Emerging Curriculum. Rotterdam: Sense Publishers,2008., Andrew J. C. Begg

Annotation: Provides an autobiographical narrative of this New Zealand educator's emerging views of curriculum; focuses his report on selected incidents in teaching mathematics, writing textbooks, developing curriculum, teaching teachers, researching curriculum, and comparing international curricula; concludes with how he understands curriculum now.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Guides, Plans, Documents, Materials
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Frameworks, Curriculum Development Strategies, Comparative Curriculum, Knowledge Generation, Qualitative Research

 

Berman, Louise M., Francine H. Hultgren, Diane Lee, Mary S. Rivkin, Jessie A. Roderick, Toward Curriculum for Being: Voices of Educators . Albany, NY: State University of New York Press, 1991., Louise M. Berman, Francine H. Hultgren, Diane Lee, Mary S. Rivkin, and Jessie A. Roderick

Annotation: Reports the exchanges among a study group of six women educators, their autobiographical statements and thoughts, and their mutual interpretations and meaning-making.

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

 

Britzman, Deborah P., "Who Has the Floor? Curriculum, Teaching, and the English Student Teacher's Struggle for Voice," Curriculum Inquiry, 19(Summer, 1989), 145-162.*, Deborah P. Britzman

Annotation: Shows how a student teacher experiences curriculum practices.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Education

 

Bruner, Jerome, "Narrative and Paradigmatic Modes of Thought," pp. 97-115 in Elliot W. Eisner, ed., Learning and Teaching the Ways of Knowing, 84th Yearbook of the NSSE, Part II. Chicago: University of Chicago Press, 1985., Jerome Bruner

Annotation: Contrasts two modes of thought by various constituent elements.

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

 

Brunner, Diane DuBose, Inquiry and Reflection: Framing Narrative Practice in Education. Albany: SUNY Press, 1994., Diane DuBose Brunner

Annotation: Combines a narrative method and a critical perspective in illustrating stories of schooling, teaching, etc.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Education
Mode of Inquiry in the Study: Narrative Inquiry, Critical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Criticism of Schooling

 

Butt, Richard L., "An Integrative Function for Teachers' Biographies," pp. 146-159 in Geoffrey Milburn, Ivor F. Goodson, and Robert J. Clark, eds., Re-Interpreting Curriculum Research: Images and Arguments . Philadelphia: Falmer, 1989., Richard L. Butt

Annotation: Describes the use of autobiography in a graduate course for teachers and discusses the rationale for its use in research and in courses.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry, Hermeneutic Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Programs of Study in Curriculum and Instruction

 

Butt, Richard L., "Arguments for Using Biography in Understanding Teacher Thinking," pp. 95-102 in Rob Halkes and John K. Olson, eds., Teacher Thinking: A New Perspective on Persisting Problems in Education . Lisse, Netherlands: Swets and Zeitlenger, 1984., Richard L. Butt

Annotation: Argues for the use of biography in understanding teacher thinking.

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

 

Butt, Richard L., and Danielle Raymond, "Arguments for Using Qualitative Approaches in Understanding Teacher Thinking: The Case for Biography," The Journal of Curriculum Theorizing, 7(No. 1, 1987), 62-93.*, Richard L. Butt and Danielle Raymond

Annotation: Argues for use of biography in studying teaching and curriculum; includes two vignettes.

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

 

Butt, Richard L., and Danielle Raymond, "Biographical and Contextual Influences on an 'Ordinary' Teacher's Thought and Actions," in J. Louryk, C. Clarke, and R. Halkes eds., Teacher Thinking and Professional Action . Luse, Holland: Swets and Zeitlinger, 1988., Richard L. Butt and Danielle Raymond

Annotation: Reports influence of teachers' biography and context on their thoughy and practice.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry, Aesthetic Inquiry and Curriculum Criticism
Type of Study: Single Study
Narrow Topic: Teacher Knowledge, Teacher Planning

 

Carson, Terrance, "Questioning Curriculum Implementation: Scenes from a Conversation," JCT: An Interdisciplinary Journal of Curriculum Studies, 9(Spring,1992), 71-96., Terrance Carson

Annotation: Illustrates conversation as a mode of research on the topic of curriculum implementation.

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

 

Carter, Kathy, "The Place of Story in the Study of Teaching and Teacher Education," Educational Researcher, 22(January-February, 1993), 5-12., Kathy Carter

Annotation: Describes the narrative form of inquiry and shows how this is used in the study of teaching and teacher education.

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

 

Casey, Kathleen, "The New Narrative Research in Education," pp. 211-253 in Michael W. Apple, ed., Review of Research in Education, 21, 1995-1996. Washington, DC: American Educational Research Association, 1995., Kathleen Casey

Annotation: Reviews examples of and methodological issues related to narrative research in education and other fields of inquiry.

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

 

Clandinin, D. Jean, Classroom Practice: Teacher Images in Action . Philadelphia: Falmer Press, 1986., D. Jean Clandinin

Annotation: Reports a study of teachers' images of classroom practice.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry, Action Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Knowledge, Self-Knowledge, Teacher Planning

 

Clandinin, D. Jean, "Developing Rythm in Teaching: The Narrative Study of a Beginning Teacher's Personal Practical Knowledge of Classrooms," Curriculum Inquiry, 19(Summer, l989), 121-141.*, D. Jean Clandinin

Annotation: Explores the development of one first-year teacher's personal practical knowledge of teaching.

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

 

Clandinin, D. Jean, and F. Michael Connelly, Narrative Inquiry: Experience and Story in Qualitative Research. San Francisco: Jossey-Bass, 2000., D. Jean Clandinin and F. Michael Connelly

Annotation: Describes what a narrative inquirer does and discusses and illustrates several dimensions of the process.

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

 

Clandinin, D. Jean, and F. Michael Connelly, "Stories to Live By: Narrative Understandings of School Reform," Curriculum Inquiry, 28(Summer, 1998), 149-164.*, D. Jean Clandinin and F. Michael Connelly

Annotation: Describes the development of the authors' views of narrative as a way of conceptualizing teacher's knowledge; identifies missing elements in prevailing views of school reform as seen by teachers; and conceptualizes a new story that accounts for these elements.

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

 

Clandinin, D. Jean, and F. Michael Connelly, "Teachers as Curriculum Makers,' pp. 363-401 in Philip W. Jackson, ed., Handbook of Research on Curriculum. New York: Macmillan, l992., D. Jean Clandinin and F. Michael Connelly

Annotation: Reviews the literature on teachers as curriculum makers of two types--as conduits for externally prepared curricula and as their own curriculum makers (whose stories tell us what is involved).

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Definitions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry, Narrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Teacher Knowledge, Teacher Planning, Materials Development and Evaluation, Value Assumptions and Ideologies in Curriculum, Curriculum Implementation, Teacher Research

 

Clandinin, D. Jean, and Jerry Rosiek, "Mapping a Landscape of Narrative Inquiry: Borderland Spaces and Tensions," pp. 35-75 in D. Jean Clandinin, ed., Handbook of Narrative Inquiry: Mapping a Methodology. Thousand Oaks, CA: Sage, 2007., D. Jean Clandinin and Jerry Rosiek

Annotation: Situates narrative inquiry within a Deweyan theory of experience; shows how its philosophical assumptions differ from post-positivism, Marxism, and post-structuralism while sharing some of their assumptions.

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

 

Conle, Carola, "An Anatomy of Narrative Curricula, Educational Researcher, 32(April, 2003), 3-15., Carola Conle

Annotation: Analyses narrative , story, and narrating in light of Schwab's commonplaces of curriculum--student, teacher, subject matter, and milieu; gives examples from the classroom and from research using narrative; notes four results of narrative curricula.

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

 

Connelly, F. Michael, and D. Jean Clandinin, "Narrative Inquiry: Storied Experience," pp. 121-153 in Edmund C. Short, ed., Forms of Curriculum Inquiry . Albany, NY: SUNY Press, 1991.*, F. Michael Connelly and D. Jean Clandinin

Annotation: Describes the processes of narrative inquiry in curriculum.

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

 

Connelly, F. Michael, and D. Jean Clandinin, "Narrative Understandings of Teacher Knowledge," Journal of Curriculum and Supervision, 15(Summer, 2000), 315-331., F. Michael Connelly and D. Jean Clandinin

Annotation: Presents a study of two different teacher's knowledge, understood narratively; shows differences in context and space (temporal, personal/existential, and place) and in professional knowledge landscape and personal practical knowledge of teachers.

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

 

Connelly, F. Michael, and D. Jean Clandinin, "Stories of Experience and Narrative Inquiry," Educational Researcher, 19(June-July, 1990), 2-14. A version in pp. 121-153 in Edmund C. Short, ed., Forms of Curriculum Inquiry.. Albany, NY: SUNY Press, 1991.*, F. Michael Connelly and D. Jean Clandinin

Annotation: Describes the nature and processes involved in doing narrative inquiry and writing the narrative.

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

 

Coulter, Cathy A., and Mary Lee Smith, "The Construction Zone: Literary Elements in Narrative Research," Educational Researcher, 38(November, 2009), 577-590., Cathy A. Coulter and Mary Lee Smith

Annotation: Describes and illustrates ten literary elements used in constructing stories in narrative research; three articles providing comments and criticism of his article immediately follow as well as a response to these articles by the original authors.

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

 

Craig, Cheryl J., "The Relationships Between and Among Teachers' Narrative Knowledge, Communities of Knowing, and School Reform: A Case of 'The Monkey's Paw'," Curriculum Inquiry, 31 (Fall, 2001), 303- 331., Cheryl J. Craig

Annotation: Gives via narrative inquiry a picture of the clash between an effort to introduce a top-down school reform (interdisciplinary curriculum) and teacher knowledge and self-understanding; two related articles follow.

Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Knowledge, Self-Knowledge, Curriculum Implementation

 

Elbaz, Freema, "Research on Teacher's Knowledge: The Evolution of a Discourse," Journal of Curriculum Studies, 23(January-February, 1991), 1-19., Freema Elbaz

Annotation: Explains aspects of research on teacher knowledge: story, ordinary, and voice.

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

 

Fairbanks, Colleen M., "Telling Stories: Reading and Writing Research Narratives," Journal of Curriculum and Supervision, 11 (Summer, 1996), 320-340.*, Colleen M. Fairbanks

Annotation: Describes the nature of narrative inquiry and its many facets; draws on the work of Reissman, Geertz, Bruner, and Atkinson, among others.

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

 

Gitlin, Andrew, et al. Teacher's Voices for School Change: An Introduction to Educative Research. New York: Teachers College Press, 1993., Andrew Gitlin

Annotation: Describes educative teacher research through stories of teachers' lives and school histories.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Collection of Studies
Narrow Topic: Conceptions of Teaching

 

Gough, Noel, "Understanding Curriculum Systems," pp. 47 -69 in James G. Henderson and Kathleen R. Kesson, eds., Understanding Democratic Curriculum Leadership. New York: Teachers College Press, 1999.*, Noel Gough

Annotation: Contrasts curriculum documents of a factory system of education with the narrative efforts of a system drawing upon choas and complexity theory.

Broad Topical Focus: Curriculum Administration, Leadership, Finance, Curriculum Conceptions and Theories, Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Narrative Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses

 

Graham, Robert J., Reading and Writing the Self: Autobiography in Education and the Curriculum. New York: Teachers College Press, 1991., Robert J. Graham

Annotation: Explores the problems and possibilities of autobiography in English Language Education and in curriculum generally; relates the discussion broadly to the genre of autobiography and more specifically to the work of Pinar, Grumet, and others in Curriculum Studies.

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

 

Grumet, Madeleine R., "Restitution and Reconstruction of Educational Experience: An Autobiographical Method for Curriculum Theory," pp. 115-130 in Martin Lawn and Len Barton, eds., Rethinking Curriculum Studies: A Radical Approach . New York: Halsted Press, 1981.*, Madeleine R. Grumet

Annotation: Describes value and process of using the autobiographical method of inquiry in curriculum.

Broad Topical Focus: Curriculum Inquiry Guidelines, Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Self-Knowledge

 

Grumet, Madeleine R., "The Politics of Personal Knowledge," Curriuclum Inquiry, 17(Fall, 1987), 319-329., Madeleine R. Grumet

Annotation: Describes experience in doing narrative inquiry and autobiography.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry, Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum as Experience, Curriculum and Politics

 

Gudmundsdottir, Sigrun, "Story-maker, Story-teller: Narrative Structures in Curriculum," Journal of Curriculum Studies , 23 (May-June, 1991), 207-218., Sigrun Gudmundsdottir

Annotation: Gives examples of pedagogical content knowledge of two teachers presented in their narratives.

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

 

Gudmundsdottir, Sigrun, "The Teller, the Tale, and the One Being Told: The Narrative Nature of the Research Interview," Curriculum Inquiry, 26 (Fall, 1996), 293-306., Sigrun Gudmundsdottir

Annotation: Examines issues related to interviewer and interviewee in narrative inquiry and the interpretation of interview reports.

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

 

Haigh, Richard, "A Personal Reflection on School Leadership in England in Recent Times," Journal of Curriculum and Supervision, 12(Fall, 1996), 11-20.*, Richard Haigh

Annotation: Gives a narrative of the experience of a principal and his teachers as they attempt to cope with the policy and classroom demands of the 1988 Education Reform Act in the United Kingdom; gives evidence of failures at many levels; has curriculum policy implications for both UK and elsewhere in related articles in the same issue.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Freedom/Authority and Curriculum, Curriculum and Politics, Curriculum Implementation, Comparative Curriculum

 

Hendry, Petra Munro, "Narrative and Curriculum Theorizing,." In Oxford Research Encyclopedia of Eduation. Online 24 October 2018. https://doi.org/10.1093/acrefore/9780190264093.013.134, Petra Munro Hendry

Annotation: Traces the emergence of narrative inquiry in curriculum studies as a form of interpretive inquiry in contrast to more technical approaches; explains its grounding in ontological/ethical views of "being" rather than in disciplinary views of knowledge/epistemology; discusses these differences and the shift in curriculum inquiry that these differences have brought about; also discusses the view of curriculum as "becoming' rather than "replication" that this shift implies; discusses how the narrative (narrating) way of inquiry is approached by curriculum theorists.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generartion, Qualitiative Research, Curriculum Theory Creation and Uses

 

Hershusius, Louis, and Keith Ballard, eds., From Positivism to Interpretativism and Beyond: Tales of Transformation in Educational and Social Research (The Mind-Body Connection). New York: Teachers College Press, 1996., Louis Hershusius and Keith Ballard

Annotation: Relates personal experiences of researchers who have become persuaded of the need to shift their research interests from the postivist perspective to the interpretivist perspective and beyond.

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

 

Huberman, Michael, "Working with Life-History Narratives," pp. 127-165 in Hunter McEwan and Kieran Egan, eds., Narrative in Teaching, Learning, and Research. New York: Teachers College Press, 1995., Michael Huberman

Annotation: Describes phases in doing and analyzing life-history narratives, along with reporting some examples.

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

 

Inglis, Fred, "Culture, Common Sense, and Curriculum Change," pp. 118-127 in Noel Entwistle, ed., Handbook of Educational Ideas and Practices . New York: Routledge, 1990.*, Fred Inglis

Annotation: Describes how particular political influences on curriculum policy making can be derived from narrative studies.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry, Aesthetic Inquiry and Curriculum Criticism
Type of Study: Single Study
Narrow Topic: Curriculum and Politics

 

Jalongo, Mary Renck, and Joan P. Isenberg, Teachers' Stories: From Personal Narrative to Professional Insight. San Francisco: Jossey-Bass, 1995., Mary Renck Jalongo and Joan P. Isenberg

Annotation: Presents excerpts from many teachers' narratives about their teaching and professional lives; stories are grouped by topic with some methodological guides for each; contains extensive references and samples of teachers' narratives.

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

 

Janesick, Valerie J., Oral History for the Qualitative Researcher: Choreographing the Story. New York: Guiford Publications, 2010., Valerie J. Janesick

Annotation: Provides a vision of what doing oral history should be like and many practical techniques and examples of gathering, analyzing, and reporting oral history stories; cites many digital and other resources.

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

 

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

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

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

 

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

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

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

 

Levin, Benjamin R. "The Grade Three Assessment: Even Doing What People Want Can Be Hard," pp. 84-100 in his Governing Education. Toronto: University of Toronto Press, 2005., Benjamin R. Levin

Annotation: Gives the author's experience as a top Department of Educational official in dealing with grade three assessment policy proposals and implementation in the Province of Manitoba, Canada, from 1999-2002.

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, Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics

 

Levinson, Meira, No Citizen Left Behind. Cambridge, MA: Harvard University Press, 2012., Meira Levinson

Annotation: Describes classroom practices that enhance citizenship education; provides a vision for returning civic action to a central role in social studies education.

Broad Topical Focus: Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Citizenship Education

 

Lockwood, Anne Turnbaugh, Conversations with Educational Leaders: Contemporary Viewpoints on Education in America. Albany, NY: State University of New York Press, 1997., Anne Turnbaugh Lockwood

Annotation: Reports interviews with 24 leaders in education on their views of violence, values, youth culture, multiculturalism, enrichment, multiple intelligences, professionalism, leadership, and reform in education.

Broad Topical Focus: Curriculum Theorists, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Education as a Field of Study

 

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

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

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

 

McCutcheon, Gail, "Curriculum and The Magic Flute", pp 161-167 in George Willis and William H. Schubert, eds., Reflections from the Heart of Educational Inquiry. Albany, NY: State University of New York Press, 1991.*, Gail McCutcheon

Annotation: Expresses personal experience of curriculum in same qualitative terms as the experience of opera.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Self-Knowledge

 

McEwan, Hunter, and Kieran Egan, eds., Narrative in Teaching, Learning, and Research. New York: Teachers College Press, 1995., Hunter McEwan and Kieran Egan

Annotation: Collects 13 chapters on narrative in teaching, in learning, and in the study of teaching and learning.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Education
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Collection of Studies
Narrow Topic: Teaching/Learning Process

 

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

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

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

 

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

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

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

 

Miller, Janet L., "Constructions of Curriculum and Gender," pp. 43-63 in Sari Knopp Biklen and Dianne Pollard, eds., Gender and Education, 92nd Yearbook of the National Society for the Study of Education, Part I. Chicago: The University of Chicago Press, 1993., Janet L. Miller

Annotation: Provides an autobiographical female perspective on curriculum content and gender concerns.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Hidden Curriculum

 

Miller, Janet L., "The Resistance of Women Academics: An Autobiographical Account," pp. 486-494 in William F. Pinar, ed., Contemporary Curriculum Discourses. Scottsdale, AZ: Gorsuch Scarisbrick, 1988. Reprinted pp. 69-76 in Janet L. Miller, Sounds of Silence Breaking: Women, Autobiography, Curriculum. New York: Peter Lang, 2005., Janet L. Miller

Annotation: Reviews the author's stance and experience as a professor.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Professors

 

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

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

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

 

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

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

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

 

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

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

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

 

Olson, Margaret R., and Cheryl J. Craig, " 'Small' Stories and Meganarratives: Accountability in Balance," Teachers College Record, 111(February, 2009),, 547-572., Margaret R. Olson and Cheryl J. Craig

Annotation: Reports a small study of two teachers' and their students' responses to accountability policies under which they taught and learned and the challenges they mounted to these policies.

Broad Topical Focus: Curriculum Evaluation, Curriculum Policies and Policy Making
Source Discipline: Education
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Comparative Curriculum, Curriculum and Politics, Student Assessment, Freedom/Authority and Curriculum

 

Peddiwell, J. Abner, The Saber-Tooth Curriculum, The Classic Edition. New York: McGraw-Hill, 2004. (1st Edition, 1939), J. Abner Peddiwell

Annotation: Satarizes curricular anachronisms through humorous narrative.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Classics of Curriculum Literature, Criticism of Schooling

 

Phillion, JoAnn, Ming Fang He, and F. Michael Connelly, eds., Narrative and Experience in Multicultural Education. Thousand Oaks, CA: Sage, 2005., JoAnn Phillion, Ming Fang He, and F. Michael Connelly

Annotation: Collects 13 studies of daily living in multicultural educational settings that employ narrative inquiry approaches.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Multicultural Education, Knowledge Generation

 

Pinar, William F., and Madeleine R. Grumet, Toward a Poor Curriculum. Dubuque, IA: Kendall Hunt, 1976., William F. Pinar and Madeleine R. Grumet

Annotation: Collects a series of papers by each of the authors that exhibit modes of inquiry useful in curriculum theory, some based in the arts, some in psychoanalysis, and some in philosophical traditions.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry, Aesthetic Inquiry and Curriculum Criticism, Philosophical Inquiry-Speculative Essay
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation

 

Pinnegar, Stefinee, and J. Gary Daynes, "Locating Narrative Inquiry Historically," pp. 3-34 in D. Jean Clandinin, ed., Handbook of Narrative Inquiry: Mapping a Methodology. Thousand Oaks, CA: Sage, 2007., Stefinee Pinnegar and J. Gary Daynes

Annotation: Discusses four themes that emerge from the literature of narrative inquiry; 1) how the researcher relates to the persons who are the subjects of such studies, 2) the move from numbers to words, 3) the focus on the specific rather than the general, and 4) use of alternative epistemologies.

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

 

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

 

Poetter, Thomas S., "The Role of the Curriculum Specialist in a Public School District's Curriculum Project," pp. 51-67 in Walter Gershon, Thomas Kelly, Kathleen Kesson, and Wendy Walter-Bailey, eds., (De)liberating Curriculum and Pedagogy: Exploring the Promise and Perils of "Scientifically-Based" Approaches. Troy, NY: Educator's International Press, 2005., Thomas S. Poetter

Annotation: Gives a personal report of the author's involvement as an external curriculuma specialist.

Broad Topical Focus: Curriculum Administration, Leadership, Finance
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Case Study
Narrow Topic: Curriculum Specialists in Schools, Professionalization in Curriculum

 

Polkinghorne, Donald E., Narrative Knowing and the Human Sciences . Albany: State University of New York Press, 1988., Donald E. Polkinghorne

Annotation: Describes narrative knowing in history, literature, psychology, human action, and practice.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research and Inquiry-General
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and the Disciplines

 

Prain, Vaughan, "Textualizing Your Self in Research: Some Current Challanges," Journal of Curriculum Studies, 29(January-February, 1997), 71-85., Vaughan Prain

Annotation: Explores the question of textual authority in postmodern researchers' use of self in autobiographical or first-person inquiry.

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

 

Riessman, Catherine Kohler, Narrative Analysis. Newbury Park, CA: Sage, 1993.*, Catherine Kohler Riessman

Annotation: Describes and illustrates five levels of narrative representation in sociological research.

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

 

Ross, E. Wayne, Jeffrey W. Cornett, and Gail McCutcheon, Teacher Personal Theorizing: Connecting Curriculum Practice, Theory, and Research. Albany, NY: SUNY Press, 1992., E. Wayne Ross, Jeffrey W. Cornett, and Gail McCutcheon

Annotation: Examines the relation between teacher theorizing and teacher practice.

Broad Topical Focus: Curriculum Enactment and Teaching, Relation of Curriculum Research to Practice, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry, Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Conceptions of Teaching, Teacher Knowledge, Teacher Planning

 

Schubert, William H., and Ann Lynn Lopez Schubert, "Teaching Curriculum Theory," Journal of Curriculum Theorizing, 4(Summer, 1982), 97-111.*, William H. Schubert and Ann Lynn Schubert

Annotation: Reports a dialogue on two persons' approaches to teaching curriculum theory.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Professors, Programs of Study in Curriculum and Instruction

 

Schulz, Renate, Interpreting Teacher Practice: Two Continuing Stories. New York: Teachers College Press, 1997., Renate Schulz

Annotation: Provides narratives of two teachers' teaching along with reflections on the problem of narrative inquiry and of collaborative research.

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

 

Shacklock, Geoffrey, John Smyth, and Robert Hattam, "The Effects of an Advanced Skills Teacher Classification on Teachers' Work: From Storied Accounts to Policy Insights," Journal of Curriculum and Supervision, 13(Summer, 1998). 357-372.*, Geoffrey Shacklock, John Smyth, and Robert Hattam

Annotation: Reports an Australian study of the difference between teachers' natural discourse and an imposed discourse by policy-makers.

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

 

Sidorkin, Alexander M., "Disruptive Innovation and the Relattional Novelty," Educational Theory, 71(No.4, 2021), 519-533., Alexander M. Sidorkin

Annotation: Argues that human relationships are the essence of education and that technologies intended to replace the teacher are doomed to failure in view of the reality.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Enactment and Teaching
Source Discipline: Education
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Teaching/Learning Process, Alternatives in Education, Conceptions or Teaching, Media and Computers in Curriculum Development

 

Tappan, Mark B., and Lyn Mikel Brown, "Stories Told and Lessons Learned: Toward a Narrative Approach to Moral Development and Moral Education," Harvard Educational Review, 59(May, 1989), 182-205.*, Mark B. Tappan and Lyn Mikel Brown

Annotation: Shows how narratives are used by children in authoring their own stories related to moral choice, action, and sensibility.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Values in the Classroom

 

Tierney, William G., and Yvonna A. Lincoln, eds., Representation and the Text: Re-Framing the Narrative Voice. Albany, NY: State University of New York Press, 1997., William G. Tierney and Yvonna A. Lincoln

Annotation: Explores issues surrounding the writing of qualitative research as texts.

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

 

Van Manen, Max, "Pedagogy, Virtue, and Narrative Identity in Teaching," Curriculum Inquiry, 24(Summer, 1994), 135-170., Manen Max Van

Annotation: Describes the pedagogical relation and the virtues or qualities of teaching.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Conceptions of Teaching

 

Willinsky, John, "Getting Personal and Practical with Personal Practical Knowledge," Curriculum Inquiry, 19(Fall, 1989), 247-264., John Willinsky

Annotation: Identifies some limitations of Clandinin and Connelly's research on personal practical knowledge.

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

 

Woods, Peter, "Life Histories and Teacher Knowledge," pp. 121-135 in John Smyth, ed., Educating Teachers: Changing the Nature of Pedagogical Knowledge. Philadelphia: Falmer, 1987.*, Peter Woods

Annotation: Discusses life histories of teachers as a mode of contrasting self-knowledge by teachers; pleads the case for employing ethnographic studies of teachers' life histories to understand how teachers construct their pedagogical knowledge.

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