Mode of Inquiry - Normative Inquiry

 

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Aoki, Ted T. "Toward Understanding 'Computer Application,' "Journal of Curriculum Theorizing, 7(No. 2, 1987), 61-71. Reprinted pp. 151-158 in Willliam F. Pinar and Rita L. Irwin, eds., Curriculum in a New Key: The Collected Works of Ted T. Aoki. Mahwah, NJ: Lawrence Erlbaum, 2005., Ted T. Aoki

Annotation: Discusses computer as technology (after Heidegger), computer as technical reproduction, and computer as a hermenuetic problem.

Broad Topical Focus: Curriculum Development, Organization, Design,Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Normative Inquiry,Hermeneutic Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Media and Computers in Curriculum Development

 

Apple, Michael W., "Away with All Teachers: The Cultural Politics of Home Schooling," pp. 149 -173 in David M. Callejo Perez, Stephen M. Fain, and Judith J.Slater, eds., Pedagogy of Place: Seeing Space as Cultural Education. New York: Peter Lang, 2004., Michael W. Apple

Annotation: Analyzes the motives for home schooling and its advantages and disadvantages along with policy implications.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Visions and Philosophies, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Alternatives in Education, Criticism of Schooling, Curriculum Aims and Objectives, Curriculum and Politics, Ethical Issues in Curriculum, Hidden Curriculum, Value Assumptions and Ideologies in Curriculum, Religious & Private Schooling, Values in the Classroom

 

Archambault, Reginald D., "The Philosophical Bases of the Experience Curriculum," Harvard Educational Review, 26(1956), 273-275., Reginald D. Archambault

Annotation: Outlines the basic tenets of the experience curriculum movement, including its goals and objectives as they relate to Dewey's view of ends, the role of interests and needs in curriculum design, and various limitations of the experience curriculum.

Broad Topical Focus: Curriculum Proposals in Coherent Form,Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Normative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Philosophical Schools

 

Barrow, Robin, Common Sense and the Curriculum . London: Allen & Unwin, 1976., Robin Barrow

Annotation: Analyzes and critiques alternative approaches to curriculum content selection and offers his own proposal.

Broad Topical Focus: Curriculum Development, Organization, Design,Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Philosophical Inquiry-Ampliative Criticism,Normative Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization

 

Barrow, Robin, "Curriculum Theory and Values," pp. 110-117 in Noel Entwistle, ed., Handbook of Educational Ideas and Practices . New York: Routledge, 1990., Robin Barrow

Annotation: Notes the value issues involved in doing curriculum theorizing about practical curriculum questions.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Curriculum Theory Creation and Uses

 

Berman, Louise M., "Normative Inquiry: Dimensions and Stances," pp. 225-241 in Edmund C. Short, ed., Forms of Curriculum Inquiry . Albany, NY: SUNY Press, 1991.*, Louise M. Berman

Annotation: Describes the processes of normative inquiry in curriculum.

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

 

Berman, Louise M., "Perception, Paradox, and Passion: Curriculum for Community," Theory Into Practice, 25(Winter, 1986), 41-45., Louise M. Berman

Annotation: Mentions norms like paradox, freedom, dialetic (related to settings) and judgment, self as chooser, reasonableness, compassion, commitment (related to qualities of persons).

Broad Topical Focus: Curriculum Development, Organization, Design,Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum

 

Berman, Louise M., "Perspectives and Imperatives: Re-Searching, Rethinking, and Reordering Curriculum Priorities," Journal of Curriculum and Supervision, 1(Fall, 1985), 65-71., Louise M. Berman

Annotation: Identifies ten priorities in curriculum as viewed by the author.

Broad Topical Focus: Curriculum Research Domains and Structure,Curriculum Policies and Policy Making,Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay,Normative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

Beyer, Landon E., "Art and Society: Toward New Directions in Aesthetic Education," pp. 380-399 in William F. Pinar, ed., Contemporary Curriculum Discourses . Scottsdale, AZ: Gorsuch Scarisbrick, 1988., Landon E. Beyer

Annotation: Reviews classical and Marxist notions of art and art education; suggests six changes that must occur if art education is to be appropriately placed in the curriculum.

Broad Topical Focus: Curriculum Policies and Policy Making,Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry,Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Art Education, Value Assumptions and Ideologies in Curriculum

 

Beyer, Landon E., "Curriculum Deliberation," pp. 199-201 in Torsten Husen and Thomas N. Postlethwaite, eds., International Encyclopedia of Education, Supplement Volume 1. New York: Pergamon Press, 1988.*, Landon E. Beyer

Annotation: A review of ethical, political, aesthetic issues on which deliberation is required in curriculum development and policy-making.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry
Type of Study: Status Study
Narrow Topic: Curriculum Deliberation, Value Assumptions and Ideologies in Curriculum

 

Beyer, Landon E., and George H. Wood, "Critical Inquiry and Moral Action in Education," Educational Theory, 36(Winter, 1986), 1-14., Landon E. Beyer and George H. Wood

Annotation: Addresses equality, democracy, and autonomy as key norms in education for moral action.

Broad Topical Focus: Curriculum Policies and Policy Making,Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Ethical Issues in Curriculum

 

Brady, Laurie, "How the Saber-Tooth Curriculum Was Actually Developed," Clearing House, 61(October, 1987), 63-65.*, Laurie Brady

Annotation: A parody of Harold Benjamin's fable.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum

 

Broudy, Harry S., "Can Research Escape the Dogma of Behavioral Objectives?" School Review, 79(November, 1970), 43-56.*, Harry S. Broudy

Annotation: Argues for embracing the interpretive dimension, not just the behavioral dimension, in educational research studies; explains four uses of schooling as detailed in the author's earlier work.

Broad Topical Focus: Curriculum Conceptions and Theories, Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Normative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Liberal Education/General Education, Knowledge Utilization, Knowledge Generation

 

Broudy, Harry S., "Democratic Values and Educational Goals," pp. 113-152 in Robert M, McClure, ed., The Curriculum: Retrospect and Prospect, The Seventieth Yearbook of the National Society for the Study of Education, Part 1. Chicago: University of Chicago Press, 1971., Harry S. Broudy

Annotation: Discusses a series of democratic values and issues related to them; discusses Dewey's conception of democracy; relates these norms to educational goals.

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

 

Broudy, Harry S., B. Othanel Smith, and Joe R. Burnett, Democracy and Excellence in American Secondary Education: A Study in Curriculum Theory. New York: Rand McNally, 1964. (Reprinted: Huntington, NY: Robert E. Kreiger Publishing Co, 1978), Harry S. Broudy, B. Othanel Smith, and Joe R. Burnett

Annotation: Argues for a five-strand common program for students in secondary education (symbolic studies, basic sciences, developmental studies, value exemplars, and molar problems) for general education.

Broad Topical Focus: Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Theoretical/Conceptual Inquiry, Normative Inquiry
Type of Study: Single Study
Narrow Topic: Secondary School Curriculum, Liberal Education/General Education

 

Brown, Stephen I., "Discovery and Teaching a Body of Knowledge," Curriculum Theory Network, 5(No. 3, 1976), 191-218., Stephen I. Brown

Annotation: Discusses the epistemological issues in knowing and teaching a body of disciplined knowledge.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Normative Inquiry
Type of Study: Single Study
Narrow Topic: Teaching/Learning Process, Knowledge Linkage, Curriculum and the Disciplines

 

Brumbaugh, Robert S., "Plato's Philosophy of Education: The Meno Experiment and the Republic Curriculum," Educational Theory, 20 (Summer, 1970), 207-228., Robert S. Brumbaugh

Annotation: Treats the norms inherent in Plato's curriculum in his Republic.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry
Type of Study: Single Study
Narrow Topic: Philosophical Schools, Classics of Curriculum Literature

 

Buchmann, Margret, "The Use of Research Knowledge in Teacher Education and Teaching," American Journal of Education, 92(August, 1984), 421-439., Margret Buchmann

Annotation: Analyzes knowledge utilization in the curriculum of schools and of teacher education.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Philosophical Inquiry-Ampliative Criticism,Normative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Utilization, Teaching/Learning Process, Teacher Education, Practical Knowledge, Content Selection and Organization

 

Buras, Kristen L., "Questioning Core Assumptions: A Critical Reading of and Response to E. D. Hirsch's The Schools We Need and Why We Don't Have Them," Harvard Educational Review, 69(Spring, 1999), 67-93.*, Kristen L. Buras

Annotation: Presents a systematic analysis and criticism of Hirsch's assumptions behind his proposed Core Knowledge Curriculum.

Broad Topical Focus: Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum

 

Butt, Richard, "Curriculum: Metatheoretical Horizons and Emancipatory Action," The Journal of Curriculum Theorizing, 6(Summer, 1985), 7-23., Richard Butt

Annotation: Notes the place of critical and valuation theory in curriculum; critiques past curriculum theory and urges pursuit of emancipatory curriculum theory.

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

 

Carr, David, "Varieties of Goodness in the School Curriculum," Educational Philosophy and Theory, 25(No.1, 1993), 1-18., David Carr

Annotation: Analyzes the various kinds of values inherent in curriculum and curriculum studies.

Broad Topical Focus: Curriculum Development, Organization, Design, Inquiry Language in Curriculum Research
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, Values in the Classroom

 

Carr, Wilfred, "Philosophy, Values, and Educational Science," Journal of Curriculum Studies, 17(April-June, 1985), 119-132.*, Wilfred Carr

Annotation: Examines the contention that values should be eliminated from educational research and argues that their inclusion does not make research impossible.

Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum Inquiry Guidelines, Inquiry Language in Curriculum Research
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Normative Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum

 

Carson, A. S., "Community Participation and Curriculum Decisions," Educational Philosophy and Theory, 13(March, 1981), 39-53., A. S. Carson

Annotation: Analyzes the expectations and problems involved in community participation and curriculum decisions.

Broad Topical Focus: Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry,Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Local Control of Schooling

 

Cherryholmes, Cleo H., "Social Knowledge and Citizenship Education: Two Views of Truth and Criticism, "Curriculum Inquiry, 10(Summer, 1980), 115-141., Cleo H. Cherryholmes

Annotation: Analyzes assumptions behind citizenship education, including positivist assumptions.

Broad Topical Focus: Curriculum Policies and Policy Making,Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Normative Inquiry
Type of Study: Single Study
Narrow Topic: Citizenship Education, Value Assumptions and Ideologies in Curriculum

 

Chiarelott, Leigh, "The Role of Experience in the Curriculum: Application of Dewey's Theory of Experience," Journal of Curriculum Theorizing , 5(Fall, 1983), 22-37., Leigh Chiarelott

Annotation: Describes the nature of experience in curriculum as defined by Dewey.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Experience

 

Chipley, Donald R., "Rule-Making and Educational Inquiry," Educational Theory, 22 (Spring, 1972), 181-191., Donald R. Chipley

Annotation: Discusses the relation of rule making in curriculum and possible inquiries.

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

 

Coulson, John M., "Theoretical Antecedents of Knowledge Dissemination and Utilization Tradition," Viewpoints in Teaching and Learning, 54(April, 1978), 39-56., John M. Coulson

Annotation: Identifies assumptions behind this tradition.

Broad Topical Focus: Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Education
Mode of Inquiry in the Study: Normative Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Knowledge Utilization

 

Cross, Beverly E., "The Case for a Culturally Coherent Curriculum," pp. 71-86 in James A. Beane, ed., Toward a Coherent Curriculum. Alexandria, VA: Association for Supervision and Curriculum Development, 1995., Beverly E. Cross

Annotation: Sets forth a view of attaining coherence through a culturally coherent curriculum; illustrates with an example from Malcollm X Academy in Milwaukee.

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

 

Daniels, Le Roi B., "The Justification of Curricula," New York: Annual Meeting of the American Educational Research Association, 1971. ERIC Document Reproduction Service ED 050 160., Le Roi B. Daniels

Annotation: Notes the normative bases involved in justifying curricula.

Broad Topical Focus: Curriculum Development, Organization, Design,Curriculum Inquiry Guidelines,Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum

 

Dewey, John, The School and Society . Chicago: University of Chicago Press, 1900., John Dewey

Annotation: Identifies Dewey's key beliefs on the topic.

Broad Topical Focus: Curriculum Theorists,Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry
Type of Study: Single Study
Narrow Topic: Classics of Curriculum Literature

 

Diorio, Joseph A., "Knowledge, Truth and Power in the Curriculum," Educational Theory, 27(Spring, 1977), 103-110., Joseph A. Diorio

Annotation: Argues that knowledge, truth, and power have key roles in setting normative and factual statements underlying curriculum.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum

 

Egan, Kieran, "Balancing Equity and Culture," Curriculum Perspectives, 9(October, 1989), 29-40., Kieran Egan

Annotation: A map of possible views on the balance between equity and culture in curriculum stressing the mythic and the romantic.

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: Normative Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum

 

Egan, Kieran, "Some Presuppositions that Determine Curriculum Decisions," Journal of Curriculum Studies, 10(April-June, 1978), 123-133.*, Kieran Egan

Annotation: Distinguishes several catagories and subcatagories of normative presuppositions that affect curriculum decisions.

Broad Topical Focus: Curriculum Visions and Philosophies,Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Normative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation, Value Assumptions and Ideologies in Curriculum

 

Egan, Kieran, The Educated Mind: How Cognitive Tools Shape our Understanding. Chicago: The University of Chicago Press, 1997., Kieran Egan

Annotation: Argues for a curriculum that offers understandings of five kinds: mythic, romantic, philosophic, ironic, and somatic.

Broad Topical Focus: Curriculum Proposals in Coherent Form, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Theoretical/Conceptual Inquiry, Normative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and the Disciplines, Value Assumptions and Ideologies in Curriculum

 

Eisner, Elliot, ed., Learning and Teaching the Ways of Knowing , 84th NSSE Yearbook, Part II. Chicago: University of Chicago Press, 1985., Elliot Eisner

Annotation: Describes eight ways of knowing and offers six perspectives on their role in curriculum and other areas of educational practices.

Broad Topical Focus: Curriculum Policies and Policy Making,Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry
Type of Study: Collection of Studies
Narrow Topic: Content Selection and Organization, Curriculum and the Disciplines

 

Eisner, Elliot W., "Curriculum Ideologies," pp. 302-326 in Philip W. Jackson, ed., Handbook of Research on Curriculum. New York: Macmillan, 1992., Elliot W. Eisner

Annotation: Reviews the role and function of ideologies in curriculum; discusses religious orthodoxy, rational humanism, progressivism, critical theory, reconceptualism, and cognitive pluralism.

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

 

Feinberg, Paul R., "Four Curriculum Theorists: A Critique in the Light of Martin Buber's Philosophy of Education," The Journal of Curriculum Theorizing, 6(Spring, 1985), 5-164., Paul R. Feinberg

Annotation: Places curriculum theorists Macdonald, Huebner, Greene, and Pinar in relation to the thought of Martin Buber.

Broad Topical Focus: Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum

 

Flower, Elizabeth, "Fundamental Principles of the Metaphysic of Curriculum," pp. 284-291 in Brian Crittenden, ed., Philosophy of Education 1973 : Proceedings of the Twenty-Ninth Annual Meeting of the Philosophy of Education Society. Edwardsville, IL: S. Illinois University at Edwardsville, Studies in Philosophy and Education, 1973., Elizabeth Flower

Annotation: Examines ontological and cosmological beliefs behind curriculum.

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

 

Frymier, Jack, "After Thirty Years of Thinking About Curriculum," Theory Into Practice, 25(Winter, 1986), 58-63., Jack Frymier

Annotation: Shows how the author's beliefs about many aspects of curriculum have changed.

Broad Topical Focus: Curriculum Theorists,Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum

 

Giroux, Henry A., "Schooling as a Form of Cultural Politics: Toward a Pedagogy of and for Difference," pp. 125-151 in Henry A. Giroux and Peter McLaren, eds., Critical Pedagogy, the State, and Cultural Struggle . Albany, NY: State University of New York Press, 1989., Henry A. Giroux

Annotation: Proposes a radical theory of teaching as cultural politics that combines a language of critique and a language of possibility.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Enactment and Teaching, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Conceptions of Teaching

 

Giroux, Henry A., and Roger Simon, "Popular Culture and Critical Pedagogy: Everyday Life as a Basis for Curriculum Knowledge," Boston University Journal of Education, 170(No. 1, 1988). Reprinted pp. 236-252 in Henry A. Giroux and Peter McLaren, eds., Critical Pedagogy, the State, and Cultural Struggle. Albany, NY: State University of New York Press, 1989., Henry A. Giroux and Roger Simon

Annotation: Proposes to critique popular culture as the material of the curriculum.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Conceptions of Teaching

 

Gordon, David, "Education as Text: The Varieties of Educational Hiddeness," Curriculum Inquiry, 18(Winter, 1988), 425-449., David Gordon

Annotation: Explores the hidden meaning in texts, drawing on Ricoeur and Geertz.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Hermeneutic Inquiry, Normative Inquiry
Type of Study: Single Study
Narrow Topic: Hidden Curriculum

 

Green, Thomas F., "The Formation of Conscience in an Age of Technology," American Journal of Education, 94(November, 1985), 1-32., Thomas F. Green

Annotation: Elucidates conscience as craft, membership, sacrifice, memory, imagination.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry,Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Content Selection and Organization

 

Hammond, Kenneth R., and Jeryl Mumpower, "Formation of Social Policy," Knowledge: Creation, Diffusion, Utilization, 1(December, 1979), 245-258., Kenneth R. Hammond and Jeryl Mumpower

Annotation: Describes the dynamics of forming social policy.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Normative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Utilization

 

Hamm, Russell L., and Kenneth T. Henson, "Philosophy: Curriculum Source and Guide," Contemporary Education, 51(Spring, 1980), 147-150., Russell L. Hamm and Kenneth T. Henson

Annotation: Points out how philosophy contributes to curriculum theory by helping it to escape parochialism, dogmatism, fads, misunderstandings of meanings, and an unquestioning attitude.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Philosophical Inquiry-Ampliative Criticism,Normative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses

 

Hartoonian, H. Michael, "Ethics and Education: Toward an Epistemology for Quality," BSCS Journal, 3(February, 1980), 15-20.*, H. Michael Hartoonian

Annotation: Analyzes the nature of quality and how we can know quality.

Broad Topical Focus: Inquiry Language in Curriculum Research
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Normative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

Hill, Brian V., "Epistemologies and Curriculum Models," Journal of Educational Thought, 7(December, 1973), 151-164., Brian V. Hill

Annotation: Shows what curriculum proposals would follow from five distinctive epistemologies.

Broad Topical Focus: Curriculum Proposals in Coherent Form,Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Normative Inquiry
Type of Study: Single Study
Narrow Topic: Philosophical Schools

 

Hirst, Paul H., "The Contribution of Philosophy to the Study of the Curriculum," pp. 39-62 in John F. Kerr, ed., Changing the Curriculum. London: University of London Press, 1968., Paul H. Hirst

Annotation: Describes the contributions of philosophical analysis to the study of curriculum.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Philosophical Inquiry-Ampliative Criticism,Normative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Content Selection and Organization

 

Hobbs, Ted, "Epistemological and Psychological Assumptions in Curriculum Development," Paper presented at CSSE, 1974., Ted Hobbs

Annotation: Traces the epistemological and psychological assumptions associated with various philosophies as they are found in curriculum development work.

Broad Topical Focus: Curriculum Decision-making Processes,Inquiry Language in Curriculum Research
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, Philosophical Schools

 

Holmes, M., "Ethical Issues in Curriculum," pp. 338-342 in Torsten husen and Thomas N. Postlethwaite, eds., International Encyclopedia of Education. Supplement Volume One. New York: Pergamon, 1988., M. Holmes

Annotation: Reviews efforts to incorporate ethical and moral behavior into the curriculum.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry, Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Ethical Issues in Curriculum, Content Selection and Organization

 

Huebner, Dwayne, "Curriculum as Concern for Man's Temporality," Theory Into Practice, 6(October, 1967), 172-179. Reprinted pp. 237-249 in William F. Pinar, ed., Curriculum Theorizing . Berkeley, CA: 1975.*, Dwayne Huebner

Annotation: Examines the role of time in curriculum thought and practice.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Conceptions and Theories, Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Normative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Philosophical Schools

 

Johnson, Earl S., "Framework and Philosophy for an Integrated Curriculum," The Social Studies, 72(January/February, 1981), 4-7. Reprinted pp. 183-191 in Earl S. Johnson, The Humanistic Teachings of Earl S. Johnson . Boulder: Westview Press, 1983., Earl S. Johnson

Annotation: Identifies structure and norms for an integrated curriculum.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry,Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Integration, Content Selection and Organization

 

Johnson, Earl S., "Science, Society, and the Curriculum," School Review, 66 (Winter, 1958), 437-445. Reprinted pp. 157-165 in Earl S. Johnson, The Humanistic Teachings of Earl S. Johnson . Boulder: Westview Press, 1983., Earl S. Johnson

Annotation: Describes the relation of science and society to curriculum.

Broad Topical Focus: Curriculum Development, Organization, Design,Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry,Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Integration, Liberal Education/General Education, Science

 

Johnson, Earl S., The Humanistic Teachings of Earl S. Johnson. Boulder: Westview Press, 1983., Earl S. Johnson

Annotation: Presents collected articles by the author which identifies his values.

Broad Topical Focus: Curriculum Theorists,Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry,Philosophical Inquiry-Speculative Essay
Type of Study: Collection of Studies
Narrow Topic: Liberal Education/General Education

 

Johnson, Mark, "Embodied Knowledge," Curriculum Inquiry, 19(Winter, 1989), 361-377. *, Mark Johnson

Annotation: Shows relation between general practical knowledge concepts of Elbaz and Clandinin and embodied knowledge.

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

 

Kelly, A. V., "Ideological Constraints on Curriculum Planning," pp. 7-30 in Curriculum Context . London: Harper and Row, 1980.*, A. V. Kelly

Annotation: Summarizes ideological critiques of instrumental models of curriculum.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry, Normative Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Curriculum Deliberation, Comparative Curriculum

 

Kilbourn, Brent, "World Views and Curriculum," Interchange, 11(No. 2, 1980-81), 1-10., Brent Kilbourn

Annotation: Uses Pepper's analysis of six world views (animism, mysticism, formism, mechanism, contextualism, and organicism) to provide a conceptual framework for inquiry into the contributions the curriculum might make to the study of social problems.

Broad Topical Focus: Inquiry Language in Curriculum Research,Curriculum Contexts and Societal Influences
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, Philosophical Schools, Social Studies

 

Kilbourn, Brent, "World Views and Science Teaching," pp. 34-43 in Hugh Munby, Graham Orpwood, and Thomas Russell, eds., Seeing Curriculum in a New Light, Essays from Science Education. Toronto: OISE Press, 1980., Brent Kilbourn

Annotation: Describes the use and limitations of mechanistic explanations in science teaching.

Broad Topical Focus: Inquiry Language in Curriculum Research,Curriculum Enactment and Teaching
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, Values in the Classroom, Science, Philosophical Schools

 

King, Nancy R., "Recontextualizing the Curriculum," Theory Into Practice, 25 (Winter, 1986), 36-40., Nancy R. King

Annotation: Discusses curriculum as an event and as situated; draws implications for curriculum developers and researchers.

Broad Topical Focus: Curriculum Development, Organization, Design,Curriculum Contexts and Societal Influences,Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry,Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Value Assumptions and Ideologies in Curriculum

 

Klein, M. Frances, "Alternative Curriculum Conceptions and Designs," Theory Into Practice, 25(Winter, 1986), 31-35., M. Frances Klein

Annotation: Identifies several viable conceptions of curriculum and curriculum design which may be employed in practice.

Broad Topical Focus: Curriculum Conceptions and Theories,Curriculum Development, Organization, Design,Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Normative Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization

 

Kohlberg, Lawrence, and Rochelle Mayer, "Development as the Aim of Education," pp. 101-128 in James R. Gress, ed., Curriculum: An Introduction to the Field. Berkeley, CA: McCutchan, 1988., Lawrence Kohlberg and Rochelle Mayer

Annotation: Describes the psychological, epistemological, and ethical theories underlying eduational ideologies; indicates three strategies for defining educational objectives.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry,Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Value Assumptions and Ideologies in Curriculum, Curriculum Development Strategies

 

Lamm, Zvi, "The Status of Knowledge in the Radical Concept of Education," pp. 149-168 in James R. Gress, ed., Curriculum: An Introduction to the Field . Berkeley, CA: McCutchan, 1988., Zvi Lamm

Annotation: Identifies norms associated with the radical approach to education.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Value Assumptions and Ideologies in Curriculum

 

Levit, Martin , ed., Curriculum . Urbana, IL: University of Illinois Press, 1971., Martin Levit

Annotation: Contains 27 essays in three sections: aims, the disciplines, and curriculum as a field of study.

Broad Topical Focus: Curriculum Policies and Policy Making,Curriculum Development, Organization, Design,Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Philosophical Inquiry-Ampliative Criticism,Normative Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum and the Disciplines, Curriculum Aims and Objectives

 

Lewy, Arieh, and Miriam Ben-Peretz, "Curriculum-Specific Evaluation Criteria," pp. 1359-1366 in Torsten Husen and Thomas N. Postlethwaite, eds., The International Encyclopedia of Education, 2d ed. New York: Pergamon, 1994.*, Arieh Lewy and Miriam Ben-Peretz

Annotation: Reviews criteria for curriculum evaluation (balance, relevance, potential).

Broad Topical Focus: Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry, Evaluative Inquiry, Normative Inquiry
Type of Study: Status Study
Narrow Topic: Curriculum Potential, Value Assumptions and Ideologies in Curriculum

 

Macdonald, James B., "A Transcendental Developmental Ideology of Education," pp. 85-116 in William F. Pinar, ed., Heightened Consciousness, Cultural Revolution, and Curriculum Theory . Berkeley, CA: McCutchan, 1974. Reprinted pp. 169-198 in James R. Gress, ed., Curriculum: An Introduction to the Field. Berkeley, CA: McCutchan, 1988.*, James B. Macdonald

Annotation: Defines a transcendental developmental ideology that should underlie curriculum.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Visions and Philosophies, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Ideology and School Knowledge, Curriculum Aims and Objectives

 

Macdonald, James B., "Curriculum, Consciousness, and Social Change," Foundations Studies, 5(Fall, 1978), 27-45. Reprinted in Journal of Curriculum Theorizing, 3(Winter, 1981), 143-153. Reprinted pp. 156-174 in William F. Pinar, ed., Contemporary Curriculum Discourses. Scottsdale, AZ: Gorsuch Scarisbrick,1988.*, James B. Macdonald

Annotation: Shows how a liberating perspective can permeate curriculum; presents design guidelines.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Normative Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Philosophical Schools

 

Macdonald, James B., "Curriculum Integration," pp. 590-593 in Lee C. Deighton, ed., The Encyclopedia of Education, Volume 2. New York : Macmillan & Free Press, 1971., James B. Macdonald

Annotation: Notes the values underlying curriculum integration and the reasons, types, and criticism of it.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Integration, Value Assumptions and Ideologies in Curriculum, Content Selection and Organization

 

Macdonald, James B., "The Quality of Everyday Life in School," pp. 78-94 in James B. Macdonald and Esther Zaret, eds., Schools in Search of Meaning. Washington, DC: Association for Supervision and Curriculum Development, 1975., James B. Macdonald

Annotation: Identifies various norms that permeate schooling and contradict the work of students' gaining personal meaning (in economics, politics, and culture).

Broad Topical Focus: Curriculum Development, Organization, Design,Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry,Critical Inquiry,Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Curriculum as Environment, Value Assumptions and Ideologies in Curriculum

 

Macdonald, James B., "The School Environment as Learner Reality," Curriculum Theory Network, 4(Winter, 1969-70), 45-54.*, James B. Macdonald

Annotation: Proposes that school as environment communicates to pupils by sending messages of eliciting, shaping, and relating; sets norms of relationship.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Environment

 

Macdonald, James B., "Values Bases and Issues for Curriculum," pp. 10-21 in Alex Molnar and John A. Zahorik, eds., Curriculum Theory. Washington, DC: ASCD, 1977.*, James B. Macdonald

Annotation: Contrasts various value bases for curriculum and their implications for practice.

Broad Topical Focus: Curriculum Conceptions and Theories, Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Normative Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum

 

Macdonald, James B., and Dwight Clark, "Critical Value Questions and the Analysis of Objectives and Curricula," pp. 405-412 in R. M. W. Travers, ed., Second Handbook of Research on Teaching . Chicago: Rand McNally & Co., 1973.*, James B. Macdonald and Dwight Clark

Annotation: Discusses the value-laden issues behind the formulation of curriculum objectives and behind choices in instructional materials and media; laments the lack of research on these matters.

Broad Topical Focus: Curriculum Research and Inquiry-General,Curriculum Evaluation,Curriculum Guides, Plans, Documents, Materials,Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Philosophical Inquiry-Ampliative Criticism,Normative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Value Assumptions and Ideologies in Curriculum

 

Macdonald, James B., and David E. Purpel, "Curriculum and Planning: Visions and Metaphors," Journal of Curriculum and Supervision, 2(Winter, 1987), 178-192. Reprinted pp. 305-321 in James R. Gress, ed., Curriculum : An Introduction to the Field. Berkeley, CA: McCutchan, 1988.*, James B. Macdonald and David E. Purpel

Annotation: Proposes a platform and a model for curriculum planning.

Broad Topical Focus: Curriculum Development, Organization, Design,Curriculum Conceptions and Theories,Curriculum Proposals in Coherent Form,Curriculum Decision-making Processes,Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry,Normative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Value Assumptions and Ideologies in Curriculum

 

Macdonald, James B., Bernice J. Wolfson, and Esther Zaret, Reschooling Society: A Conceptual Model. Washington, DC: ASCD, 1973.*, James B. Macdonald, Bernice J. Wolfson, and Esther Zaret

Annotation: Contrasts the Tyler model and the humanistic-existential model on a number of dimensions.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Proposals in Coherent Form, Curriculum Conceptions and Theories, Curriculum Definitions, Curriculum Theorists, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum

 

Martin, Jane Roland, "Needed: A New Paradigm for Liberal Education," pp. 37-60 in Jonas F. Soltis, ed., Philosophy and Education. Eightieth Yearbook of the Society for the Study of Education, Part I. Chicago: University of Chicago Press, 1981., Jane Roland Martin

Annotation: Critiques the traditional view of knowledge in the curriculum and advocates adding emotion and action to reason and thinking.

Broad Topical Focus: Curriculum Policies and Policy Making,Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry,Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Liberal Education/General Education

 

Martin, Jane Roland, Readings in the Philosophy of Education: A Study of Curriculum . Boston: Allyn & Bacon, 1970., Jane Roland Martin

Annotation: Contains 29 reprinted articles on the logic of curriculum, on aims and objectives, on the nature of knowledge, and on subjects and subject matters.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Philosophical Inquiry-Ampliative Criticism,Normative Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum Aims and Objectives, School Subjects, Curriculum and the Disciplines, Content Selection and Organization, Knowledge Generation

 

Martin, Jane Roland, "Redefining the Educated Person: Rethinking the Significance of Gender," Educational Researcher, 15(June-July, 1986), 6-10., Jane Roland Martin

Annotation: Argues for a gender-sensitive ideal of the educated person.

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

 

Martin, Jane Roland, "The Anatomy of Subjects," Educational Theory, 27(Spring, 1977), 85-95., Jane Roland Martin

Annotation: Distinguishes between school subjects and disciplines, showing overlaps in part or wholes.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Normative Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum and the Disciplines, School Subjects

 

Mason, Terrence C., and Robert J. Heffenbein, eds., Ethics and International Curriculum Work: The Challenges of Culture and Context. Charlotte, NC: Information Age Publishing, 2012., Terrence C. Mason and Robert J. Heffenbein

Annotation: Provides case reports of ethical issues in transnational curriculum work projects.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry
Type of Study: Collection of Studies
Narrow Topic: Comparative Curriculum, Curriculum Development Strategies

 

Miel, Alice, "Knowledge and the Curriculum," pp. 71-104 in Alexander Frazier, ed., New Insights and the Curriculum . Washington, DC: Association for Supervision and Curriculum Development, 1963., Alice Miel

Annotation: Discusses the role of the disciplines in an age that has shifted from a print culture to an electronic one; provides nine guidelines; makes a concrete curriculum proposal using both discursive and non-discursive language.

Broad Topical Focus: Curriculum Development, Organization, Design,Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry,Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum and the Disciplines, Content Selection and Organization

 

Miller, John P., "Atomism, Pragmatism, Holism," Journal of Curriculum and Supervision, 1(Spring, 1986), 175-196., John P. Miller

Annotation: Discusses these norms and their implications in curriculum.

Broad Topical Focus: Curriculum Development, Organization, Design,Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry
Type of Study: Single Study
Narrow Topic: Philosophical Schools

 

Morrison, Keith, "Curriculum Metaphors and Control: The Old and the New," Curriculum, 10(Autumn, 1989), 77-86.*, Keith Morrison

Annotation: Reviews metaphors of curriculum as structure, machine, channel, business, garden, map, and meal.

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

 

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

Annotation: Proposes an ethical dimension to curriculum theorizing.

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

 

Noddings, Nel, "Formal Modes of Knowing," pp. 116-132 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., Nel Noddings

Annotation: Discusses learning, understanding, and doing formal modes of knowing such as mathematics through infomal activities.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum and the Disciplines

 

Peters, Richard, "Must an Educator Have an Aim?" pp. 123-30 in Arno A. Bellack and Herbert M. Kliebard,eds., Curriculum and Evaluation . Berkeley, CA: McCutchan, 1977., Richard Peters

Annotation: Analyzes the role of aims in education and the ways values enter into the educational process.

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

 

Phenix, Philip H., "Philosophy," pp. 253-264 in his Realms of Meaning . New York: McGraw Hill, 1964., Philip H. Phenix

Annotation: Demonstrates what philosophy is as a discipline; analyzes it into its subdisciplines; characterizes its inquiry approaches and language.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Philosophical Inquiry-Ampliative Criticism,Normative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum and the Disciplines

 

Phenix, Philip H., Realms of Meaning . New York: McGraw-Hill, 1964., Philip H. Phenix

Annotation: Provides a systematic treatment of 16 realms of meaning as a theory of curriculum for general education.

Broad Topical Focus: Curriculum Proposals in Coherent Form,Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry,Normative Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Value Assumptions and Ideologies in Curriculum, Curriculum and the Disciplines

 

Phenix, Philip H., "The Disciplines as Curriculum Content," pp. 57-65 in A. Harry Passow, ed., Curriculum Crossroads . New York : Teachers College Press, 1962. Reprinted pp. 133-137 in Edmund C. Short and George D. Marconnit, eds., Contemporary Thought on Public School Curriculum . Dubuque, IA: Wm. C. Brown Co., 1968. Reprinted pp. 139-148 in James R. Gress, ed., Curriculum: An Introduction to the Field . Berkeley, CA: McCutchan, 1988., Philip H. Phenix

Annotation: Argues that all curriculum content should be drawn from the disciplines; explains why they are teachable in this form due to analytic simplification, synthetic coordination, and dynamism.

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

 

Phenix, Philip H., "Transcendence and the Curriculum," Teachers College Record, 73(December, 1973), 271-283. Reprinted pp. 321-340 in William F. Pinar, ed., Curriculum Theorizing . Berkeley, CA: McCutchan, 1975., Philip H. Phenix

Annotation: Analyzes transcendence and describes its significance for educational theory and for curriculum.

Broad Topical Focus: Curriculum Development, Organization, Design,Curriculum Proposals in Coherent Form,Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry,Phenomenological Inquiry,Religious Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Experience

 

Popp, Jerome A., "Practice and Malpractice in Philosophy of Education," Educational Studies, 9(Fall, 1978), 275-294., Jerome A. Popp

Annotation: Asks what is the point of philosophizing; distinguishes between inquiry aimed at practical and at theoretical understanding; explores the scientific and value aspects of philosophical inquiry in education.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Philosophical Inquiry-Ampliative Criticism,Normative Inquiry
Type of Study: Single Study
Narrow Topic: Practical Knowledge, Knowledge Generation

 

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

 

Purpel, David E., The Moral and Spiritual Crisis in Education: A Curriculum for Justice and Compassion in Education . Granby, MA: Bergin & Garvey, 1989., David E. Purpel

Annotation: Proposes a religious and moral framework for American public education.

Broad Topical Focus: Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay,Normative Inquiry,Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Content Selection and Organization, Ethical Issues in Curriculum, Classics of Curriculum Literature

 

Purpel, David E., and Kevin Ryan, "It Comes with the Territory: The Inevitability of Moral Education in the Schools," pp. 357-365 in James R. Gress, ed., Curriculum: An Introduction to the Field. Berkeley, CA: McCutchan, 1988., David E. Purpel and Kevin Ryan

Annotation: Argues for making moral education visible in the curriculum, in the hidden curriculum, and in the school culture.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry
Type of Study: Single Study
Narrow Topic: Hidden Curriculum, Character Education, Values in the Classroom, Content Selection and Organization

 

Raths, James D., "Teaching Without Specific Objectives," Educational Leadership, 28(April, 1971), 714-720., James D. Raths

Annotation: Explains alternatives to specifying objectives for teaching.

Broad Topical Focus: Curriculum Development, Organization, Design,Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry,Normative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Teaching/Learning Process

 

Raven, John, Competence in Modern Society: Its Identification, Development and Release. London: H. K. Lewis, 1984., John Raven

Annotation: Gives a full treatise on competence and its measurement.

Broad Topical Focus: Curriculum Development, Organization, Design,Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry,Normative Inquiry,Ethnographic Inquiry,Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives

 

Reid, William A., "The Deliberative Approach to the Study of the Curriculum and Its Relation to Critical Pluralism," pp. 160-190 in Martin Lawn and Len Barton, eds., Rethinking Curriculum Studies . New York: Halsted Press, 1981., William A. Reid

Annotation: Distinguishes the deliberative perspective toward curriculum from three other perspectives and gives a detailed account of the deliberative perspective.

Broad Topical Focus: Curriculum Conceptions and Theories,Curriculum Decision-making Processes,Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Normative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation

 

Statement of Agreement by Professionals in the Field of Educational Dissemination, Educational Researcher, 6(November, 1977), 3-4., Educationl Researcher

Annotation: Presents a concensus statement on the topic.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Education
Mode of Inquiry in the Study: Normative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Linkage, Knowledge Utilization

 

Scheffler, Israel, "Justifying Curriculum Decisions," School Review, 66(Winter, 1958), 461-472. Reprinted pp. 116-125 in his Reason and Teaching. Indianapolis: Bobbs-Merrill Co., 1973. Reprinted pp. 497-505 in Arno A. Bellack and Herbert M. Kliebard, eds., Curriculum and Evaluation . Berkeley, CA: McCutchan, 1977., Israel Scheffler

Annotation: Explains the need to justify curriculum decisions and explores the bases for such decisions.

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

 

Scheffler, Israel, "Philosophy and the Curriculum," pp. 31-41 in his Reason and Teaching . Indianapolis, IN: Bobbs-Merrill, 1973., Israel Scheffler

Annotation: Describes the analytic form of thought and related issues as they apply to various subjects in the curriculum; discusses philosophical inquiry processes as applied to education.

Broad Topical Focus: Curriculum Inquiry Guidelines,Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Philosophical Inquiry-Ampliative Criticism,Normative Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, School Subjects, Knowledge Generation

 

Schubert, William H., and Georgiana Zissis, "Speculation on Curriculum from the Perspective of William James," Educational Theory, 38(Fall, 1988), 441-455., William H. Schubert and Georgiana Zissis

Annotation: Draws implications from the thought of William James for curriulum theory, practice, and research.

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

 

Schwab, Joseph J., "On Reviving Liberal Education--in the Seventies," pp. 37-48 in Sidney Hooks, Paul Kurtz and Miro Fodorovich, eds., The Philosophy of the Curriculum: The Need for General Education. Buffalo, NY: Prometheus Books, 1975., Joseph J. Schwab

Annotation: Discusses the arts of access, of communication, of inquiry, of the practical, of the eclectic, of the practical per se (problemation, weighing alternative formulations of the problem, generating and choosing alternative solutions).

Broad Topical Focus: Curriculum Development, Organization, Design,Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Normative Inquiry
Type of Study: Single Study
Narrow Topic: Liberal Education/General Education, Curriculum Deliberation