Mode of Inquiry - Phenomenological Inquiry

 

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Aoki, Ted Tetsuo, "Towards a Dialectic Between the Conceptual World and the Lived World: Transcending Instrumentalism in Curriculum Orientation," Journal of Curriculum Theorizing, 5(Fall, 1983), 4-21. Reprinted pp. 402-416 in William F. Pinar, ed., Contemporary Curriculum Discourses . Scottsdale, AZ: Gorsuch Scarisbrick, 1988., Ted Tetsuo Aoki

Annotation: Calls for attention to phenomenological studies of curriculum (situational interpretive studies) in contrast to empirical analytic studies.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Comparisons Among Inquiry Modes

 

Archbald, Douglas A., and Andrew C. Porter, "Curriculum Control and Teacher's Perceptions of Autonomy and Satisfaction," Educational Evaluation and Policy Analysis, 16(Spring, 1994), 21-39., Douglas A. Archbald and Andrew C. Porter

Annotation: Reports teachers' perceptions of various curriculum control policy instruments and their impact.

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

 

Atkins, Elaine, "A Sensible, Faculty-designed Model for Curriculum Development," Journal of Curriculum and Supervision , 6 (Summer, 1991), 312-324., Elaine Atkins

Annotation: Describes the process of deliberation carried on by an English faculty in the Community College of Philadelphia.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry, Hermeneutic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation, Higher Education Curriculum, English

 

Ayers, William, "The Shifting Ground of Curriculum Thought and Everyday Practice," Theory into Practice, 31(Summer, 1992), 259-263., William Ayers

Annotation: Describes changes in Chicago city schools that empowers participants in policy and practice.

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

 

Barritt, Loren S., "Human Science and the Human Image," Phenomenology +Pedagogy, 4(No. 3, 1986), 14-21.*, Loren S. Barritt

Annotation: Argues the case for human understanding of human experience through the tradition of human sciences rather than social sciences.

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

 

Barton, Len, and Stephen Walker, eds., Social Crisis and Educational Research. London: Croom Helm, 1984., Len Barton and Stephen Walker

Annotation: Collects twelve papers from 1982 sociology of education conference at Westhill on issues in social practice using interpretive and critical inquiry.

Broad Topical Focus: Curriculum Inquiry Guidelines, Defining Curriculum Research Questions
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry, Phenomenological Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation

 

Basile, Carole G., A Good Little School. Albany, NY: State University of New York Press, 2004., Carole G. Basile

Annotation: Describes a model open school with a thirty-year history of student-centered learning.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Proposals in Coherent Form, Curriculum Conceptions and Theories, Curriculum Enactment and Teaching
Source Discipline: Education
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism, Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Democratic Education, Local Control of Schooling, Open Education, Value Assumptions and Ideologies in Curriculum

 

Benham, Barbara J., Phil Giesen, and Jeannie Oakes, "A Study of Schooling: Students' Experiences in Schools," Phi Delta Kappan, 61(January, 1980), 337-340., Barbara J. Benham, Phil Giesen, and Jeannie Oakes

Annotation: Reports on the portion of Goodlad's study that reveals the nature of students' experiences in school.

Broad Topical Focus: Curriculum Evaluation, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Experience

 

Berman, Louise M., and Jessie A. Roderick, "The Relationship Between Curriculum Development and Research Methodology," Journal of Research and Development in Education, 6(Spring, 1973), 3-13., Louise M. Berman and Jessie A. Roderick

Annotation: Proposes research procedures for studying transactive teaching-learning situations; proposes six characteristics of curriculum design based on this view.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Inquiry Guidelines, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teaching/Learning Process

 

Britzman, Deborah P., "The Terrible Problem of Knowing Thyself: Toward a Poststructural Account of Teacher Indentity," JCT: An Interdisciplinary Journal of Curriculum Studies, 9(Spring, 1992), 23-46., Deborah P. Britzman

Annotation: Provides a qualitative portrait of one student teacher's concept of self-identity.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Case Study
Narrow Topic: Self-Knowledge, Teacher Education

 

Bullough, Robert V., Jr., and Stefinee Pinnegar, "Guidelines for Quality in Autobiographical Forms of Self-Study Research," Educational Researcher, 30(April, 2001), 13-21., Robert V. Bullough Jr. and Stefinee Pinnegar

Annotation: Gives fourteen guidelines for quality work in autobiographical self-study research.

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

 

Bussis, Anne M., Edward A. Chittenden, and Marianne Amarel, Beyond Surface Curriculum: An Interview Study of Teachers' Understandings . Boulder, CO: Westview Press, 1976., Anne M. Bussis, Edward A. Chittenden, and Marianne Amarel

Annotation: Reports a phenomenological study of teachers' understanding of curriculum.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Conceptions and Theories, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Teacher Knowledge, Teacher Planning, Knowledge Generation

 

Butt, Richard, Danielle Raymond, and Lloyd Yamagishi, "Autobiographic Praxis: Studying the Formation of Teachers' Knowledge," Journal of Curriculum Theorizing, 7(Winter, 1988), 89-164., Richard Butt, Danielle Raymond, and Lloyd Yamagishi

Annotation: Describes assumptions behind an approach to authobiography with examples from teachers; gives an extensive treatment.

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

 

Carlson, Dennis, "An Ontological Grounding for Curriculum: Learning to be In-the-World," The Journal of Curriculum Theorizing, 4(Summer, 1982), 207-215., Dennis Carlson

Annotation: Argues for the study of "being-in-the-world" of individual students in the curriculum.

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

 

Carson, Terrance R., "Closing the Gap Between Research and Practice: Conversation as a Mode of Doing Research," Phenomenology+Pedagogy, 4( No. 2, 1986), 73-85., Terrance R. Carson

Annotation: Describes "conversation" as a way of researching experience of the curriculum (with examples).

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

 

Carson, Terrance R., "Curriculum Implementation as a Problem of Human Action," pp. 117-27 in Ted Aoki, Kenneth Jacknicke and Douglas Franks, eds., Understanding Curriculum as Lived: Curriculum Canada VII . Vancouver, BC: Centre for the Study of Curriculum and Instruction, University of British Columbia, 1986.*, Terrance R. Carson

Annotation: Reports the meaning of curriculum implementation as understood by teachers.

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

 

Carson, Terrance R., "Teaching as Curriculum Scholarship: Honoring Professor Ted Tetsuo Aoki," The Journal of Curriculum Theorizing, 7(Fall, 1987), 7-10., Terrance R. Carson

Annotation: Describes at his retirement Aoki's approach to teaching as seen by his students and others in essays that follow.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Theorists, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Programs of Study in Curriculum and Instruction

 

Carson, Terrance R., and Dennis J. Sumara, eds., Action Research as a Living Practice. New York: Peter Lang, 1997., Terrance R. Carson and Dennis J. Sumara

Annotation: Contains 22 accounts of action research as efforts to alter perception and action in practice.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Phenomenological Inquiry, Action Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum as Experience, Knowledge Generation, Teaching/Learning Process

 

Chiarelott, Leigh, "The Role of Experience in the Curriculum: An Analysis of Dewey's Theory of Experience," The Journal of Curriculum Theorizing, 5(Summer, 1983), 29-40., Leigh Chiarelott

Annotation: Reviews Dewey's theory of experience and argues for looking at students' experience in curriculum.

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

 

Clandinin, D. Jean, "Personal Practical Knowledge: A Study of Teachers' Classroom Images," Curriculum Inquiry, 15(Winter, 1985), 361-385., D. Jean Clandinin

Annotation: Reports a study of teachers' personal practical knowledge in the classroom and the images used to characterize the classroom.

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

 

Crabtree, Benjamin F., and William L. Miller, "Using Codes and Code Manuals: A Template Organizing Style of Interpretation," in Benjamin F. Crabtree and William L. Miller, eds., Doing Qualitative Research, 2nd ed. Thousand Oaks, CA: Sage, 1999., Benjamin F. Crabtree and William L. Miller

Annotation: Shows how to develop and use a template of codes to analyze qualitative data; gives an illustrative example.

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

 

Danner, Helmut, "Human Science is Responsible," Phenomenology +Pedagogy, 4(No. 1, 1986), 32-40., Helmut Danner

Annotation: Discusses various aspects of responsibility as it impinges upon studies in human sciences.

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

 

Dienskl, Ien, "Beyond Words: On the Experience of the Ineffable," Phenomenology+Pedagogy, 3(1985), 3-19., Ien Dienskl

Annotation: Explores ways of describing the ineffable in qualitative studies of experience.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Knowledge Generation, Qualitative Research, Conceptions of Teaching

 

Duncan, James K., "The Curriculum Director and Curriculum Change," The Educational Forum, 38(November, 1973), 51-77., James K. Duncan

Annotation: Describes the work of the local curriculum director as a democratic leader involved in curriculum change; conceptualizes curriculum and instructional change and the modification of values involved within actors and events.

Broad Topical Focus: Curriculum Change, Curriculum Administration, Leadership, Finance
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Professionalization in Curriculum, Curriculum Specialists in Schools, Value Assumptions and Ideologies in Curriculum

 

Eckhardt, William, "Limits to Knowledge," Knowledge: Creation, Diffusion, Utilization, 3(September, 1981), 61-81., William Eckhardt

Annotation: Discusses the phenomenology of kwowledge and related epistemological issues.

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

 

Elliott, John, "Developing Hypotheses About Classrooms from Teachers' Practical Constructs: An Account of the Work of the Ford Teaching Project," Interchange, 7(No. 2, 1976-77), 2-22.*, John Elliott

Annotation: Decribes how project teachers understood teaching; reports six general and 43 second-order hypotheses that emerged from the study.

Broad Topical Focus: Curriculum Enactment and Teaching, Defining Curriculum Research Questions, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry, Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teacher Knowledge, Conceptions of Teaching

 

Erickson, Frederick, and Jeffrey Shultz, "Student's Experience of the Curriculum," pp. 465-487 in Philip W. Jackson, ed., Handbook of Research on Curriculum. New York: Macmillan, 1992., Frederick Erickson and Jeffrey Shultz

Annotation: Discusses student experience of the curriculum as a conceptual and research problem; cites studies of manifest and implicit curriculum; poses future research agendas and methodological issues.

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

 

Everhart, Robert B., "Classroom Management, Student Opposition, and the Labor Process," pp. 169-192 in Michael W. Apple and Lois Weis, eds., Ideology and Practice in Schooling . Philadelphia, PA: Temple University Press, 1983., Robert B. Everhart

Annotation: Addresses the social-political context of classroom management in a study of four schools (1973-1975); describes beating the system and student perceptions on opposition.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Teaching/Learning Process

 

Garman, Noreen B., and Jo Victoria Nicholson-Goodman, " 'It's Research-Based': Truth Claim or a Rhetorical Device for Influencing Teachers'Practice?" pp. 123-139 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.*, Noreen B. Garman and Jo Victoria Nicholson-Goodman

Annotation: Reports the use of social cartography as a research approach for analyzing discourse; includes a conceptual framework for use in other similar studies.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Discourse Analysis, Knowledge Generation, Comparisons Among Inquiry Modes

 

Garman, Noreen B., and Maria Piantanida, eds., The Authority to Imagine: The Struggle toward Representation in Dissertation Writing. New York: Peter Lang, 2006., Noreen B. Garman and Maria Piantanida

Annotation: Provides commentaries by members of a study group about their learnings and sharing regarding the doing and writing of various types of qualitative research studies as dissertations.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research and Inquiry-General
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry, Hermeneutic Inquiry
Type of Study: Collection of Studies
Narrow Topic: Qualitative Research, Knowledge Generation, Comparisons Among Inquiry Modes

 

Gergen, Kenneth J., Toward Transformation in Social Knowledge . New York: Springer-Verlag, 1982., Kenneth J. Gergen

Annotation: Presents a view of transforming studies in social psychology to take into account personal meaning.

Broad Topical Focus: Curriculum Inquiry Guidelines, Defining Curriculum Research Questions
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Psychology and Curriculum

 

Gershman, Kathleen, "Articulated Memories: The Relationship Between His Reminiscences and the Curriculum Theory of Alfred North Whitehead," Educational Theory, 36(Spring, 1986), 195-204., Kathleen Gershman

Annotation: Illustrates Whitehead's memories and relates these to his curriculum theory.

Broad Topical Focus: Curriculum Theorists, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Experience

 

Giroux, Henry A., "Critical Theory and Rationality in Citizenship Education," Curriculum Inquiry, 10(Winter, 1980), 329-366., Henry A. Giroux

Annotation: Contrasts three modes of rationality (technical, hermeneutic, and emancipatory) in relation to citizenship education; proposes a theory of citizenship education involving actual experiences engaged in by students.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Citizenship Education, Teaching/Learning Process, Hidden Curriculum, Ideology and School Knowledge

 

Giroux, Henry A., "Pedagogy, Pessimism, and the Politics of Conformity: A Reply to Linda McNeil," Curriculum Inquiry, 1(Fall, 1981), 211-222., Henry A. Giroux

Annotation: Replies to McNeil's critique of his article in this journal 10(4), 1980.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Citizenship Education, Hidden Curriculum, Teaching/Learning Process, Ideology and School Knowledge, Criticism of Schooling

 

Graham, Robert J., "Currere and Reconceptualism: The Progress of the Pilgrimage 1975-1990," Journal of Curriculum Studies, 24(January-February, 1992), 27-42.*, Robert J. Graham

Annotation: Reviews the work done by the reconceptualists in curriculum over a 15 year period.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research Domains and Structure, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Curriculum History, Knowledge Generation

 

Greene, Maxine, "A Perspectival View of Consciousness: Against Dualism," pp. 55-68 in Arthur W. Foshay and Irving Morrisett, eds., Beyond the Scientific: A Comprehensive View of Consciousness . Boulder, CO: Social Science Education Consortium, 1978., Maxine Greene

Annotation: Deals with the many modes of consciousness and the pursuit of meaning.

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

 

Greene, Maxine, "Cognition, Consciousness, and Curriculum," pp. 69-84 in William F. Pinar, ed., Heightened Consciousness, Cultural Revolution, and Curriculum Theory . Berkeley, CA: McCutchan, 1974., Maxine Greene

Annotation: Discusses how Freire's views can take us beyond traditional curriculum thinking to new consciousness.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Freedom/Authority and Curriculum, Curriculum as Experience

 

Greene, Maxine, "Curriculum and Consciousness," Teachers College Record, 73(December, 1971), 253-269. Reprinted pp. 299-320 in William F. Pinar, ed., Curriculum Theorizing. Berkeley, CA: McCutchan, 1975. Reprinted pp. 237-253 in Arno A. Bellack and Herbert M. Kliebard, eds., Curriculum and Evaluation . Berkeley, CA: McCutchan, 1977., Maxine Greene

Annotation: Shows how breaking with common sense views and examining alternative ones can lead to designing curriculum with many possibilities.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Freedom/Authority and Curriculum, Value Assumptions and Ideologies in Curriculum

 

Grove, Richard W., "An Analysis of the Constant Comparative Method," Qualitative Studies in Education, 1(No. 3, 1988), 273-279.*, Richard W. Grove

Annotation: States and contrasts two methods of analzying qualitative data--those of Glaser and Strauss and of Lincoln and Guba.

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

 

Grumet, Madeleine R., "Autobiography and Reconceptualization," Impact, 14 (Spring, 1979), 10-14. Reprinted in Journal of Curriculum Theorizing, 2(Summer, 1980), 155-158. Reprinted pp. 139-144 in Henry A. Giroux, Anthony N. Penna, and William F. Pinar, eds., Curriculum and Instruction: Alternatives in Education . Berkeley, CA: McCutchan, 1981., Madeleine R. Grumet

Annotation: Describes the method of autobiography or reflexive analysis with students in teacher education.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry, Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum as Experience, Teacher Education

 

Grumet, Madeleine R., "Bodyreading," pp. 453-473 in William F. Pinar, ed., Contemporary Curriculum Discourses . Scottsdale, AZ: Gorsuch Scarisbrick, 1988., Madeleine R. Grumet

Annotation: Shows how student meanings are amenable to phenomenological and feminist analysis.

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

 

Grumet, Madeleine R., "Songs and Situations: The Figure/Ground Relation in a Case Study of Currere," pp. 274-315 in George Willis, ed., Qualitative Evaluation . Berkeley, CA: McCutchan, 1978., Madeleine R. Grumet

Annotation: Describes currere as an analysis of students' experiences and their use of it; presents a case study from a Rochester Theatre Festival.

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

 

Grumet, Madeleine R., "The Beauty Full Curriculum," Educational Theory, 39(Summer, 1989), 225-230., Madeleine R. Grumet

Annotation: Discusses the sense of beauty in curricular models and its characterization.

Broad Topical Focus: Curriculum Conceptions and Theories, Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Experience

 

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

 

Haggerson, Nelson, and Andrea Bowman, eds., Informing Educational Policy and Practice Through Interpretive Inquiry. Lancaster, PA: Techromic Publishing Co., 1992., Nelson Haggerson and Andrea Bowman

Annotation: Gives eleven examples of interpretive studies of educational practices plus commentaries on the value of interpretive inquiry and its uses.

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

 

Hargreaves, Andy, Changing Teachers, Changing TImes: Teacher's Work and Culture in the Postmodern Age. New York: Teachers College Press, 1994., Andy Hargreaves

Annotation: Presents essays on teacher change, time, work, and culture, and their implications for school leaders.

Broad Topical Focus: Curriculum Change, Curriculum Contexts and Societal Influences, Curriculum Administration, Leadership, Finance
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Criticism of Schooling, Teacher Planning, Classroom Observation & Research

 

Heron, John, "Experiential Research Methodology," pp. 153-!66 in Peter Reason and John Rowan, eds., Human Inquiry . New York: John Wiley and Sons, 1981.*, John Heron

Annotation: Sets forth methods of phenomenological mapping and intentional interaction.

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

 

Hultgren, Francine, et al, Curriculum Inquiry as Being: Reflections on a Study Group Encountering Each Other Through Interpretive Inquiry . Symposium Given at Session 24.06, AERA, New Orleans, April, 1984., Francine Hultgren

Annotation: Reports a phenomenological study of persons encountering each other as persons.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation, Curriculum as Experience, Self-Knowledge

 

Hultgren, Francine H., "The Student Teacher as Person: Reflections on Pedagogy and Being," Phenomenology+Pedagogy, 5(No. 1, 1987), 35-50., Francine H. Hultgren

Annotation: Reports a phenomenological study of what it means to be a student teacher.

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

 

Iverson, Barbara K., and Hersholt C. Waxman, "Perspectives on Mentorship," The Journal of Curriculum Theorizing, 3(Winter, 1981), 193-201., Barbara K. Iverson and Hersholt C. Waxman

Annotation: Explores the phenomenological perspective in mentorship with data.

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

 

Jennings, Bruce, "Interpretive Social Science and Policy Analysis," pp. 3-35 in Daniel Callahan and Bruce Jennings, eds., Ethics: The Social Sciences and Policy Analysis . New York: Plenum, 1983.*, Bruce Jennings

Annotation: Explains nature and methods of interpretive social science and policy analysis.

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

 

Johnson, Mark, The Body in the Mind: The Bodily Basis of Meaning, Imagination, and Reason . Chicago: The University of Chicago Press, 1990., Mark Johnson

Annotation: Gives a view of embodied schemata, not objectivist propositions.

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

 

King, Nigel, "Template Analysis," pp.118-134 in Gillian Symon and Catherine Cassell, eds., Qualitative Methods and Analyses in Organizational Research: A Practical Guide. London: Sage, 1998., Nigel King

Annotation: Describes and explains the use of template analysis in thematic coding of qualitative data; illustrated by reference to a study done by the author on managing mental health care.

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

 

Krall, Florence R., "Behind the Chairperson's Door: Reconceptualizing Woman's Work," pp. 495-513 in William F. Pinar, ed., Contemporary Curriculum Discourses. Scottsdale, AZ: Gorsuch Scarisbrick, 1988., Florence R. Krall

Annotation: Presents a phenomenological and feminist report of the author's own experience.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Value Assumptions and Ideologies in Curriculum

 

Lawn, Martin, and Len Barton, "Curriculum Politics and Emancipation," pp. 237-247 in Martin Lawn and Len Barton, Rethinking Curriculum Studies . New York: Halsted Press, 1981., Martin Lawn and Len Barton

Annotation: Takes stock of current research in curriculum studies and challenges researchers not to act as unwitting agents of the state.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry, Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Curriculum and Politics, Freedom/Authority and Curriculum, Knowledge Generation

 

Lee, Diane, "Everyday Problem Solving: Implications for Education," pp. 251-265 in Jan D. Sinnott, ed., Everyday Problem Solving: Theory and Applications. New York: Praeger, 1989., Diane Lee

Annotation: Describes in a phemomenological mode three teachers' experience of classroom problem-solving activities.

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

 

Lee, Diane, "To Be in a World of Wicked Problems" , "Caring as Being," pp. 116-128; pp. 179-184 in Louise M. Berman, et. al. , Toward Curriculum for Being: Voice of Educators. Albany, NY: SUNY Press, 1991.*, Diane Lee

Annotation: Gives voice to author's own experience as a professor in dialogue with colleagues.

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

 

Lee, Diane M., "Relativistic Operations: A Framework for Conceptualizing Teachers' Everyday Problem Solving," pp. 73-86 in Jan D. Sinnott and John C. Cavanaugh, Bridging Paradigms: Positive Development in Adulthood and Cognitive Aging. New York: Praeger, 1989.*, Diane M. Lee

Annotation: Describes teachers' use of all-structured problems within J. D. Sinnott's concept of "relativistic operations".

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teaching/Learning Process

 

Leonard, J. Timothy, "Mystery and Myth: Curriculum as the Illumination of Lived Experience," The Journal of Curriculum Theorizing, 5(Winter, 1983), 17-25., J. Timothy Leonard

Annotation: Makes the case for connecting curriculum theory to lived experience; discusses practical implications for curriculum.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Experience

 

Lincoln, Yvonna S., "Curriculum Studies and the Traditions of Inquiry: The Humanistic Tradition," pp. 79-97 in Philip W. Jackson, ed., Handbook of Research on Curriculum. New York: Macmillan, 1992., Yvonna S. Lincoln

Annotation: Reviews historical (traditional, reconceptualist), political, aesthetic, critical, phenomenologist, and feminist traditions of curriculum inquiry.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism, Phenomenological Inquiry, Critical Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum, Comparisons Among Inquiry Modes

 

Littleford, Michael S., "Self Reflection, Social Action, and Curriculum Theory: Part Two," The Journal of Curriculum Theorizing, 3(Winter, 1981), 211-221., Michael S. Littleford

Annotation: Gives a cultural psychoanalytic view on curriculum as experience.

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

 

Magrini, James M., New Approaches to Curriculum as Phenomenological Text: Continental Philosophy and Ontological Inquiry. New York: Palgrave Macmillan, 2015., James M. Magrini

Annotation: Contains three articles with an introduction and an epilogue; analyzes a theory of curriculum grounded in ontological not metaphysical instrumentalism; treats a phenomenology of nature.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum Theory Creation and Uses

 

Magrini, James M., "Phenomenology and Curriculum Implementation: Discerning a Living Curriculum through the Analysis of Ted Aoki's Situational Praxis," Journal of Curriculum Studies, 47(No. 2, 2015) 274-299., James M. Magrini

Annotation: Discusses and interprets Aoki's phenomenological understanding of curriculum implementation, his notion of situational praxis, his embrace of the human elements of curriculum design and implementtion, and his potential influence on educational practice; contains extensive references and quotes from Aoki's writings.

Broad Topical Focus: Curriculum Theorists, Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry, Philosophical Inquiry-Speculative Essay, Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Curriculum Professors, Literature of Curriculum, Curriculum Implementation

 

Magrini, James M., "Phenomenology and Curriculum Inquiry: Understanding the Methods of Willis, Van Manen, and Heidegger," pp. 62-84 in James M. Magrini, Social Efficiency and Instrumentalism in Education: Essays in Ontology, Phenomenology, and Philosophical Hermeneutics. New York: Routledge, 2014., James M. Magrini

Annotation: Discusses the approaches to phenomenological inquiry of leading curriculum scholars in relation to Heidegger's work; gives a defense of phenomenological inquiry.

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

 

Marshall, J. Dan, Richard C. Streedan, and Paul W. Zavagno, "Curriculum Theorizing: Stories from the Ground Up," Theory into Practice, 31(Summer, 1992), 264-269., J. Dan Marshall, Richard C. Streedan, and Paul W. Zavagno

Annotation: Gives a conversation between teacher, principal, and professor about curriculum as voice and inquiry.

Broad Topical Focus: Curriculum Conceptions and Theories, Relation of Curriculum Research to Practice
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Specialists in Schools

 

May, Nick, "The Teacher-as-Researcher Movement in Britain," pp. 23-30 in William H. Schubert and Ann L. Schubert, eds., Conceptions of Curriculum Knowledge: Focus on Students and Teachers. University Park, PA: College of Education, Penn State University, 1982., Nick May

Annotation: Describes experiences of teachers who have become teacher-researchers.

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

 

May, Wanda T., "Constructing History in a Graduate Curriculum Class," Curriculum Inquiry , 21 (Summer, 1991), 163-191., Wanda T. May

Annotation: Explores teachers' constructions of historical knowledge and other perceptions in a graduate curriculum class.

Broad Topical Focus: Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry, Hermeneutic Inquiry
Type of Study: Single Study
Narrow Topic: Programs of Study in Curriculum and Instruction, Curriculum History, Teaching/Learning Process

 

Mazza, Karen A., "Reconceptual Inquiry as an Alternative Mode of Curriculum Theory and Practice: A Critical Study," Journal of Curriculum Theorizing, 4 (Summer, 1982), 5-89., Karen A. Mazza

Annotation: Critically examines the contributions of reconceptualists to curriculum theory and practice.

Broad Topical Focus: Curriculum Inquiry Guidelines,Curriculum Conceptions and Theories,Curriculum Research Domains and Structure,Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism,Aesthetic Inquiry and Curriculum Criticism,Phenomenological Inquiry,Critical Inquiry
Type of Study: Status Study
Narrow Topic: Curriculum History, Knowledge Generation

 

McCutcheon, Gail, "On the Interpretation of Classroom Observations," Educational Researcher, 10(May, 1981), 5-10.*, Gail McCutcheon

Annotation: Describes roles that interpretation plays in qualitative inquiry, distinguishes three types of interpretation, and identifies several related issues.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Classroom Observation & Research

 

Meath-Lang, Bonnie, "The Curriculum and the Search for Meaning: A Discussion of the Applications of Logotherapy to Education," The Journal of Curriculum Theorizing, 4(Winter, 1982), 202-207., Bonnie Meath-Lang

Annotation: Discusses Frankl's concept of logotherapy and its applications to the curriculum.

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

 

Meister, Denise G., and James Nolan, "Out on a Limb on our Own: Uncertainty and Doubt in Moving from Student-Centered to Interdisciplinary Teaching," Teachers College Record, 103(August, 2001), 608-633., Denise G. Meister and James Nolan

Annotation: Reports a study of how five high school teachers made meaning of the change process and the causes of their responses.

Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Integration, In-service Teacher Development

 

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., Creating Spaces and Finding Voices: Teachers Collaborating for Empowerment . Albany, NY: SUNY Press, 1990., Janet L. Miller

Annotation: Reports the use of journaling to voice teachers' practical knowledge.

Broad Topical Focus: Curriculum Guides, Plans, Documents, Materials
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Practical Knowledge

 

Miller, Janet L.,"Shifting the Boundaries: Teachers Challenge Contemporary Curriculum Thought," Theory into Practice, 31(Summer, 1992), 245-251. Reprinted pp. 135-145 in Janet L. Miller, Sounds of Silence Breaking: Women, Autobiography, Curriculum. New York: Peter Lang, 2005., Janet L. Miller

Annotation: Reports personal quest among two students and herself to develop meaningful professional discourse.

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

 

Misgeld, Dieter, "Phenomenology, Social Science and the Social Service Professions: The Case for the Integration of Phenomenology, Hermeneutics and Critical Social Theory, (A Reply to Luckman and Giorgi)," Phenomenology +Pedagogy, 1(No. 2, 1983), 195-214.*, Dieter Misgeld

Annotation: Makes the case for combining research methods and offers commentary on several related issues.

Broad Topical Focus: Curriculum Inquiry Guidelines, Inquiry Language in Curriculum Research
Source Discipline: Education
Mode of Inquiry in the Study: Phenomenological Inquiry, Hermeneutic Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Comparisons Among Inquiry Modes

 

Moustakas, Clark. Heuristic Research: Design, Methodology, and Appplications. Los Angeles: Sage, 1990., Clark Moustakas

Annotation: Describes and gives procedures for doing heuristic research.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field Other Than Education
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generartion

 

Moustakas, Clark, Phenomenological Research Methods. Thousand Oaks, CA: Sage, 1994., Clark Moustakas

Annotation: Explains transcendental phenomenology and its inquiry methods as one of several phenomenological methods.

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

 

Munby, Hugh, "A Qualitative Approach to the Study of a Teacher's Beliefs," Journal of Research in Science Teaching , 21(No. 1, 1984), 27-38., Hugh Munby

Annotation: Describes a phenomenological approach to studying teacher beliefs.

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

 

Nicholson-Goodman, Jo Victoria, "Confronting Authority and Self: Social Cartography and Curriculum Theorizing for Uncertain Times," pp. 49-63 in Noreen B. Garman and Maria Piantanida, eds., The Authority to Imagine: The Struggle toward Representation in Dissertation Writing. New York: Peter Lang, 2006., Jo Victoria Nicholson-Goodman

Annotation: Explains social cartography as a way of interpreting qualitative texts; offers a mapping of cultures of citizenship.

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

 

Nieto, Sonia, "Lessons from Students on Creating a Chance to Dream," Harvard Educational Review, 64(Winter, 1994), 392-426., Sonia Nieto

Annotation: Reports interviews with students of diverse backgrounds about their reactions to curriculum, pedagogy, and related topics.

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

 

Nolan, James F., "Student's Perceptions of the Ideal College Curriculum and the Real College Curriculum," Higher Education Abstracts, 22(No. 5, 1987), 282-283., James F. Nolan

Annotation: Reports a study of teachers' views of teaching as five metaphors.

Broad Topical Focus: Curriculum Enactment and Teaching, Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Conceptions of Teaching, Teacher Education

 

Oberg, Antoinette, "Using Construct Theory as a Basis for Research into Teacher Professional Development," Journal of Curriculum Studies, 19(January-February, 1987), 55-65.*, Antoinette Oberg

Annotation: Reports a case study of one teacher's thinking about her classroom practices; employs Kelly's construct theory.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Case Study
Narrow Topic: Teacher Knowledge, In-service Teacher Development

 

O'Donaghue, Thomas A., "The Impact of Restructuring on Teachers' Understandings of their Curriculum Work: A Case Study," Journal of Curriculum and Supervision, 10(Fall,1994), 21-42., Thomas A. O'Donaghue

Annotation: Reports a study of Australian teachers' reactions to curriculum and school restructuring.

Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Case Study
Narrow Topic: Comparative Curriculum, Teacher Planning

 

Osborn, Robert L., "The Validation of Private-Subjective Knowledge Claims," The Journal of Curriculum Theorizing, 1(Summer, 1979), 26-36., Robert L. Osborn

Annotation: Argues the case for deriving knowledge claims from subjective reports by informants.

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

 

Padgham, Ronald E., "The Holographic Paradigm and Postcritical Reconceptualist Curriculum Theory," The Journal of Curriculum Theorizing, 5(Summer, 1983), 132-142.*, Ronald E. Padgham

Annotation: Reviews Pribram's neuro-psychological research and its implications for reconceptualized curriculum theory.

Broad Topical Focus: Inquiry Language in Curriculum Research, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Psychology and Curriculum, Value Assumptions and Ideologies in Curriculum

 

Page, Reba, and Linda Valli, "Curriculum Differentiation: An Introduction," pp. 1-15 in Reba Page and Linda Valli, eds., Curriculum Differentiation . Albany, NY: State University of New York Press, 1990.*, Reba Page and Linda Valli

Annotation: Introduces a series of interpretive studies of curriculum differentiation and describes this type of study.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Differentiation

 

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

 

Pilder, William F., "In the Stillness is the Dancing," pp. 117-129 in Willliam F. Pi nar, ed., Heightened Consciousness, Cultural Revolution, and Curriculum Theory. Berkeley, CA: McCutchan, 1974., William F. Pilder

Annotation: Discusses several dimensions of consciousness and how this may relate to curriculum.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Experience

 

Pinar, William F., Autobiography, Politics, and Sexuality: Essays in Curriculum Theory, 1972-1992. New York: Peter Lang, 1994., William F. Pinar

Annotation: Presents 15 essays written between 1972 and 1992 by the author which convey the meaning ofautobiography as curriculum.

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

 

Pinar, William F., ed., Heightened Consciousness, Cultural Revolution, and Curriculum Theory . Berkeley, CA: McCutchan, 1974., William F. Pinar

Annotation: Presents seven papers which were presented at the 1973 conference in Rochester; final pages give reactions to these papers.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism, Phenomenological Inquiry, Critical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Literature of Curriculum, Curriculum Theory Creation and Uses

 

Pinar, William F., "Life History and Curriculum Theorizing: A Case Study," Review Journal of Philosophy and Social Science, 3(No. 1, 1978), 92-118., William F. Pinar

Annotation: Presents a study exploring life history methods of inquiry.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Case Study
Narrow Topic: Knowledge Generation

 

Pinar, William F., "Life History and Educational Experience," The Journal of Curriculum Theorizing, 2(Summer, 1980), 159-222., William F. Pinar

Annotation: Presents an extended treatment of life history research together with an illlustration.

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

 

Pinar, William F., "The Abstract and the Concrete in Curriculum Theorizing," Foundation Studies, 8(Nos. 1-2, 1979), 3-15., William F. Pinar

Annotation: Discusses methodological issues relating to understanding the experience of curriculum.

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

 

Pinar, William F., "The Analysis of Educational Experience," pp. 384-395 in his Curriculum Theorizing . Berkeley, CA: McCutchan, 1975., William F. Pinar

Annotation: Describes the methodology of studying educational experience and some of the difficulties with using it.

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

 

Pinar, William F., "The Reconceptualization of Curriculum Studies," Journal of Curriculum Studies, 10(July-September, 1978), 205-214.*, William F. Pinar

Annotation: Contrasts the traditionalists, the conceptual empiricists, and the reconceptionalists in curriculum studies.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Phenomenological Inquiry, Critical Inquiry, Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Knowledge Generation

 

Pinar, William F., "The Voyage Out: Curriculum as the Relation Between the Knower and the Known," The Journal of Curriculum Theorizing, 2(Winter, 1980), 71-92., William F. Pinar

Annotation: Argues that we cannot design an educational experience and that we need descriptions of experience of texts, teachers, and other students; gives excerpts from a student's autobiographical report of the experience of the Virgina Woolf book.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Development, Organization, Design, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum as Experience

 

Pinar, William F., "'Whole, Bright, Deep with Understanding': Issues in Qualitative Research and Autobiographical Method," Journal of Curriculum Studies , 13(July-September, 1981), 173-188. Reprinted pp. 134-153 in William F. Pinar, ed., Contemporary Curriculum Discourses . Scottsdale, AZ: Gorsuch Scarisbrick, 1988. Reprinted pp. 608-623 in James R. Gress, ed., Curriculum: An Introduction to the Field . Berkeley, CA: McCutchan, 1988., William F. Pinar

Annotation: Contrasts autobiographical method with ethnographic and aesthetic forms of qualitative research and sets forth its unique aspects.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism, Ethnographic Inquiry, Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Qualitative Research, Comparisons Among Inquiry Modes, Self-Knowledge

 

Pinar, William F., and William M. Reynolds, eds., Understanding Curriculum as Phenonenological and Deconstructed Text. New York: Teachers College Press, 1992., William F. Pinar and William M. Reynolds

Annotation: Contains 12 articles describing phenonenological inquiry and giving examples followed by genealogical notes on the work of leading scholars in this type of curriculum studies.

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

 

Porro, Barbara, "Playing the School System: The Low Achiever's Game," pp. 256-274 in Elliot W. Eisner, ed., The Educational Imagination . New York: Macmillan, 1985., Barbara Porro

Annotation: Describes a strategy used by low-achieving students.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism, Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Exceptional Education

 

Posner, George J., Kenneth A Strike, Peter W. Hewson, and William A. Gertzog, "Accommodation of a Scientific Conception: Toward a Theroy of Conceptual Change," Science Education, 66( April, 1982), 211-227.*, George J. Posner, Kenneth A. Strike, Peter W. Hewson, and William A. Gertzog

Annotation: Reports evidence of accommodation by students of science of various scientific conceptions.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Psychology and Curriculum, Teaching/Learning Process, Science