Mode of Inquiry - Philosophical Inquiry-Ampliative Criticism

 

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Magrini, James M., "Huebner's Reading of Heidegger's Fundament Ontology," pp. 112-142 in James M. Magrini, Social Efficiency and Instrumentalism in Education: Essays in Ontology, Phenomenology, and Philosophical Hermeneutics. New York: Rutledge, 2014., James M. Magrini

Annotation: Examines concepts in Huebner's 1967 essay in Theory into Practice, 6(No. 4),"Curriculum as Concern for Man's Temporality;" traces their sources in Heidegger's works; focuses on meaning--making, authentic learning, and situational design of curriculum.

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

Mahan, James M., "Frank Observations on Innovations in Elementary Schools," Interchange, 3(Nos. 2-3, 1972), 144-160., James M. Mahan

Annotation: Gives a 36-item six-stage set of guidelines for examining the installation of curricula; makes recommendations concerning the process of curriculum change.

Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Implementation

Martin, Jane Roland, Changing the Educational Landscape: Philosophy, Women, and Curriculum. New York: Routledge, 1994., Jane Roland Martin

Annotation: Reprints 13 essays by the author on philosophical aspects of curriculum.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Collection of Studies
Narrow Topic: Content Selection and Organization, Hidden Curriculum, Curriculum and the Disciplines, Philosophical Schools

Martin, Jane Roland, "Curriculum and the Mirror of Knowledge," pp. 212-227 in her Changing the Educational Landscape: Philosophy, Women, and Curriculum. New York: Routledge, 1994., Jane Roland Martin

Annotation: Takes issue with the view that curriculum needs to mirror knowledge.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum and the Disciplines, Practical Knowledge

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, "The Disciplines and the Curriculum," Educational Philosophy and Theory, 1(1969), 23-40. Reprinted pp. 65-86 in Jane Roland Martin, Readings in the Philosophy of Education: A Study of Curriculum. Boston: Allyn & Bacon, 1970., Jane Roland Martin

Annotation: Explains what disciplines are and how the structure of disciplines has become the basis for curriculum theory; examines arguments for and against this view.

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

Martin, Jane Roland, "Two Dogmas of Curriculum," Synthese, 51(April, 1982), 5-20. Reprinted pp. 187-199 in her Changing the Educational Landscape: Philosophy, Women, and Curriculum. New York: Routledge, 1994., Jane Roland Martin

Annotation: Describes and critiques the Dogma of God-Given Subjects and the Dogma of Immutable Basics.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum and the Disciplines, Practical Knowledge

Martin, Jane Roland, "What Should We Do with a Hidden Curriculum When We Find One?" Curriculum Inquiry, 6(No. 2, 1976), 135-151.*, Jane Roland Martin

Annotation: Examines the implications of theorists' definitions of the hidden curriculum, further analyzes the term, and raises questions about its educational implications.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Hidden Curriculum, Value Assumptions and Ideologies in Curriculum

Mathison, Sandra, "Implementing Curricular Change through State-mandated Testing: Ethical Issues," Journal of Curriculum and Supervision , 6 (Spring, 1991), 201-212., Sandra Mathison

Annotation: Gives an ethical critique of the New York State elementary science testing program (ESPET) and its utilitarian perspective.

Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Science, Evaluation of Instruction, Ethical Issues in Curriculum, Value Assumptions and Ideologies in Curriculum

Mathis, William J., and Kevin G. Welner, eds., The Obama Education Blueprint: Researchers Examine the Evidence. Charlotte, NC: Information Age Publishers, 2010., William J. Mathis and Kevin G. Welner

Annotation: Takes six documents issued by USDOE, presenting summaries of research upon which A Blueprint for Reform (2010) was based, and critiques them on the basis of credibility, comprehensiveness of existing research, and their implications for the reform approaches recommended in the Blueprint.

Broad Topical Focus: Critique and Utilization of Curriculum Research and Inquiry, Curriculum Policies and Policy Making
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Evaluative Inquiry
Type of Study: Collection of Studies
Narrow Topic: Government Role in Educational Research & Development, Knowledge Generation, Knowledge Utilization, Curriculum and Politics, Education as a Field of Study

Maxwell, Joseph A., "Causal Explanation, Qualitative Research, and Scientific Inquiry in Education," Educational Researcher, 33(March, 2004), 3-11., Joseph A. Maxwell

Annotation: Analyzes the difference between causality in scientific inquiry construed as "existing" and contrued as "how it occurs;" argues that the latter kind of causality can be seen through qualitative studies while the former through experiments.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Comparisons Among Inquiry Modes, Qualitative Research, Knowledge Generation

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

McCarthy, Cameron, "Multicultural Discourses and Curriculum Reform: A Critical Perspective," Educational Theory, 44(Winter,1994), 81-98., Cameron McCarthy

Annotation: Reviews several forms of multicultural curricula and makes the case for critical multiculturalism.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Multicultural Education, Multiethnic Adaptation, Ideology and School Knowledge

McCutcheon, Gail, "Educational Criticism: Reflections and Reconsiderations," The Journal of Curriculum Theorizing, 4(Winter, 1982), 171-176., Gail McCutcheon

Annotation: Describes and critiques Eisner's educational criticism approach to research.

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

McDiarmid, Garnet, "Poles Apart: A Rejoinder to Pinar and to Holmes," Interchange, 18(Fall, 1987), 77-81.*, Garnet McDiarmid

Annotation: Responds to criticism of his earlier article.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Curriculum History

McDonald, Joseph P. , "High School in the 21st Century: Managing the Core Dilemma," pp. 26 -44 in Floyd M. Hammack, ed., The Comprehensive High School Today. New York: Teachers College Press, 2004., Joseph P. McDonald

Annotation: Traces the history of the comprehensive high school with special attention to books by James B. Conant and Ted Sizer.

Broad Topical Focus: Curriculum Proposals in Coherent Form, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Secondary School Curriculum, Curriculum History

McErvan, Hunter, "The American Curriculum: Metaphors and Texts." Educational Theory, 46(Winter, 1996), 119-133.*, Hunter McErvan

Annotation: Examines the arguments for and against the recapitulationist curriculum theory.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Value Assumptions and Ideologies in Curriculum, Curriculum History

McKenney, Susan , and Thomas C. Reeves, "Systematic Review of Design-Based Research Programs: Is a Little Knowledge a Dangerous Thing?" Educational Researcher, 42(No. 2, 2013), 97-100., Susan McKenney and Thomas C. Reeves

Annotation: Critiques and amends a previously published review of design-based research approaches by Anderson and Shattuck, 41(No. 1, 2012), 16-25.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Development as Inquiry, Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Knowledge Generation

McKerrow, K. Kelly, and Joan E. McKerrow, "Naturalistic Misunderstanding of the Heisenberg Uncertainty Principle," Educational Researcher, 20 (January-February, 1991), 17-20., K. Kelly McKerrow and Joan E. McKerrow

Annotation: Exposes the misunderstanding of the Uncertainty Principle and its use in literature on naturalistic research.

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

Meens, David, and Kenneth R. Howe, "NCLB and Its Wake: Bad News for Democracy." Teachers College Record, 117(No.6, 2015), 1-44., David Meens and Kenneth R. Howe

Annotation: Examines the eclipse of local control through NCLB; relates democratic policy-making theory to the circumstances of NCLB and shows how NCLB undermines teaching children meaningful participation in democratic politics; offers a set of guidelines for assessing future federal education policies in terms of democratic principles; related articles and critiques follow this article.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Local Control of Schooling, Government Role in Educational Research & Development, Curriculum Standards and Testing, Curriculum History

Miel, Alice, "Crystallization in Education," pp. 1-14 in Alice Miel, Changing the Curriculum: A Social Process. New York: Appleton, 1946. Reprinted pp. 452-467 in James R. Gress and David E. Purpel, eds., Curriculum: An Introduction to the Field . Berkeley, CA: McCutchan, 1978. Reprinted pp. 527-539 in James R. Gress, ed., Curriculum: An Introduction to the Field, 2nd ed. Berkeley, CA: McCutchan, 1988., Alice Miel

Annotation: Shows how certain practices in curriculum and instruction become crystalized; critiques these procedures to show how to prevent crystalization.

Broad Topical Focus: Curriculum Change,Curriculum Conceptions and Theories,Curriculum Development, Organization, Design,Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism,Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation, Organization Theory

Milburn, Geoffrey, "Understanding Curriculum," Journal of Curriculum Studies, 32(May-June, 2000), 445-452., Geoffrey Milburn

Annotation: Reviews Pinar, et al., Understanding Curriculum, 1995, and contrasts its coverage with Jackson, Handbook of Research on Curriculum, 1992.

Broad Topical Focus: Curriculum Theorists, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Status Study
Narrow Topic: Literature of Curriculum

Miller, Donald F., "Social Policy: An Exercise in Metaphor," Knowledge: Creation, Diffusion, and Utilization, 7(December, 1985), 191-215., Donald F. Miller

Annotation: Discusses seven modes of metaphor in the context of a critique of Schon's work on metaphors in social policy formation.

Broad Topical Focus: Curriculum Policies and Policy Making,Inquiry Language in Curriculum Research
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses

Miller, Janet L., "Teachers, Researchers, and Situated School Reform: Circulations of Power," pp. 165-176 in Janet L. Miller, Sounds of Silence Breaking: Women, Autobiography, Curriculum. New York: Peter Lang, 2005., Janet L. Miller

Annotation: Critiques the total-school-reform strategy and advocates an alternative strategy: situated school reform and research.

Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Freedom/Authority and Curriculum

Molnar, Alex, "Contemporary Curriculum Discourse: Too Much Ado about Too Much Nothing," Theory into Practice, 31(Summer, 1992), 198-203., Alex Molnar

Annotation: Reviews discourse on curriculum over the last 20 years including critical issues such as corporate involvement in education.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum History, Discourse Analysis, Curriculum and Politics, Criticism of Schooling

Molnar, Alex, "Modes of Values Thinking in Curriculum," March 1973, ERIC Document No. ED 077 131., Alex Molnar

Annotation: Gives breakdown of philosophical approaches to values in the curriculum.

Broad Topical Focus: Curriculum Conceptions and Theories,Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Philosophical Schools

Morgan, Kathryn, "Socialization, Social Models, and the Open Education Movement: Some Philosophical Considerations," Studies in Philosophy and Education, 8(Fall, 1974), 278-314., Kathryn Morgan

Annotation: Analyzes the assumptions behind socialization, psychometric and epistemological models, public vs open schools, and argues the contradictions in open education.

Broad Topical Focus: Curriculum Conceptions and Theories,Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Open Education, Social Studies

Morrison, Keith, "A Poverty of Curriculum Theory: A Critique of Wraga and Hlebowitsh," Journal of Curriculum Studies, 36(July-August, 2004), 487-494.*, Keith Morrison

Annotation: Critques the article in issue 35(4) and calls for curriculum theory to become involved in life rather than merely reside in the academy, to become multiple in voice, and to dream.

Broad Topical Focus: Curriculum Theorists, Curriculum Conceptions and Theories, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Knowledge Generation, Value Assumptions and Ideologies in Curriculum

Mulcahy, D. G., The Educated Person: Toward a New Paradigm for Liberal Education. Lanham, MD: Rowman & Littlefield, 2008., D. G. Mulcahy

Annotation: Outlines and justifies a new paradigm for liberal education based on the demands of living (work demands, recreational demands, social and practical demands, philosophical demands); reviews and critiques the ideas on liberal education by Newman, Adler, Martin, and others in formulating this new paradigm.

Broad Topical Focus: Curriculum Proposals in Coherent Form, Curriculum Conceptions and Theories, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Liberal Education/General Education

Noddings, Nel, When School Reform Goes Wrong. New York: Teachers College Press, 2007., Nel Noddings

Annotation: Critiques current features of curriculum and instruction policies and practices, especially the No Child Left Behind Act.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Curriculum and Politics

Nord, Warren A., Does God Make a Difference? Taking Religion Seriously in Our Schools and Universities. New York: Oxford University Press, 2010., Warren A. Nord

Annotation: Provides a book-length argument in support of teaching religious studies as a separate set of courses in schools and universities and of infusing religious perspectives into all other subjects where relevant.

Broad Topical Focus: Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Conceptual Analysis, Religious Inquiry
Type of Study: Single Study
Narrow Topic: Liberal Education/General Education, Value Assumptions and Ideologies in Curriculum, Criticism of Schooling, Ethical Issues in Curriculum, Citizenship Education, Hidden Curriculum, Religious & Private Schooling

Nozaki, Yoshiko, "Riding Tensions Critically: Ideology, Power/Knowledge, and Curriculum Making," pp. 69-89 in Lois Weis, Cameron McCarthy, and Greg Dimitriadis, eds., Ideology, Curriculum, and the New Sociology of Education: Revisiting the Work of Michael Apple. New York: Routledge, 2006., Yoshiko Nozaki

Annotation: Examines Foucault's idea of genealogy as a theory for curriculum; discusses this in relation to epistemological and methodological tensions concerning ideology and truth.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Content Selection and Organization, Curriculum Theory Creation and Uses

Nunan, Ted, Countering Educational Design . New York : Nichols,1983., Ted Nunan

Annotation: Raises theoretical and practical issues involved in educational design.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum Development Strategies, Philosophical Schools, Ideology and School Knowledge, Teaching/Learning Process

Oates, Tim, "Could Do Better: Using International Comparisons to Refine the National Curriculum in England," Curriculum Journal, 22(No.2, 2011), 121-150., Tim Oates

Annotation: Critiques the 2007 revision of the National Curriculum in England for incorporating the wrong lessons from international curriculum comparison studies; suggest appropriate lessons that could have been incorporated into it; reviews domestic research that also could have been incorporated and was not; identifies the problems thus created by the National Curriculum; calls for a new consideration in the 2011 revision.

Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum Standards and Testing

Oberg, Antoinette, "Imagining Educational Criticism," Curriculum Inquiry, 12 (Winter, 1982), 385-404., Antoinette Oberg

Annotation: Presents a critique of Eisner's Educational Imagination.

Broad Topical Focus: Curriculum Evaluation,Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism,Aesthetic Inquiry and Curriculum Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Program Audit/Evaluation

Ohanian, Susan, "Goals 2000: What's in a Name?" Phi Delta Kappan, 81 (January, 2000), 345-355.*, Susan Ohanian

Annotation: Argues bluntly and forthrightly against the negative effects that testing is having on students and teachers; analyzes the politics of Goals 2000 legislation.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Development, Organization, Design, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Curriculum and Politics, Classroom Observation & Research, Freedom/Authority and Curriculum, Local Control of Schooling

Okshersky, Walter C., "Epistemological and Hermeneutic Conceptions of the Nature of Understanding: The Cases of Paul H. Hirst and Martin Heidegger," Educational Theory, 42(Winter, 1992), 5-23.*, Walter C. Okshersky

Annotation: Critiques Hirst's forms of knowledge in light of Heidegger's conception of "understanding."

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Hermeneutic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Knowledge Generation, Curriculum and the Disciplines, Value Assumptions and Ideologies in Curriculum, Practical Knowledge

Osguthorpe, RIchard D., "On the Possible Forms a Relationship Might Take between the Moral Character of a Teacher and the Moral Development of a Student," Teachers College Record, 111(January, 2009), 1-26., RIchard D. Osguthorpe

Annotation: Analyzes this relationship into three logical forms and elaborates on each and their applications; concludes that none of the three is definitive with respect to whether any such relationships actually exist; the three forms are "direct," "indirect with intervening variables," and "no relationship exists."

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

Paraskeva, Joao M., "Epistemicides: Toward and Itinerant Curriculum Theory," pp. 261-289 in Joao M. Paraskeva and Shirley R. Steinberg, eds., Curriculum: Decanonizing the Field. New York: Peter Lang, 2016., Joao M. Paraskeva

Annotation: Explains the author's conception of an Itinerant Curriculum Theory; relates this to several philosophical issues--primarily to issues of epistemology; advocates against a curriculum canon and the exclusion of epistemologies from non-western cultures.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Comparative Curriculum, Content Selection and Organization, Curriculum and Politics, Ideology and School Knowledge, Knowledge Generation, Value Assumptions and Ideologies in Curriculum

Pearson, Allen T., "Some Reflections on Curriculum, Knowledge, and the Sociology of the Curriculum," Perspectives on Curriculum (University of Alberta), 3(1974), 87-97., Allen T. Pearson

Annotation: Analyzes several kinds of knowledge and relates these to the new sociology of knowledge for curriculum.

Broad Topical Focus: Curriculum Inquiry Guidelines,Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism,Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

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

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

Broad Topical Focus: Curriculum Theorists, Curriculum Visions and Philosophies, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum History, Classics of Curriculum Literature

Peters, Michael, "Postmodern Perspectives on the Curriculum: A Poststructural Critique," pp. 125-148 in Alicia de Alba, Edgar Gonzalez-Gaudino, Colin Lankshear, and Michael Peters, Curriculum in the Postmodern Condition. New York: Peter Lang, 2000., Michael Peters

Annotation: Presents a critique of Doll's postmodern curriculum proposal and offers an analysis of its shortcomings in terms of a perspective on postmodernism.

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

Phillips, D. C., "John Dewey's The Child and the Curriculum: A Century Later," The Elementary School Journal, 98(May, 1998), 403-414., D. C. Phillips

Annotation: Offers a 100th anniversary review and critique of Dewey's essay.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Classics of Curriculum Literature, Teaching/Learning Process, Curriculum History

Phillips, D. C., "The Hidden Curriculum and the Latest Functions of Schooling: Two Overlapping Perspectives," "1. Why the Hidden Curriculum is Hidden," pp. 274-280 in C. J. B. Macmillan, ed., Philosophy of Education 1980. Proceedings of 36th Annual Meeting of the Philosophy of Education Society. Normal, IL: Philosophy of Education Society, ISU, 1981., D. C. Phillips

Annotation: Analyzes the hidden curriculum in terms of the latent functions of schooling and rejects these arguments.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Hidden Curriculum, Curriculum Aims and Objectives

Pinar, William F., "Comments on McDiarmid's 'Conceptual-Empirical Theory of Curriculum," Interchange, 18(Fall, 1987), 73-76.*, William F. Pinar

Annotation: Provides criticisms and suggested modifications of McDiarmid's article in the same issue of Interchange.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Curriculum History

Pinar, William F., "'Dreamt into Existence by Others': Curriculum Theory and School Reform," Theory into Practice, 31(Summer, 1992), 228-235., William F. Pinar

Annotation: Critiques curriculum theory that is based on the factory and corporate model and offers theory related to human identity.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Authority of Teacher

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

Pogrow, Stanley, "What is an Exemplary Program, and Why Should Anyone Care? A Reaction to Slavin & Klein," Educational Researcher, 27(October, 1998), 22-29., Stanley Pogrow

Annotation: Critiques the designation of "exemplary" given to several programs such as "Success for All" based on methodological issues in supporting research.

Broad Topical Focus: Curriculum Development, Organization, Design, Critique and Utilization of Curriculum Research and Inquiry, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Evaluative Inquiry, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Program Audit/Evaluation

Popkewitz, Thomas S., "Craft and Community as Metaphors for Social Inquiry Curriculum," Educational Theory, 27(Fall, 1977), 310-321., Thomas S. Popkewitz

Annotation: Questions the assumptions of curriculum through use of social inquiry in classrooms, schools, and communities.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Social Studies

Popkewitz, Thomas S., Allan Pitman, and Arlene Barry, "Educational Reform and Its Millenial Quality: The 1980's," Journal of Curriculum Studies, 18(July- September, 1986), 267-283.*, Thomas S. Popkewitz, Allan Pitman, and Arlene Barry

Annotation: Critiques the school reform movement of the l960s and the l980s in relation to various ideologies.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Change, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Curriculum History, Curriculum and Politics

Popp, Jerome A., "Paradigms in Educational Inquiry," Educational Theory, 25 (Winter, 1975), 28-39., Jerome A. Popp

Annotation: Discusses solutions to practical problems and the place of philosophical inquiry in this; urges choice among paradigms of educational inquiry.

Broad Topical Focus: Curriculum Research and Inquiry-General,Curriculum Research Domains and Structure,Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism,Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Knowledge Generation, Practical Knowledge

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

Posner, George J., "The Role of Student Assessment in Curriculum Reform," Peabody Journal of Education, 69(Summer, 1994), 91-99., George J. Posner

Annotation: Sets forth the traditional belief system associated with student assessment, critiques that system, and provides an alternate belief system for authentic assessment.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Evaluation of Instruction, Value Assumptions and Ideologies in Curriculum, Student Assessment

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

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

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

Pring, Richard, "Bloom's Taxonomy: A Philosophical Critique," Cambridge Journal of Education, 1(February, 1971), 83-91. Reprinted pp. 36-42 in Nigel Norris, ed., Curriculum and Teaching: 35 YEars of the Cambridge Journal of Eduction. New York: Routledge, 2008., Richard Pring

Annotation: Critiques false distinctions in Bloom's classifications through epistemological analysis.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives

Pring, Richard, "The Language of Curriculum Analysis," pp. 54-69 in Paul Hirst, et al., The Curriculum: The Doris Lee Lectures. London: University of London, Institute of Education, 1975. Reprinted pp. 163-179 in Richard Pring, Philosophy of Education: Aims, Theory, Common Sense, and Research. New York: Continuum, 2004., Richard Pring

Annotation: Argues for curriculum theorists to ground their theoretical work in curriculum practice; analyzes the work of Hirst, Young, and Bernstein; suggests that practical matters in curriculum have elements related to practical reasoning rather than to concepts describing the curriculum itself.

Broad Topical Focus: Curriculum Conceptions and Theories, Relation of Curriculum Research to Practice, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Curriculum Professors

Pring, Richard, "The Language of Curriculum Analysis," pp. 54-69 in The Curriculum: The Doris Lee Lectures, 1975. London: University of London Institute of Education, 1975., Richard Pring

Annotation: Critiques the way of conceiving of curriculum planning by Hirst, following the lead of Young and Bernstein; advances some proposals for new language for curriculum.

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-Ampliative Criticism,Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Curriculum Theory Creation and Uses

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

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

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

Ramsay, Peter, "Fresh Perspectives on the School Transformation-Reproduction Debate: A Response to Anyon from the Antipodes," Curriculum Inquiry, 13(Fall, 1983), 295-320., Peter Ramsay

Annotation: Critiques the methodology used by Anyon in her study, 11(No.1, 1981), and four of her findings; indicates differences in findings from his own New Zealand study.

Broad Topical Focus: Curriculum Policies and Policy Making,Curriculum Inquiry Guidelines,Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism,Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Comparative Curriculum, Value Assumptions and Ideologies in Curriculum

Ray, G. Thomas, "Aesthetics and Phenomenology of Learning: Rejecting the Tyler Rationale," Educational Forum, 53(Winter, 1989), 127-134.*, G. Thomas Ray

Annotation: Critiques the Tyler rationale in terms of recent non-positivist perspectives; followed by Tyler's response and the author's rejoinder.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Classics of Curriculum Literature

Reid, William A., "Does Schwab Improve on Tyler? A Response to Jackson," Journal of Curriculum Studies, 25(November-December, l993), 499-510.*, William A. Reid

Annotation: Critiques Phil Jackson's interpretation of Schwab's contributions to curriculum theory in connection with the Tyler Rationale.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists, Curriculum Decision-making Processes, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Classics of Curriculum Literature, Curriculum History

Reid, William A., "Essay Review: The State of Curriculum Inquiry," Journal of Curriculum Studies, 24(March-April, 1992), 165-177.*, William A. Reid

Annotation: Discusses the direction curriculum inquiry has taken in recent years as revealed in the book on Forms of Curriculum Inquiry edited by E. C. Short in 1991.

Broad Topical Focus: Curriculum as a Field of Practice and Study, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Theoretical/Conceptual Inquiry, Multiple/Mixed Forms of Inquiry
Type of Study: Status Study
Narrow Topic: Knowledge Generation

Reid, William A., " 'Reconceptualist' and ' Dominant' Perspectives in Curriculum Theory," Journal of Curriculum and Supervision, 13(Spring, 1998), 267-296.*, William A. Reid

Annotation: Compares Pinar's and Jackson's views of curriculum theory and advocates a combination of both through dialogue.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Status Study
Narrow Topic: Curriculum Theory Creation and Uses, Value Assumptions and Ideologies in Curriculum

Reid, William A., "Schools, Teachers, and Curriculum Change: The Moral Dimension of Theory-Building," Educational Theory, 29(Fall, 1979), 325-336.*, William A. Reid

Annotation: Identifies and critiques some theories of curriculum change from a moral perspective.

Broad Topical Focus: Curriculum Change, Curriculum Conceptions and Theories, Curriculum Contexts and Societal Influences, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay, Development as Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Implementation, Curriculum and Politics, Value Assumptions and Ideologies in Curriculum, Curriculum Deliberation

Reid, William A., " 'The Educational Situation as Concerns Secondary Education' : Thoughts on the Thoughts of John Dewey," Journal of Curriculum and Supervision, 17(Winter, 2002), 130-143.*, William A. Reid

Annotation: Reviews the substance of Dewey's 1902 article, analyzes its relevance for today, and offers some guidance for today based on this analysis.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Decision-making Processes, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Secondary School Curriculum, Classics of Curriculum Literature

Reid, William A., "The Technological Society and the Concept of General Education," pp. 115-131 in Ian Westbury and Alan C. Purves, eds., Cultural Literacy and the Idea of General Education , Eighty-Seventh Yearbook of the NSSE, Part II. Chicago: University of Chicago Press, 1988., William A. Reid

Annotation: Traces the arguments for general education in light of the technological society.

Broad Topical Focus: Curriculum Conceptions and Theories,Curriculum Policies and Policy Making,Curriculum Development, Organization, Design,Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Philosophical Inquiry-Ampliative Criticism,Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Liberal Education/General Education, Value Assumptions and Ideologies in Curriculum, Content Selection and Organization

Reid, William A., Thinking About the Curriculum: The Nature and Treatment of Curriculum Problems. London: Routledge & Kegan Paul, 1978., William A. Reid

Annotation: Sets forth views on curriculum as a moral problem and the use of practical reasoning in curriculum deliberation.

Broad Topical Focus: Curriculum Decision-making Processes,Curriculum Change,Curriculum Conceptions and Theories,Curriculum Research and Inquiry-General,Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism,Deliberative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation, Value Assumptions and Ideologies in Curriculum

Rogers, Bethany, "Informing the Shape of the Curriculum: New Ways of Knowledge and Its Representation in Schooling," Journal of Curriculum Studies, 29(November-December, 1997), 683-710., Bethany Rogers

Annotation: Critiques the use of disciplinary knowledge as basis for school subjects; suggests alternatives such as problem-solving experiences.

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

Rogers, Vincent R., "Qualitative and Aesthetic Views of Curriculum and Curriculum Making," pp. 103-117 in Alex Molnar, ed., Current Thought on Curriculum, 1985 ASCD Yearbook. Alexandria, VA: Association for Supervision and Curriculum Development, 1985., Vincent R. Rogers

Annotation: Describes the dominant mode of curriculum evaluation and alternative qualitative approaches with examples.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Qualitative Research

Sanders, Donald P., and Marian Schwab, "Schooling and the Development of Education," The Educational Forum, 45(March, 1981), 265-289.*, Donald P. Sanders and Marian Schwab

Annotation: Critiques the R & D model of curriculum development in terms of practical stumbling blocks to school improvement.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Change, Curriculum Research Domains and Structure, Curriculum Administration, Leadership, Finance, Curriculum Contexts and Societal Influences
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum

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

Scheffler, Israel, "The Practical as a Focus for Curriculum: Reflections on Schwab's View," pp. 181-197 in his Reason and Teaching . Indianapolis: Bobbs-Merrill, 1973., Israel Scheffler

Annotation: Discusses Schwab's treatment of the practical in curriculum and identifies several shortcomings in this view.

Broad Topical Focus: Curriculum Conceptions and Theories,Curriculum Theorists,Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation

Schilling, Marie, "Knowledge and Liberal Education: A Critique of Paul Hirst," Journal of Curriculum Studies, 18(January-March, 1986), 1-16., Marie Schilling

Annotation: Provides a critique of Hirst's Knowledge and the Curriculum (1974) and argues against an epistemic base for liberal education and in favor of a virtue-oriented liberal 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,Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Liberal Education/General Education

Schniedewind, Nancy,"A Short History of the Ambush of Public Education," pp. 4-22 in Nancy Schniedewind and Mars Shevin, eds., Educational Courage: Resisting the Ambush of Public Education. Boston: Beacon Press, 2012., Nancy Schniedewind

Annotation: Summarizes the takeover of public education in the United States by business and technical interests.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Conceptions and Theories
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Curriculum Aims and Objectives, Curriculum Frameworks, Curriculum Standards and Testing, Democratic Education, Hidden Curriculum, Local Control of Schooling, Values in the Classroom, Teacher Planning

Schwab, Joseph J., "The Practical: A Language for Curriculum ," School Review, 78(November, 1969), 1-23; Revised version published by Washington, DC: National Education Association, 1970; Reprinted pp. 287-321 in Ian Westbury and Neil J. Wilkof, eds., Science, Curriculum, and Liberal Education: Selected Essays by Joseph J. Schwab . Chicago: University of Chicago Press, 1978; also reprinted pp. 586-607 in James R. Gress, ed., Curriculum: An Introduction to the Field . Berkeley, CA: McCutchan, 1988.*, Joseph J. Schwab

Annotation: Challenges the development of curriculum theories not based on empirical evidence; poses a practical orientation to curriculum theory development; and introduces arguments for ways in which the practical modes might function; known as Practical 1, it lays groundwork for The Practical 2,3, and 4.

Broad Topical Focus: Curriculum Research and Inquiry-General, Relation of Curriculum Research to Practice, Curriculum Decision-making Processes, Curriculum Conceptions and Theories, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum Deliberation, Curriculum Theory Creation and Uses

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

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

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

Schwandt, Thomas A., Evaluation Practice Reconsidered. New York: Peter Lang, 2002., Thomas A. Schwandt

Annotation: Sets forth a view of evaluation as moral/political/interactive practice (not a technical skill) requiring judgment, wisdom, and practical application of understanding, of evaluation as praxis.

Broad Topical Focus: Curriculum Evaluation, Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Practical Knowledge, Ethical Issues in Curriculum, Program Audit/Evaluation, Value Assumptions and Ideologies in Curriculum

Scott, David, Critical Essays on Major Curriculum Theorists. New York: Routledge, 2008., David Scott

Annotation: Summarizes and critiques arguments for eleven curricular themes or ideas developed by eleven different curriculum theorists (Popham, Stenhouse, Hirst, Foucault, Apple, Bernstein, Vygotski, Bruner, Giroux, Schon, and John White).

Broad Topical Focus: Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Collection of Studies
Narrow Topic: Curriculum Theory Creation and Uses, Value Assumptions and Ideologies in Curriculum

Scott, David, Education, Epistemology, and Critical Realism. New York: Routledge, 2010., David Scott

Annotation: Explores systematically and in detail various processes of knowledge generation and related epistemic issues; analyzes arguments and criteria for educational judgments; makes the case for a critical realist approach to knowledge and its application to education; presents implications for curriculum.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research and Inquiry-General
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Comparisons Among Inquiry Modes, Knowledge Generation

Sears, James T., "The Second Wave of Curriculum Theorizing: Labyrinths, Orthodoxies, and Other Legacies of the Glass Bead Game," Theory into Practice, 31(Summer, 1992), 210-218., James T. Sears

Annotation: Reviews reconceptualist curriculum theory.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists, Relation of Curriculum Research to Practice, Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Status Study
Narrow Topic: Curriculum History, Value Assumptions and Ideologies in Curriculum

Shaver, James P., "The Productivity of Educational Research and the Applied-Basic Research Distinction," Educational Researcher, 8(January, 1979), 3-9., James P. Shaver

Annotation: Critiques the applied-research approach to educational research and suggests it can be just as scientific as basic research; draws implications for training educational researchers.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research and Inquiry-General
Source Discipline: Education
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Knowledge Generation

Short, Edmund C., "A Decade Later," Journal of Curriculum Theorizing, 16(Fall, 2000), 73-82., Edmund C. Short

Annotation: Assesses strengths and weaknesses of the author's 1991 book, Forms of Curriculum Inquiiry; includes updated sources.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Knowledge Generation

Short, Edmund C., "Authority and Governance in Curriculum Development: A Policy Analysis in the United States Context," Educational Evaluation and Policy Analysis, 5(Summer, 1983), 195-205.*, Edmund C. Short

Annotation: Summarizes the status of governance and control of curriculum in the 1970s and early 1980s in the U. S.; proposes criteria for an adequate structure of curriculum control.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism,Philosophical Inquiry-Speculative Essay,Historical Inquiry
Type of Study: Status Study
Narrow Topic: Curriculum and Politics, Freedom/Authority and Curriculum, Social Efficiency/Control

Short, Edmund C., "Review of Curriculum Theory, edited by Alex Molnar and John A. Zahorik," Texas Tech Journal of Education, 5(No. 3, 1978), 227-131., Edmund C. Short

Annotation: Provides a review and critique of the papers in this book.

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

Short, Edmund C., "The Concept of Competence: Its Use and Misuse in Education," Journal of Teacher Education , 36(March-April, 1985), 2-6.*, Edmund C. Short

Annotation: Analyzes the concept of competence and draws implications for establishing objectives and determining evaluation policy.

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

Shulman, Lee S., "The Practical and the Eclectic: A Deliberation on Teaching and Educational Research," Curriculum Inquiry, 14(Summer, 1984), 183-200., Lee S. Shulman

Annotation: Compares Dewey's and Schwab's view of deliberation and applies this to research on teaching and teacher education.

Broad Topical Focus: Curriculum Decision-making Processes,Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism,Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation, Teacher Planning, Teacher Education

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

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

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

Slattery, Patrick "A Postmodern Vision of Time and Learning: A Response to the National Education Commission Report, Prisoners of Time," Harvard Educational Review, 65(WInter, 1995), 612-633.*, Patrick Slattery

Annotation: Critiques the view of time in curriculum as something to be restructured more efficiently in favor of a view of time as something infused with meaning and grounded in the present, cosmic, and quantum in its qualitites, integrated with self and place.

Broad Topical Focus: Curriculum Administration, Leadership, Finance, Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Time on Task, Teaching/Learning Process, Curriculum as Experience

Slattery, Patrick, "Postmodernism as a Challenge to Dominant Representations of Curriculum," pp. 132-151 in Jeffrey Glanz and Linda S. Behar-Horenstein, eds., Paradigm Debates in Curriculum and Supervision: Modern and Postmodern Perspectives. Wesport, CT: Bergin & Garvey, 2000., Patrick Slattery

Annotation: Explains and argues for a postmodern paradigm for curriculum scholarship and offers implications.

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

Slavin, Robert E., "Best-Evidence Synthesis: An Alternative to Meta-Analytic and Traditional Reviews," Educational Researcher, 15(November, 1986), 5-11., Robert E. Slavin

Annotation: Describes several principles for establishing a priori criteria for inclusion of studies in this alternative approach to research synthesis (germaneness, methodological adequacy, valuing both external and internal validity, noting examples of excluded studies); discusses computation and pooling of effect sizes; gives an example of formats for presenting best-evidence syntheses.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry, Philosophical Inquiry-Speculative Essay, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Knowledge Generation

Smith, David S., "Curriculum Theory Revisited: A Comment and a Direction," Curriculum Perspectives, 4(October, 1984), 67-71., David S. Smith

Annotation: Comments on preceding articles and the bases for curriculum theory.

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

Smith, Ralph, The New Aesthetic Curriculum Theorists and Their Astonishing Ideas. Vancouver, BC: CSCI, University of British Columbia, 1984., Ralph Smith

Annotation: Critiques recent theoretical work by Arnstine, Travers, and Eisner in curriculum.

Broad Topical Focus: Curriculum Theorists,Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism,Aesthetic Inquiry and Curriculum Criticism
Type of Study: Single Study
Narrow Topic: Teaching/Learning Process, Program Audit/Evaluation

Smulyan, Lisa, "Collaborative Action Research: A Critical Analysis," Peabody Journal of Education, 64(Spring, 1987), 57-70., Lisa Smulyan

Annotation: Discusses the processes involved in collaborative action research and shows what problems may occur in contributing to theory, practice, and staff development.

Broad Topical Focus: Curriculum Inquiry Guidelines, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Action Inquiry
Type of Study: Single Study
Narrow Topic: Practical Knowledge

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

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

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

Sosniak, Lauren A., "The Taxonomy, Curriculum, and their Relations," pp. 103-125 in Lorin W. Anderson and Lauren A. Sosniak, eds., Bloom's Taxonomy: A Forty-year Retrospective. 93rd Yearbook of the National Society for the Study of Education, Part II. Chicago: The University of Chicago Press, 1994., Lauren A. Sosniak

Annotation: Sets forth merits and limitations in the contributions to curriculum made by Bloom's Taxonomy (cognitive domain).

Broad Topical Focus: Curriculum Theorists, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Curriculum History, Student Assessment

Stake, Robert, "The Goods on American Education," Phi Delta Kappan, 80(May, 1999), 668-672., Robert Stake

Annotation: Criticizes the use of high-stakes student assessments from the perspective of test-makers themselves for not being able to achieve their political and accountability purposes.

Broad Topical Focus: Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Evaluation of Instruction, Curriculum Standards and Testing

Stanley, William B., Curriculum for Utopia: Social Reconstructionism and Critical Pedagogy in the Postmodern Era. Albany, NY: SUNY Press, 1992., William B. Stanley

Annotation: Analyzes the role of reconstructionism in critical pedogogy and relates this to past and present tradtions of educational theory.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Enactment and Teaching, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Value Assumptions and Ideologies in Curriculum, Curriculum Aims and Objectives, Philosophical Schools

Stanley, William B., "Curriculum Theory and Education for Democracy," Journal of Curriculum and Pedagogy, 6(Summer, 2009), 44-56., William B. Stanley

Annotation: Analyzes the assumptions underlying the counter-socialization approach to education for democracy, critiques the position of the curriculum reconceptualists on this issue, and offers recommendations on the direction curriculum theory should take.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Curriculum Aims and Objectives