Mode of Inquiry - Philosophical Inquiry-Conceptual Analysis

 

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Alexander, Patricia A., Diane L. Schallert, and Victoria C. Hare, "Coming to Terms: How Researchers in Learning and Literacy Talk About Knowledge," Review of Educational Research, 61 (Fall, 1991), 315-343.*, Patricia A. Alexander, Diane L. Schallert, and Victoria C. Hare

Annotation: Analyzes various uses of the term "knowledge".

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: English

 

Alkin, Marvin C., "Curriculum Evaluation Models," pp. 1189-1190 in Torsen Husen and T. N. Postlethwaite, eds., International Encyclopedia of Education, New York: Pergamon Press, 1984., Marvin C. Alkin

Annotation: Categorizes types of curriculum evaluation models (product, program) with the latter subdivided into outcome-oriented, methodoloy-oriented, value-oriented, and decision-oriented.

Broad Topical Focus: Curriculum Evaluation,Curriculum Definitions,Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Evaluative Inquiry,Theoretical/Conceptual Inquiry
Type of Study: Status Study
Narrow Topic: Program Audit/Evaluation, Materials Development and Evaluation

 

Alkin, Marvin C., "Evaluating 'Curriculum' and 'Instruction,'" Curriculum Theory Network, 4(No. 1, 1973/74), 43-51., Marvin C. Alkin

Annotation: Proposes a theoretical framework that distinguishes evaluation of curriculum and instruction into a six-type/three-stage matrix.

Broad Topical Focus: Curriculum Evaluation,Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Evaluation of Instruction

 

Alkin, Marvin C. "Theoretical Framework for the Analysis of Curriculum and Instructional Reform." International Review of Education, 19(June 1973), 195-206., Marvin C. Alkin

Annotation: Posits a model of elements for curriculum and instruction reform.

Broad Topical Focus: Curriculum Evaluation,Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Criticism of Schooling

 

Alvik, Trond, "Some Terminological and Conceptual Considerations Concerning Curriculum Problems," Curriculum Theory Network, 5(Spring, 1970), 58-68.*, Trond Alvik

Annotation: Distinguishes between curriculum and didactics and betweeen curriculum and instruction, among other concepts, from a Danish perspective.

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

 

Aoki, Ted, "Interests, Knowledge and Evaluation: Alternative Approaches to Curriculum Evaluation," Journal of Curriculum Theorizing, 6(Spring, 1986), 27-44. Reprinted pp. 137-150 in William F. Pinar and Rita L. Irwin, eds., Curriculum in a New Key: The Collected Works of Ted T. Aoki. Mahwah, NJ: Lawrence Erlbaum, 2005., Ted Aoki

Annotation: Discusses technical, situational interpretive, and critical theoretic evaluation in the context of an evaluation of British Columbia Social Studies.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Evaluative Inquiry, Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum, Comparative Curriculum

 

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

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

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

 

Applebaum, Barbara, "Is Teaching for Social Justice a Liberal Bias?" Teachers College Record, 111(February, 2009), 376-408., Barbara Applebaum

Annotation: Explores the meaning of "liberal bias" and of "ideology" in relation to the curriculum issue of their potential imposition on students through teaching for social justice.

Broad Topical Focus: Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Curriculum Aims and Objectives, Ideology and School Knowledge

 

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

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

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

 

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

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

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

 

Barrow, Robin, "Prolegomenon to Curriculum Theory: Some Comments on The Canadian Curriculum," Canadian Journal of Education, 8(No. 1, 1983), 77-85., Robin Barrow

Annotation: Gives a response to a critque of his book.

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

 

Barrow, Robin, "Skill Talk," Journal of Philosophy of Education, 21(No. 2, 1987), 187-195.*, Robin Barrow

Annotation: Analyzes the term "skill" and its various uses in curriculum.

Broad Topical Focus: Curriculum Conceptions and Theories
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 Aims and Objectives

 

Barrow, Robin, "The Role of Conceptual Analysis in Curriculum Inquiry: A Holistic Approach," Journal of Curriculum and Supervision, 5(Spring, 1990), 269-278., Robin Barrow

Annotation: Makes the case for using conceptual analysis as a part of all research.

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

 

Beane, James A., "Creating an Integrated Curriculum: Making the Connections," NASSP Bulletin, 76(November, 1992), 46-54., James A. Beane

Annotation: Clarifies terminology related to integrative models of curriculum organization and their use.

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

 

Beane, James A., "Introduction: What is a Coherent Curriculum?" pp. 1-14 , and "Conclusion: Towards a Coherent Curriculum," pp. 170-176 in James A. Beane, ed., Toward a Coherent Curriculum. Alexandria, VA: Association for Supervision and Curriculum Development, 1995., James A. Beane

Annotation: Analyzes coherence and incoherence in curriculum design and in the experience of curriculum by students and others; explores ways to create coherence.

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

 

Beauchamp, George A., "A Hard Look at Curriculum," Educational Leadership, 35 (February, 1978), 404-409., George A. Beauchamp

Annotation: Examines curriculum design, planning, development, improvement, implementation, and evaluation as they relate to curriculum theory and definitions.

Broad Topical Focus: Curriculum Conceptions and Theories,Curriculum Development, Organization, Design,Curriculum Research Domains and Structure,Curriculum Definitions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses

 

Beauchamp, George A., "Basic Components of a Curriculum Theory," Curriculum Theory Network, 10(Fall, 1972), 16-22., George A. Beauchamp

Annotation: Analyzes the basic components of curriculum theory; critiques of this article appear in CTN (No. 1, 1973-74), 56-59.

Broad Topical Focus: Curriculum Conceptions and Theories,Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses

 

Beauchamp, George A., Curriculum Theory , 4th Edition. Itasca, IL: Peacock, 1981., George A. Beauchamp

Annotation: Provides an extended analysis of curriculum theory and theory building and offers a theory of his own; describes curriculum design, engineering, values in curriculum, and curriculum as a field of study.

Broad Topical Focus: Curriculum Conceptions and Theories,Curriculum Research Domains and Structure,Curriculum Theorists,Curriculum Definitions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses

 

Beauchamp, George A., "Curriculum Theory: Meaning, Development, and Use," Theory into Practice, 21 (Winter, 1982), 23-27., George A. Beauchamp

Annotation: Defines curriculum theory and describes how to build theory; discusses functions of curriculum theory; draws on ideas from his 1981 book.

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

 

Beauchamp, George A., "Curriculum Thinking," pp. 18-29 in Fenwick W. English, ed., Fundamental Curriculum Decisions. 1983 ASCD Yearbook. Alexandria, VA: ASCE, 1983. Reprinted pp. 555-567 in James R. Gress, ed., Curriculum: An Introduction to the Field . Berkeley, CA: McCutchan, 1988., George A. Beauchamp

Annotation: Notes three uses of the word "curriculum"--content, process activities (planning, implementing, and evaluating), and curriculum as a field of study; analyzes the language used with each of these.

Broad Topical Focus: Curriculum Definitions,Curriculum Conceptions and Theories,Curriculum Research and Inquiry-General,Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies

 

Ben-Peretz, Miriam, "The Concept of Curriculum Potential," Curriculum Theory Network, 5(No. 2, 1975), 151-159., Miriam Ben-Peretz

Annotation: Explores the idea of intentions in curriculum development and the potential of curriculum material; analyzes the factors that shape the potential of curriculum materials and their use in curriculum implementation and evaluation.

Broad Topical Focus: Curriculum Evaluation,Defining Curriculum Research Questions,Curriculum Enactment and Teaching,Curriculum Research Domains and Structure,Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Potential, Materials Development and Evaluation, Curriculum Implementation

 

Bereiter, Carl, "Referent-Centered and Problem-Centered Knowledge: Elements of an Educational Epistemology," Interchange, 23(No. 4, 1992), 337-361.*, Carl Bereiter

Annotation: Discusses the implications of selecting curriculum content around problems rather than topics.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Philosophical Inquiry-Speculative Essay, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Knowledge Generation, Psychology and Curriculum, Curriculum Integration

 

Blacker, David, "Fanaticism and Schooling in the Democratic State," American Journal of Education, 106(February, 1998), 241-272., David Blacker

Annotation: Defines a circumscribed view of fanaticismn and argues for excluding groups defined by fanaticism from participating in democractic school policy making.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Ideology and School Knowledge

 

Bleazby, Jennifer, "Why Some School Subjects Have a Higher Status from Others: The Epistemology of the Traditional Curriculum Hierarchy," Oxford Review of Education, 4(15, 2015), 671-689., Jennifer Bleazby

Annotation: Analyzes the sources of this dilemma and reviews alternatives; draws on Dewey's conception of "authentic curriculum."

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

 

Boyd, Dwight, "Dominance Concealed Through Diversity: Implications of Inadequate Perspectives on Cultural Pluralism," Harvard Educational Review, 66(Fall, 1996), 609-630.*, Dwight Boyd

Annotation: An analysis of four types of responses to the dilemma of diversity in education with implications for practice.

Broad Topical Focus: Curriculum Contexts and Societal Influences
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Multiethnic Adaptation

 

Broudy, Harry S., "Challenge to the Curriculum Worker: Uses of Knowledge," pp. 3-8 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., Harry S. Broudy

Annotation: Shows how the uses of knowledge (replicative, associative, applicative, and interpretive) can serve as bases for curriculum design and development.

Broad Topical Focus: Curriculum Development, Organization, Design,Curriculum Research Domains and Structure,Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Content Selection and Organization

 

Broudy, Harry S., "Components and Constraints of Curriculum Research," Curriculum Theory Network, 5(Spring, 1970), 16-31.*, Harry S. Broudy

Annotation: Poses four components of a theory of curriculum: objectives, relation between input and outcomes, inputs, rules for sequencing; states cultural constraints; and discusses uses of schooling.

Broad Topical Focus: Curriculum Conceptions and Theories,Curriculum Research Domains and Structure,Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry,Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Content Selection and Organization

 

Broudy, Harry S., "Philosophy and Curriculum," pp. 59-71 in Philosophy and Education, Proceedings of the International Seminar, March 23-25, 1966, Toronto, Ontario: OISE, 1967.*, Harry S. Broudy

Annotation: Clarifies meanings of terms such as curriculum, program of studies, subjects, etc.; curriculum outcomes; uses of knowledge in curriculum, and explores other applications ofk philosophy to curriculum studies.

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

 

Broudy, Harry S., "The Philosophical Foundations of Educational Objectives," Educational Theory, 20(Winter, 1970), 3-21. Reprinted pp. 91-110 in Arno A. Bellack and Herbert M. Kliebard, eds., Curriculum and Evaluation. Berkeley, CA: McCutchan, 1977. *, Harry S. Broudy

Annotation: Sorts out the various levels and kinds of educational objectives used in education.

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

 

Broudy, Harry S., "The Uses of Humanistic Schooling," pp. 15-29 in Chester E. Finn, Jr., Diane Ravitch, and Robert T. Fancher, eds., Against Mediocracy: The Humanities in America's High Schools. New York: Holmes & Meier, 1984., Harry S. Broudy

Annotation: Decsribes the role of the humanities in general education; discusses curriculum choices and teaching in the humanities in terms of four uses of schooling.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Liberal Education/General Education, Humanities

 

Brownlee, Jo, Gregory Schraw, and Donna Berthelsen, "The Nature of Teachers' Personal Epistemologies," pp 3-21 in Jo Brownlee, Gregory Schraw, and Donna Berthelsen, eds., Personal Epistemology and Teacher Education. New York: Routledge, 2012., Jo Brownlee, Gregory Schraw, and Donna Berthelsen

Annotation: Describes the field of educational research that focuses on teachers' personal epistemologies; reviews paradigms and samples research in this field; ties the discussion to the preparation of pre-service teachers and in-service teachers.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Teacher Knowledge

 

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

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

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

 

Buchmann, Margret, "The Priority of Knowledge and Understanding in Teaching," pp. 29-50 in Lilian G. Katz and James D. Raths, eds., Advances in Teacher Education: Volume 1. Norwood, NJ: ABLEX, 1984., Margret Buchmann

Annotation: Analyzes the role of content knowledge in teaching and in teacher education.

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

 

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

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

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

 

Burbules, Nicholas C., "The Hidden Curriculum and the Latent Function of Schooling: Two Overlapping Perspectives." 2. "Who Hides the Hidden Curriculum," pp. 281-291 in C. J. B. Macmillan, ed., Philosophy of Education, 1980. Proceedings of the 36th Annual Meeting of the Philosophy of Education Society. Normal, IL: Philosophy of Education Society, ISU, 1981., Nicholas C. Burbules

Annotation: Gives an analysis of various perspectives on the hidden curriculum's place in serving a latent function of schooling.

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

 

Carr, David, "Knowledge, Mind and the Curriculum," Educational Philosophy and Theory, 16(March, 1984), 12-22., David Carr

Annotation: Tries to show that learning of practical skills such as gymnastics and pottery cannot be conceived of by aligning them with epistemological categories.

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: Practical Knowledge, Knowledge Generation, Curriculum and the Disciplines

 

Carr, David, "Practical Pursuits and the Curriculum," Journal of Philosophy of Education, 12(1978), 69-80., David Carr

Annotation: Asks whether there are forms of practical knowledge (creative, physical, etc.) that do not fall within forms of formal discourse and inquiry such as those set forth by Hirst, White, etc.

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

 

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

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

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

 

Carr, Wilfred, For Education: Toward Critical Educational Inquiry. Philadelphia: Open University Press, 1995., Wilfred Carr

Annotation: Reprints eight previously published articles by the author; includes new material by Carr in introduction and epilogue and by Stephen Kemmis in prologue; demonstrates use of philosphical inquiry on theory/practice issues and educational inquiry generally.

Broad Topical Focus: Curriculum Inquiry Guidelines, Inquiry Language in Curriculum Research, Relation of Curriculum Research to Practice
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Philosophical Inquiry-Ampliative Criticism, Critical Inquiry, Multiple/Mixed Forms of Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation, Practical Knowledge

 

Carson, Richard N., "A Taxonomy of Knowledge Types for Use in Curriculum Design," Interchange, 35(March, 2004), 59-79., Richard N. Carson

Annotation: Poses a classification of nine knowledge types (empirical, rational, conventional, conceptual, cognitive process skills, psychomotor, affective , narrative, and received) for use in curriculum lesson planning.

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

 

Chambers, John H., "The Many Different Types of Theory which Underpin the Study of Education," Educational Foundations , 4(Fall, 1990), 79-102.*, John H. Chambers

Annotation: Distinguishes fourteen kinds of theory in eight categories and gives examples in education for each.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum Theory Creation and Uses

 

Cherryholmes, Cleo H., "Construct Validity and the Discourses of Research," American Journal of Education, 96(May, 1988), 421-457., Cleo H. Cherryholmes

Annotation: Examinnes the use of the concept of construct validity in educational research, especially in relation to phenomenological, critical, and interpretive research.

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

 

Cherryholmes, Cleo H., "Reading Research," Journal of Curriculum Studies, 25(January-February, 1993), 1-32.*, Cleo H. Cherryholmes

Annotation: Demonstrates a feminist, a critical, and a deconstructionist reading of a research study on comprehension of texts; calls for a pragmatic approach.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Research Domains and Structure, Inquiry Language in Curriculum Research
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Philosophical Inquiry-Ampliative Criticism, Hermeneutic Inquiry, Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Knowledge Utilization, Value Assumptions and Ideologies in Curriculum, Discourse Analysis

 

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

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

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

 

Cherryholmes, Cleo H., "Theory and Practice: On the Role of Empirically Based Theory for Critical Practice," American Journal of Education, 94(November, 1985), 39-70.*, Cleo H. Cherryholmes

Annotation: Addresses the uses of theory and of practice in the literature of educational research, especially in relation to critical inquiry.

Broad Topical Focus: Relation of Curriculum Research to Practice,Curriculum Research and Inquiry-General
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Practical Knowledge, Curriculum and Politics

 

Christensen, James E., Curriculum, Education, and Educology . Sydney: Educology Research Associates, 1981., James E. Christensen

Annotation: Employs eleven critical categories to distinguish curriculum, education, and knowledge about education.

Broad Topical Focus: Curriculum Definitions,Curriculum as a Field of Practice and Study,Inquiry Language in Curriculum Research,Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Education as a Field of Study, Educology

 

Christensen, James E., and James E. Fisher, Organization and Colleges of Education: An Educological Perspective . Sydney: Educology Research Associates, 1983., James E. Christensen and James E. Fisher

Annotation: Formulates a pattern of academic organization for colleges of education based on categories of knowledge about education (educology).

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Teacher Education, Education as a Field of Study, Content Selection and Organization, Educology

 

Clark, Charles, "The Necessity of Curricular Objectives," Journal of Curriculum Studies, 20( July-August, 1988), 339-349., Charles Clark

Annotation: Analyzes the role and purposes of curriculum objectives.

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

 

Cochran-Smith, Marilyn, and Mary Kim Fries, "Sticks, Stones, and Ideology: The Discourse of Reform in Teacher Education," Educational Researcher, 30(November, 2001), 3-15., Marilyn Cochran-Smith and Mary Kim Fries

Annotation: Analyzes three warrants (evidentiary, accountability, political) employed in arguments by opposing groups on how to upgraded teachers and teacher education (the agenda of professionalization and the agenda of de-regulation).

Broad Topical Focus: Curriculum Change, 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: Ideology and School Knowledge, Teacher Education, Philosophical Schools

 

Common, Dianne L., and Kieran Egan, "The Missing Soul of Modes of Curriculum Implementation-Educational Theory," Curriculum Perspectives, 8(May, 1988), 1-10.*, Dianne L. Common and Kieran Egan

Annotation: Treats a non-technological conception of curriculum implementation.

Broad Topical Focus: Curriculum Change, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Implementation

 

Coombs, Jerrold R., and Le Roi B. Daniels, "Philosophical Inquiry: Conceptual Analysis," pp. 27-41 in Edmund C. Short, ed., Forms of Curriculum Inquiry . Albany, NY: SUNY Press, 1991.*, Jerrold R. Coombs and Le Roi B. Daniels

Annotation: Describes the processes involved in doing conceptual analysis in curriculum.

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

 

Cooper, Harris M.,"A Taxonomy of Literature Reviews." Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, 1985. ERIC Document Reproduction Service No. ED 254541., Harris M. Cooper

Annotation: Posits components of a literature review (focus, goals, prespective, coverage, organization, audience) and uses them to analyze examples; suggests other uses for the taxonomy.

Broad Topical Focus: Curriculum Inquiry Guidelines, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry, Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Knowledge Utilization

 

Corbett, H. Dickson, Differing Curriculum Changes within a School: Strategies and Structure. Philadelphia: Research for Better Schools, April, 1983., H. Dickson Corbett

Annotation: Reports a study of curriculum change in 14 schools involving four aspects: the social club, the professional group, administrative delight, and "egg crate".

Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry,Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Organization Theory

 

Cornbleth, Catherine, "Curriculum In and Out of Context," Journal of Curriculum and Supervision, 3(Winter, 1988), 85-96., Catherine Cornbleth

Annotation: Conceptualizes curriculum without isolating it from its structural and systemic contexts.

Broad Topical Focus: Curriculum Conceptions and Theories,Curriculum Change,Curriculum Contexts and Societal Influences,Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses

 

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

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

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

 

Daniels, Le Roi B., "What is the Language of the Practical?" Curriculum Theory Network, 4(No. 4, 1975), 239-261., Le Roi B. Daniels

Annotation: Discusses the analysis of ordinary language as used in practical curriculum discourse.

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

 

Daniels, Le Roi B., "What Psychology Can Do for Education," Canadian Journal of Education, 13(Winter, 1988), 52-64., Le Roi B. Daniels

Annotation: Draws on the analysis of three concepts (persons, intentions, and reception) to build an interdisciplinary research approach to pedagogy.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Teaching/Learning Process, Psychology and Curriculum

 

Daniels, Le Roi B., and Jerrold Coombs, "The Concept of Curriculum," pp. 251-258 in Donald B. Cochrane and Martin Schiralli, eds., Philosophy of Education: Canadian Perspectives . Don Mills, Ontario: Collier Macmillan Canada, 1982.*, Le Roi B. Daniels and Jerrold Coombs

Annotation: Analyzes the concept of curriculum as used in ordinary language as well as in the domain of curriculum theory.

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

 

Davis, O. L., Jr., "Who Is the Curriculum Customer?" pp. 103-107 in Tim Everton, Peter Mayne, and Steve White, Effective Learning: Into a New ERA . London: Jessica Kingsley; Philadelphia: Taylor and Francis, 1990. *, O. L. Davis Jr.

Annotation: Describes curriculum in terms of a "marketplace" metaphor as a basis for thinking about accountability.

Broad Topical Focus: Curriculum Definitions, Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Curriculum and Politics

 

Dearden, Robert F., "Balance and Coherence: Some Curricular Principles in Recent Reports," Cambridge Journal of Education, 11(No. 2, 1981), 107-118., Robert F. Dearden

Annotation: Analyzes some British curriculum policy documents for the presence or absence of curriculum balance and coherence.

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: Content Selection and Organization, Comparative Curriculum

 

Derr, Richard L., "Curriculum: A Concept Elucidation," Curriculum Inquiry, 7 (Summer, 1977), 145-155., Richard L. Derr

Annotation: Show multiple ways in which the concept "curriculum" is used.

Broad Topical Focus: Curriculum Definitions,Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum

 

Dewey, John, and Arthur F. Bentley, Knowing and the Known . Boston: Beacon Press, 1949., John Dewey and Arthur F. Bentley

Annotation: Conceptualizes the relationship between knowing and the known.

Broad Topical Focus: Curriculum Inquiry Guidelines,Curriculum Research and Inquiry-General,Relation of Curriculum Research to Practice
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

Dillon, J. T., "The Questions of Curriculum," Journal of Curriculum Studies, 41(June, 2009), 343-359., J. T. Dillon

Annotation: Stipulates a scheme of questions concerning the nature, elements, and practice of curriculum based on Schwab's conception of curriculum; elucidates this scheme of questions in relation to those generated by other curriculum theorists.

Broad Topical Focus: Curriculum Definitions, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Philosophical Inquiry-Conceptual Analysis, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Curriculum Development Strategies, Curriculum Deliberation

 

Diorio, Joseph A., "Rights, Equality, and the Ethics of School Policy," Curriculum Inquiry, 16(Summer, 1986), 148-178., Joseph A. Diorio

Annotation: Sets forth distinctions among rights, equality, and ethics of school policy and examines the justification for each.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Freedom/Authority and Curriculum

 

Dobson, Russell L., and Judith Dobson, "Curriculum Theorizing," The Educational Forum, 51(Spring, 1987), 275-284.*, Russell L. Dobson and Judith Dobson

Annotation: Anayzes the uses of the expression "curriculum theorizing."

Broad Topical Focus: Curriculum Definitions,Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses

 

Dobson, Russell L., Judith E. Dobson, and J. Randall Koetting, "Looking at, Talking About, and Living with Children," Journal of Curriculum Theorizing, 7(No. 2, 1987), 111-125., Russell L. Dobson, Judith E. Dobson, and J. Randall Koetting

Annotation: Explores the uses of aesthetic and ethical language in studies of children.

Broad Topical Focus: Inquiry Language in Curriculum Research,Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Aesthetic Inquiry and Curriculum Criticism,Moral Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Elementary School Curriculum

 

Doll, William E., Jr., "A Structural View of Curriculum," Theory Into Practice, 18(December, 1979), 336-348.*, William E. Doll Jr.

Annotation: Distinguishes among Goodlad's behaviorist, humanist, and ecological models of curriculum and Doll's structuralist model of curriculum.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Value Assumptions and Ideologies in Curriculum

 

Doll, William E. Jr., "Prigogine: A New Sense of Order, A New Curriculum," Theory into Practice, 25(Winter, 1986), 10-16., William E. Doll Jr.

Annotation: Contrasts the measured curriculum (based on assumptions similar to Newtonian physics) with a transformative curriculum (based on notions of order, chaos, and change like that set forth by Prigogine and Stengers).

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

 

Egan, Kieran, "Metaphor in Collison: Objectives, Assembly Lines, and Stories," Curriculum Inquiry, 18(Spring, 1988), 63-86., Kieran Egan

Annotation: Shows the theoretical and practical differences between objective - based procedures (assembly-line metaphors) in educational practice and those using story forms of metaphors.

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

 

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

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

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

 

Egan, Kieran, "What is Curriculum?" Curriculum Inquiry, 8(Spring, 1978), 65-72.*, Kieran Egan

Annotation: Analyzes several meanings of the term curriculum and the difficulty of locating boundaries to curriculum phenomena.

Broad Topical Focus: Curriculum Definitions,Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Professionalization in Curriculum

 

Eggleston, John, "The Curriculum, Contemporary Issues, Perspectives, and Ideologies," pp. 527-538 in Noel Entwistle, ed., Handbook of Educational Ideas and Practices . New York: Routledge, 1990.*, John Eggleston

Annotation: Portrays dichotomous positions on six issues in British curriculum, e.g., subject-centered or integrated.

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

 

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

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

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

 

Fenstermacher, Gary D., "On Knowledge and Its Place in the Human Conversation," pp. 73-104 in Wilma F. Smith and Gary D. Fenstermacher, eds., Leadership for Educational Renewal: Developing a Cadre of Leaders. San Francisco: Jossey-Bass, 1999.*, Gary D. Fenstermacher

Annotation: Describes shifts in thinking on the nature of knowledge from modernist to postmodernist views; discusses the implications for the role of knowledge in curriculum.

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

 

Ferrero, David, "Does 'Research Based' Mean 'Value Neutral'?" Phi Delta Kappan, 86(February, 2005). 425-432., David Ferrero

Annotation: Shows how value judgments play a role in translating educational research into practice; presents a typology of traditional and progressive philosophies of education.

Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum Proposals in Coherent Form, Curriculum Visions and Philosophies, Curriculum Policies and Policy Making, Curriculum Conceptions and Theories
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Knowledge Generation, Philosophical Schools

 

Flinders, David J., Nel Noddings, and Stephen J. Thornton, "The Null Curriculum: Its Theoretical Basis and Practical Applications," Curriculum Inquiry, 16(Spring, 1986), 33-42.*, David J. Flinders, Nel Noddings, and Stephen J. Thornton

Annotation: Analyzes the various meanings, forms, and uses of the null curriculum.

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

 

Frein, Mark, "Strange Bedfellows?: Critical Curriculum Theory and the Analysis of Concepts in Education," Philosophy of Education Society Yearbook, 1998. Champaign, IL: Philosophy of Education Sociey, University of Illinois at Urbana-Champaign, 1998.*, Mark Frein

Annotation: Contrasts conceptual analysis with critical theory as approaches to research in curriculum theory; urges that the former take on the perspective of the latter; shows how this combination can be useful in curriculum practice.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Critical Inquiry, Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Knowledge Generation, Knowledge Utilization

 

Fuller, Bruce, Margaret M. Noel, and David B. Malouf, "Polity and Competence: Can the State Change Teachers' Skills?" Educational Evaluation and Policy Analysis, 7(Winter, 1985), 343-353.*, Bruce Fuller, Margaret M. Noel, and David B. Malouf

Annotation: Discusses the state as regulator and as illustrator and reports a staff development study with special education teachers.

Broad Topical Focus: Curriculum Policies and Policy Making,Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Exceptional Education

 

Garver, Eugene, "The Arts of the Practical: Variations on a Theme of Prometheus," Curriculum Inquiry, 14(Summer, 1984), 165-182., Eugene Garver

Annotation: Discusses teaching the arts of the practical (Schwab)--deliberation.

Broad Topical Focus: Curriculum Decision-making Processes,Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Philosophical Inquiry-Ampliative Criticism,Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation, Content Selection and Organization

 

Gay, Geneva, "Conceptual Models of the Curriculum-Planning Process," pp. 120-143 in Arthur W. Foshay, ed., Considered Action for Curriculum Improvement, 1980 ASCD Yearbook. Washington, DC: Association for Supervision and Curriculum Development, 1980.*, Geneva Gay

Annotation: Distinguishes the academic, the experiential, the technical, and the pragmatic models of curriculum planning.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Research Synthesis
Narrow Topic: Curriculum Development Strategies, Value Assumptions and Ideologies in Curriculum

 

Giroux, Henry A., "Ideology, Culture, and Schooling," pp. 119-167 in his Theory and Resistance in Education: A Pedagogy for the Opposition. South Hadley, MA: Bergin and Garvey, 1983.*, Henry A. Giroux

Annotation: Distinguishes the culturalist and the structuralist traditions and analyzes the role of ideology in schooling and curriculum.

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

 

Glass, Gene V., and Blaine R. Worthen, "Educational Evaluation and Research: Similarities and Differences," Curriculum Theory Network, 8 + 9(1972), 149-165.*, Gene V. Glass and Blaine R. Worthen

Annotation: Contrasts research and evaluation as modes of inquiry.

Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Evaluative Inquiry, Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

Goodlad, John I., and Maurice N. Richter, Jr., "Decisions and Levels of Decision-Making: Processes and Data Sources," pp. 506-516 in Arno A. Bellack and Herbert M. Kliebard, eds., Curriculum and Evaluation. Berkeley, CA: McCutchan Publishing, 1977., John I. Goodlad and Maurice N. Richter Jr.

Annotation: Analyzes curriculum decision-making into several levels: instructional, institutional, societal, and ideological.

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

 

Goodman, Jesse, "Towards a Discourse of Imagery: Critical Curriculum Theorizing," The Educational Forum, 56(Spring, 1992), 269-289.*, Jesse Goodman

Annotation: Contrasts discourse of criticism, discourse of possibility, and discourse of critical imagery and argues that advantage of critical imagery.

Broad Topical Focus: Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Curriculum Theory Creation and Uses

 

Gordon, David, "Hidden Curriculum," pp. 484-487 in Lawrence J. Saha, ed., International Encyclopedia of Sociology of Education. Oxford, England: Pergamon Press, 1997.*, David Gordon

Annotation: Defines and analyzes hidden curriculum; interprets its hermenuetic nature.

Broad Topical Focus: Curriculum Definitions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Hidden Curriculum

 

Gutek, Gerald Lee, Philosophical and Ideological Voices in Education. Boston: Pearson/Allyn & Bacon, 2004., Gerald Lee Gutek

Annotation: Catelogues seven philosophies of education, seven educational ideologies, and four theories of education.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Visions and Philosophies
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Philosophical Schools, Value Assumptions and Ideologies in Curriculum, Curriculum Theory Creation and Uses

 

Guttchen, Robert S., and Bertram Bandman , eds., Philosophical Essays on Curriculum. Philadelphia: J. B. Lippincott, 1969., Robert S. Guttchen and Bertram Bandman

Annotation: Consists of 19 essays pertaining to the disciplines in the various arts and sciences with implications for the content and organization of curriculum.

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

 

Haberman, Martin, and Linda Post, "Multicultural Schooling: Developing a Curriculum for the Real World." Peabody Journal of Education, 69(Spring, 1994), 101-115., Martin Haberman and Linda Post

Annotation: Reviews several conceptions of multicultural programs and their implications for changing school curriculum; offers a model multicultural curriculum.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Multicultural Education

 

Haggerson, Nelson L., Jr., "Curriculum Theory and Time, Space, and Knowledge," Journal of Time Space and Knowledge, 1(No. 1, 1982), 31-46. Reprinted pp. 193-208 in Nelson L. Haggerson, Jr., Expanding Curriculum Research and Understanding: A Mytho-Poetic Perspective. New York: Peter Lang, 2000., Nelson L. Haggerson Jr.

Annotation: Employs the metaphors of "contract" ( open and closed) and of "stream" to analyze curriculum inquiry; classifies modes of inquiry into rational (theoretical/verification), mythological (practical/discovery), and evolutionary (transformational/self-organizing).

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research and Inquiry-General, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Comparisons Among Inquiry Modes

 

Haggerson, Nelson L., "Reconceptualizing Inquiry in Curriculum: Using Multiple Research Paradigms to Enhance the Study of Curriculum," The Journal of Curriculum Theorizing, 8(Spring, 1988), 81-102. Reprinted pp. 11-26 in Nelson L. Haggerson, Jr., Expanding Curriculum Research and Understanding: A Mytho-Poetic Perspective. New York: Peter Lang, 2000.*, Nelson L. Haggerson

Annotation: Sets forth four paradigms for use in curriculum study--rational/theoretical, mythological/practical, evolutionary/transformational, and normative/critical.

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

 

Hameyer, Uwe, "Curriculum Theory," pp. 1348-1355 in Torsten Husen and Thomas N. Postlethwaite, eds., The International Encyclopedia of Education, 2d ed. New York: Pergamon, 1994.*, Uwe Hameyer

Annotation: Reviews several kinds of curriculum theory in an international context -- conceptual models, theories of legitimization, process theories, structural theories, implementation theories, and related issues.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry, Philosophical Inquiry-Conceptual Analysis
Type of Study: Status Study
Narrow Topic: Curriculum Theory Creation and Uses, Comparative Curriculum

 

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

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

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

 

Harris, Ilene B., "Communicating the Character of 'Deliberation'," Journal of Curriculum Studies , 18(April-June, 1986), 115-132.*, Ilene B. Harris

Annotation: Deals with the nature and uses of deliberation in curriculum.

Broad Topical Focus: Curriculum Decision-making Processes,Curriculum Conceptions and Theories,Curriculum Guides, Plans, Documents, Materials,Relation of Curriculum Research to Practice,Inquiry Language in Curriculum Research,Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation, Curriculum Implementation, Curriculum Theory Creation and Uses

 

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

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

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

 

Heathcote, Gay, Richard Kempa, and Iolo Roberts, " Curriculum Styles and Strategies," pp. 41-53 in Rob Moore and Jenny Ozga, eds., Curriculum Policy: A Reader. Oxford, England: Pergamon Press, 1991.*, Gay Heathcote, Richard Kempa, and Iolo Roberts

Annotation: Distinguishes among curriculum aims, goals, and objectives and between two development models--the objectives model and the process model.

Broad Topical Focus: Curriculum Definitions, Curriculum Conceptions and Theories, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Curriculum Development Strategies

 

Hedley, W. Eugene, Freedom, Inquiry, and Language . Scranton, PA: International Textbook, 1968., W. Eugene Hedley

Annotation: Demonstates how freedom, inquiry, and language relate to curriculum theory.

Broad Topical Focus: Curriculum Inquiry Guidelines,Curriculum Research and Inquiry-General,Curriculum Conceptions and Theories
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses

 

Henderson, James G., "Informing Curriculum and Teaching Transformation through Postmodern Studies," pp. 152-168 in Jeffrey Glanz and Linda S. Behar-Horenstein, eds., Paradigm Debates in Curriculum and Supervision: Modern and Postmodern Perspectives. Westport, CT: Bergin & Garvey, 2000., James G. Henderson

Annotation: Makes the case for postmodern transformation of curriculum and teaching; contrasts this with premodern and modern paradigms.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Research and Inquiry-General, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Professionalization in Curriculum

 

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

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

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

 

Hill, John C., "Learning the Three Keys," The Educational Forum, 61 (Winter, 1997), 145-152. *, John C. Hill

Annotation: Proposes a model for curriculum design that balances the control, the adaptive, and the personal curriculum within a horizontally aligned program.

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

 

Hirst, Paul H., "Liberal Education and the Nature of Knowledge," pp. 113-138 in R. D. Archambault, ed., Philosophical Analysis and Education . London: Routledge & Kegan Paul, 1965. Reprinted pp. 87-111 in R. S. Peters, ed., The Philosophy of Education . Oxford: Oxford University Press, 1973.*, Paul H. Hirst

Annotation: An analysis of liberal education and of three examples: Harvard's Red Book (1946), Peterson's model (1960), and Hirst's (1965).

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