Mode of Inquiry - Philosophical Inquiry-Speculative Essay

 

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Yorks, Lyle, "Adult Learning and the Generation of New Knowledge and Meaning: Creating Liberating Spaces for Fostering Adult Learning through Practitioner-Based Collaborative Action Inquiry," Teachers College Record, 107(June, 2005), 1217-1244., Lyle Yorks

Annotation: Reviews the literature on the dimensions of collaborative action inquiry in the context of adult education and reports an example from a VA project; draws implications for adult learning.

Broad Topical Focus: Curriculum Inquiry Guidelines, Relation of Curriculum Research to Practice, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Integrative Inquiry, Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teacher Research, Practical Knowledge

 

Young, Michael, "Curriculum Policies for a Knowledge Society," pp. 125-138 in Lyn Yates and Madeleine Grumet, eds., Curriculum in Today's World: Configuring Knowledge, Identities, Work, and Politics. World Yearbook of Education 2011. New York: Routledge, 2011., Michael Young

Annotation: Discusses issues surrounding curriculum theory and practice for a knowledge society.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Comparative Curriculum, Curriculum Theory Creation and Uses, Curriculum Differentiation, Knowledge Utilization

 

Young, Michael, "From Constructivism to Realism in the Sociology of the Curriculum." pp. 1-28 in Gregory J. Kelly, Allan Luke, and Judith Green, eds., What Counts as Knowledge in Educational Settings: Disciplinary Knowledge, Assessment, and Curriculum. Review of Research in Education, 32, 2008. Washington, DC: American Educational Research Association, 2008., Michael Young

Annotation: Provides a thorough summary of the author's and other related work on the sociology of knowledge and the curriculum.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Research Synthesis
Narrow Topic: Curriculum and the Disciplines, Content Selection and Organization

 

Young, Michael, "Overcoming the Crisis in Curriculum Theory: A Knowledge-based Approach," Journal of Curriculum Studies, 45(No. 2, 2013), 101-118., Michael Young

Annotation: Calls for Curriculum Theory to return to a focus on access/entitlement to knowledge by students; describes bases for selecting "powerful" knowledge rather than powerless knowledge; provides principles for designing a knowledge-based curriculum; cites objections to as well as supports for this this type of curriculum; see a related essay by John White in New Visions for Education (online) - 5/11/12

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

 

Young, Michael F. D., Bringing Knowledge Back In: From Social Constructivism to Social Realism in the Sociology of Education. New York: Routledge, 2008., Michael F. D. Young

Annotation: Contains fifteen essays on various aspects of the sociology of knowledge; several offer implications for curriculum.

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

 

Young, Michael F. D., "Curriculum Change: Limits and Possibilities," pp. 40-53 in The Curriculum: The Doris Lee Lectures, 1975. London: University of London, Institute of Education, 1975., Michael F. D. Young

Annotation: Contrasts curriculum as fact with curriculum as practice and discusses the problems and possibilities of curriculum change within the latter.

Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Curriculum Implementation

 

Young, Michael F. D., "Curriculum Studies and the Problem of Knowledge: Updating the Enlightenment?" pp. 81-92 in Michael F. D. Young, Bringing Knowledge Back In: From Social Constructivism to Social Realism in the Sociology of Education. New York: Routledge, 2008., Michael F. D. Young

Annotation: Reflects on views of knowledge in the curriculum as evident in the field of Curriculum Studies; outlines an alternative approach with principles for guiding curriculum policy.

Broad Topical Focus: Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum and the Disciplines

 

Young, Michael F. D., "Durkheim, Vygotsky, and the Curriculum of the Future," pp. 35-64 in Michael F. D. Young, Bringing Knowledge Back In: From Social Constructivism to Social Realism in the Sociology of Education. New York: Routledge, 2008., Michael F. D. Young

Annotation: Treats concepts of insularity and hybridity within an analysis of knowledge s viewed by Durkheim and Vygotsky; draws implications for curriculum; a related essay follows.

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

 

Zahorik, John A., "A Task for Curriculum Research," Educational Leadership, 33(April, 1976), 487-489.*, John A. Zahorik

Annotation: Explains the objectives-experience-evaluation model of curriculum planning developed by Tyler and provides guidelines for new and alternative models for planning.

Broad Topical Focus: Curriculum Research Domains and Structure, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Teacher Planning, Classics of Curriculum Literature, Curriculum Aims and Objectives

 

Zais, Robert S., "Confronting Encapsulation as a Theme in Curriculum Design," Theory Into Practice, 25(Winter, 1986), 17-23., Robert S. Zais

Annotation: Shows how to confront encapsulation and transcend the measured curriculum.

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

 

Zeichner, Kenneth M., "Action Research: Personal Renewal and Social Reconstructionism," pp. 68-84 in his Teacher Education and the Struggle for Social Justice. New York: Routledge, 2009., Kenneth M. Zeichner

Annotation: Explains the nature of action research generally and highlights its use in teachers's professional development, school change, and knowledge generated by practitioners for teacher education; argues for its place in the struggle for social justice.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Action Inquiry
Type of Study: Single Study
Narrow Topic: Practical Knowledge, Teacher Knowledge, Knowledge Generation, In-service Teacher Development

 

Zhang, Hua, "Toward a Confusian Vision of Curriculum," pp. 335-347 in Claudia Eppert and Hongyu Wang, eds., Cross-Cultural Studies in Curriculum: Eastern Thought, Educational Insights. New York: Lawrence Erlbaum, 2008., Hua Zhang

Annotation: Explicates the nature of a Confusian curriculum as based on moral creativity and aimed at the development of personhood.

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

 

Zhang, Hua, "William F. Pinar's Contributions to the World Curriculum Field," pp. 187-193 in Mary Aswell Doll, ed., The Reconceptualization of Curriculum Studies: A Festschrift in Honor of William F. Pinar. New York: Routledge, 2017., Hua Zhang

Annotation: Sums up Pinar's creative/intellectual and professional/personal contributions to the field of Curriculum Studies in general with some additional references to the Chinese and world-wide settings.

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-Speculative Essay, Historical Inquiry
Type of Study: Single Study
Narrow Topic: American/International Curriculum Organizations, Comparative Curriculum, Curriculum as Experience, Curriculum History, Curriculum Professors, Curriculum Theory Creation and Uses, Self-Knowledge

 

Zhao, Yong, Catching Up or Leading the Way. Alexandria, VA: Association for Supervision and Curriculum Development, 2009., Yong Zhao

Annotation: Contrasts the current approaches to educational policy in China and the U.S.; notes that U. S. is trying to implement what China is trying to get rid of (rigid curriculum mandates, test-based accountability measures, and centralized and standardized control); recommends expansive definition of success along with personalized approaches and preparation for good citizenship; lays out extensive research results upon which critiques and recommendations are based.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Proposals in Coherent Form, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Curriculum Aims and Objectives, Comparative Curriculum

 

Zhao, Yong, "Mass Localism for Improving America's Education," Kappa Delta Pi Record, 48(January-March, 2012), 17-22., Yong Zhao

Annotation: Makes the case for U. S. education sticking with its decentralized decision-making approach (rather than yielding to centralized reform approaches); calls for reduction of federal and state testing and other policy impositions; urges autonomy in the form of "mass localism."

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Local Control of Schooling, Freedom/Authority and Curriculum

 

Zumwalt, Karen, "Beginning Professional Teachers: The Need for a Curricular Vision of Teaching," pp. 173-184 in Maynard C. Reynolds, ed., Knowledge Base for the Beginning Teacher. New York: Pergamon Press, 1989., Karen Zumwalt

Annotation: Makes the case for teachers acquiring knowledge of curriculum, curriculum planning, and curricular decision-making.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Proposals in Coherent Form, Curriculum as a Field of Practice and Study, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Teacher Education, Teacher Planning, Curriculum Deliberation, Curriculum Implementation, Programs of Study in Curriculum and Instruction

 

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