Mode of Inquiry - Theoretical/Conceptual Inquiry

 

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Abramson, David A., "Curriculum Research and Evaluation," Review of Educational Research, 36(June, 1966), 388-395., David A. Abramson

Annotation: Examines role, domains, and methods of curriculum research and evaluation.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry, Theoretical/Conceptual Inquiry, Evaluative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation

Adams, Raymond S., "Curriculum Development and Research - A Question of Fit," Journal of Curriculum Studies, 1(November, 1969), 260-208.*, Raymond S. Adams

Annotation: Explores a four-pronged model for studying curriculum enactment.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

Ahwee, Suzette, et al., "The Hidden and Null Curriculum: An Experiment in Collective Educational Biography," Educational Studies, 35(February, 2004), 25-43., Suzette Ahwee

Annotation: Gives examples from schooling of the hidden and the null curriculum along with a literature summary of the two topics.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Hidden Curriculum, Ideology and School Knowledge

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

Alpren, Morton, and Bruce G. Baron, "Procedural Options in Developing Curriculum," Curriculum Theory Network, 11(Spring, 1973), 65-76., Morton Alpren and Bruce G. Baron

Annotation: Reviews seven options for designing curricula.

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

Anderson, Lorin W., "Curriculum Alignment: A Re-Examination," Theory into Practice, 41(Autumn, 2002), 255-260., Lorin W. Anderson

Annotation: Reviews studies of content coverage, opportunity to learn, and curriculum alignment involving alignment of objectives, assessments, and instructional activities and materials; discussed in the context of the revised (2001)version of Bloom's Taxonomy of Educational Objectives (1956).

Broad Topical Focus: Curriculum Evaluation, Curriculum Administration, Leadership, Finance
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum Standards and Testing

Angulo Rasco, Jose Felix, "In Search of the Lost Curriculum," pp. 137-155 in Joao M. Paraskeva and Shirley R. Steinberg, eds., Curriculum: Decanonizing the Field. New York: Peter Lang, 2016., Rasco Angulo and Jose Felix

Annotation: Reviews concepts and rationales related to curriculum, curriculum purposes, and curriculum content; raises questions about the concept of a curriculum canon.

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

Applebee, Arthur N., Curriculum as Conversation: Transforming Traditions of Teaching and Learning. Chicago: The University of Chicago, 1996., Arthur N. Applebee

Annotation: Proposes a conception of curriculum as conversation with attendent options for alternative patterns of design and related pedogogy; examples are from models in the curriculum of English but principles are applicable more generally.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Teaching/Learning Process, English, Content Selection and Organization

Ariav, Tamar, "Curriculum Analysis," pp. 194-196 in Torsten Husen and Thomas N. Postlethwaite, eds., International Encyclopedia of Education. Supplement Volume One. New York: Pergamon, 1988., Tamar Ariav

Annotation: Describes curriculum analysis procedures and cites schemes available for use in this task.

Broad Topical Focus: Curriculum Guides, Plans, Documents, Materials, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Status Study
Narrow Topic: Knowledge Generation, Comparisons Among Inquiry Modes, Value Assumptions and Ideologies in Curriculum, Materials Development and Evaluation

Armbuster, Bonnie B., and Thomas H. Anderson, "Structures of Explanations in History Textbooks or So What if Governor Stanford Missed the Spike and Hit the Rail?" Journal of Curriculum Studies, 16(April-June, 1984), 181-194., Bonnie B. Armbuster and Thomas H. Anderson

Annotation: Examines explanations of historical events in textbooks in terms of four frame questions (goal, plan, action, outcome) in order to locate weaknesses that may hinder learning.

Broad Topical Focus: Curriculum Guides, Plans, Documents, Materials
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Materials Development and Evaluation, Social Studies, Textbooks

Armstrong, Jenny R., "Educational Process Model for Use in Research," Journal of Experimental Education, 39(Fall, 1970), 2-7., Jenny R. Armstrong

Annotation: Sets up a model of input components and combination interactions for use in doing research in curriculum and instruction.

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

Au, Wayne, "The Long March Toward Revitalization: Developing Standpoint in Curriculum Studies," Teachers College Record, 114(No. 5, 2012), 1-30., Wayne Au

Annotation: Describes standpoint theory as applied to curriculum and curriculum inquiry.

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

Bagley, William Chandler. Education and Emergent Man . London: Thomas Nelson, 1934., William Chandler Bagley

Annotation: Poses a normative vision to which education can lead.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Classics of Curriculum Literature

Bain, Helen P., and J. Ronald Groseclose, "The Dissemination Dilemma and a Plan for Uniting Disseminators and Practitioners," Phi Delta Kappan, 61(October, 1979), 101-103., Helen P. Bain and J. Ronald Groseclose

Annotation: Offers a three-point plan for bringing research producers and users together involving three networks.

Broad Topical Focus: Relation of Curriculum Research to Practice, Critique and Utilization of Curriculum Research and Inquiry, Curriculum Enactment and Teaching
Source Discipline: Education
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Linkage

Baker, Eva L., "Techology and Effective Assessment Systems," pp. 358-378 in Joan L. Herman and Edward L. Haertel, eds., Uses and Misuses of Data for Educational Accountability and Improvement. 104th NSSE Yearbook, Part II. Malden, MA: Blackwell Publishing, 2005., Eva L. Baker

Annotation: Defines a generic design (structure, functions, evaluation) for an assessment system and indicates what new technologies can assist with each element.

Broad Topical Focus: Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Student Assessment, Evaluation of Instruction, Curriculum Standards and Testing, Media and Computers in Curriculum Development, Program Audit/Evaluation

Banks, James A., "Multicultural Education: Development,Dimensions, and Challenges," Phi Delta Kappan, 75(September, 1993), 22-28. Reprinted pp. 129-139 in James A. Banks, Race, Culture, and Education: The Selected Works of James A. Banks. New York: Routledge, 2006., James A. Banks

Annotation: Describes five components of multicultural Education: content integration, knowledge construction process, prejudice reduction, equity pedagogy, and improving school culture and social structure.

Broad Topical Focus: Curriculum Proposals in Coherent Form, Curriculum Visions and Philosophies, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Multicultural Education, Content Selection and Organization

Banks, James A., "The Canon Debate, Knowledge Construction, and Multicultural Education," Educational Researcher, 22(June, 1993), 4-14. Reprinted pp. 145-164 in James A. Banks, Race, Culture, and Education: The Selected Works of James A. Banks. New York: Routledge, 2006., James A. Banks

Annotation: Presents and describes a typology of knowledge for multicultural education: personal/cultural, popular, mainstream academic, transformative academic, and school knowledge.

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

Beane, James A., A Middle School Curriculum: From Rhetoric to Reality, 2nd ed., Columbus, OH: National Middle School Association, 1993., James A. Beane

Annotation: Presents a rationale and a set of guidelines for a middle school curriculum designed to meet the challenges of early adolescents.

Broad Topical Focus: Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Middle School Curriculum, Curriculum Integration, Content Selection and Organization

Beane, James A., Curriculum Integration: Designing the Core of Democration Education. New York: Teachers College Press, 1997., James A. Beane

Annotation: Makes the case for curriculum integration across subjects as a form of curriculum design.

Broad Topical Focus: Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Integration, Democratic Education, Content Selection and Organization

Beane, James A., ed., Toward a Coherent Curriculum. 1995 ASCD Yearbook. Alexandria, VA: Association for Supervision and Curriculum Development, 1995., James A. Beane

Annotation: Defines curriculum coherence and gives several authors' views about ways to develop coherence through program design and teaching strategies.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Collection of Studies
Narrow Topic: Content Selection and Organization, Curriculum Integration

Behar, Linda, and Allan Ornstein, "An Overview of Curriculum: The Theory and Practice," NASSP Bulletin, 76(November, 1992), 32-44.*, Linda Behar and Allan Ornstein

Annotation: Reports an empirical study comparing teachers' and professors of curriculum's views of the importance of various curriculum practices within selected systems and domains of curriculum.

Broad Topical Focus: Curriculum Research Domains and Structure, Curriculum Conceptions and Theories, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Professors, Teacher Knowledge

Bellack, Arno A., "Selection and Organization of Curriculum Content: An Analysis," pp. 97-126 in What Shall theHigh Schools Teach? 1956 ASCD Yearbook. Washington, DC: Association for Supervision and Curriculum Development, 1956., Arno A. Bellack

Annotation: Discusses the culture as source of curriculum content, content's relation to purposes of schooling (life functions, the disciplines), and content's relation to methods of teaching; advantages and disadvantages of each approach are given.

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

Bellack, Arno A., "The Structure of Knowledge and the Structure of the Curriculum," pp. 25-40 in Dwayne Huebner, ed., A Reassessment of the Curriculum. New York: Bureau of Publications, Teachers College, Columbia University, 1964. Reprinted pp. 222-236 in Arno A. Bellack and Herbert M. Kliebard, eds., Curriculum and Evaluation . Berkeley, CA: McCutchan, 1977.*, Arno A. Bellack

Annotation: Identifies the relationships among disciplines, among broad areas of knowledge, and between knowledge and public affairs as ways of structuring curriculum.

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

Bellack, Arno A., and Herbert M. Kliebard, "Curriculum for Integration of Disciplines," pp. 585-590 in Lee C. Deighton, ed., The Encyclopedia of Education , Volume 2. New York: Macmillan and Free Press, 1971., Arno A. Bellack and Herbert M. Kliebard

Annotation: Explores the relationship of fields of knowledge to types of curriculum organization, including ones that integrate the disciplines.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Status Study
Narrow Topic: Content Selection and Organization, Curriculum Integration, Curriculum and the Disciplines

Bellack, Arno, and Herbert Kliebard, eds.. Curriculum and Evaluation, from the series, Readings in Educational Research . Berkeley, CA: McCutchan, 1977., Arno Bellack and Herbert Kliebard

Annotation: Presents a collection of fundamental readings in educational research focused on five questions: how should curriculum problems be studied? what purposes should the curriculum serve? how should knowledge be selected and organized for the curriculum? how should the curriculum be evaluated? how should the curriculum be changed?

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Research Domains and Structure, Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Collection of Studies
Narrow Topic: Literature of Curriculum

Ben-Peretz, Miriam, "Curriculum Inquiry: Commonplace Topics," pp. 227-229 in Torsten Husen and Thomas N. Postlethwaite, eds., International Encyclopedia of Education, Supplement Volume One. New York: Pergamon, 1988., Miriam Ben-Peretz

Annotation: Discusses Schwab's notion of "commonplaces" and their role and relationships in curriculum deliberation.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Conceptions and Theories, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry, Theoretical/Conceptual Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum Deliberation

Ben-Peretz, Miriam, "Curriculum Theory and Practice in Teacher Education Programs," pp. 9-27 in Lilian G. Katz and James D. Raths, eds., Advances in Teacher Education: Volume I . Norwood, NJ: ABLEX, 1984., Miriam Ben-Peretz

Annotation: Presents components of curriculum theory and practice for teachers in preparation programs.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Education, Programs of Study in Curriculum and Instruction

Ben-Peretz, Miriam, Policy-Making in Education: A Holistic Approach in Response to Global Changes. Lanham, MD: Rowman & Littlefield, 2009., Miriam Ben-Peretz

Annotation: Gives background of current global changes in demographics, economics, information transfer, and the environment that educational policy-makers must take into account; relates three domains (curriculum, teaching, teacher education) to policy-making in education; describes the author's experiences in education policy-making in Israel along with other examples; presents principles of policy-making in education and proposes a practical four-phase model of policy-making in education.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses

Ben-Peretz, Miriam , and Pinchas Tamir, "What Do Curricular Developers Do?" Curriculum Perspectives, 6(October, 1986), 8-15., Miriam Ben-Peretz and Pinchas Tamir

Annotation: Reports a study of what Israeli curriculum developers in different subject areas do; describes their personal practical knowledge.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Comparative Curriculum, Practical Knowledge

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

Berlak, Ann, and Harold Berlak, "Engaging in Critical Inquiry," pp. 229-275 in their Dilemmas of Schooling: Teaching and Social Change. New York: Methuen, 1981., Ann Berlak and Harold Berlak

Annotation: Gives an overview of five realms of inquiry and the kinds of questions each deals with; shows how critical inquiry deals with such questions; suggests ways sixteen dilemmas (outlined in earlier section of the book) can serve critical inquiry.

Broad Topical Focus: Curriculum Research Domains and Structure, Curriculum Inquiry Guidelines, Inquiry Language in Curriculum Research
Source Discipline: Education
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

Berman, Louise M., New Priorities in the Curriculum. Columbus, OH: Charles E. Merrill, 1968., Louise M. Berman

Annotation: Calls for a curriculum to educate persons in eight human processes (perceiving, communicating, loving, knowing, decision making, patterning, creating, and valuing).

Broad Topical Focus: Curriculum Proposals in Coherent Form, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Curriculum as Experience, Classics of Curriculum Literature

Bernstein, Basil, "On the Classification and Framing of Educational Knowledge," pp. 363-392 in Richard Brown, ed., Knowledge, Education, and Cultural Change --Papers on the Sociology of Education . London: Tavistock, 1973., Basil Bernstein

Annotation: Defines two types of curriculum codes (collection, integrated) and related concepts of classification and frame.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Ideology and School Knowledge

Bernstein, Basil, "On the Classification and Framing of Educational Knowledge," pp. 47-69 in Michael F. D. Young, Knowledge and Control. London: Collier-Macmillan, 1971. Reprinted pp. 85-115 in Bernstein, Basil, Class, Codes and Control: Volume 3, Towards a Theory of Educational Transmissions, Revised Edition. London: Routledge and Kegan Paul, 1977. *, Basil Bernstein

Annotation: Describes the strengths and weaknesses of the integrated and collection codes that regulate knowledge in the curriculum.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Content Selection and Organization, Curriculum Integration, Comparative Curriculum

Bhola, H. S., "Equivalent Curriculum Construction as Situated Discourse: A Case in the Context of Adult Education in Namibia," Curriculum Inquiry, 29(Winter, 1999), 459-484., H. S. Bhola

Annotation: Offers a model of curriculum development as the development of discourse in a situation as texts (as contrasted with outcomes-based education), illustrated in the context of adult education in Namibia.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Comparative Curriculum

Black, Susan, "Is Curriculum on Your Bargaining Table?" The American School Board Journal, 179(April, 1992), 30-33., Susan Black

Annotation: Suggests curriculum matters that can be dealt with in contract bargaining.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation

Blumenfeld-Jones, Donald S., "Three Forms of 'Discipline': Implications for Curriculum Design," Journal of Thought, 29(Fall, 1994), 27-40., Donald S. Blumenfeld-Jones

Annotation: Posits order, limitation, and community as three forms of discipline, each of which has different implications for curriculum design.

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

Bookwalter, Keith, "WES: A Theory and Framework for an International Curriculum," pp. 35-50 in Donna Trueit, William E. Doll, Jr., Hongyu Wang, and William F. Pinar, eds., The Internationalization of Curriculum Studies. New York: Peter Lang, 2003., Keith Bookwalter

Annotation: Offers a curriculum proposal that includes six strands: processes, content, symbol systems, values, competencies, and self.

Broad Topical Focus: Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Comparative Curriculum

Boomer, Garth, "Curriculum Composing and Evaluating." pp. 32-45 in Garth Boomer, Nancy Lester, Cynthia Onore, and Jan Cook, eds., Negotiating the Curriculum: Educating for the 21st Century. London: The Falmer Press, 1992., Garth Boomer

Annotation: Conceptualizes five stages of the negotiation process involved in curriculum planning, teaching, learning, and evaluation.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Conceptions of Teaching, Teaching/Learning Process, Content Selection and Organization, Democratic Education

Brady, Marion, "Thinking Big: A Conceptual Framework for the Study of Everything," Phi Delta Kappan, 86(December, 2004), 276-281., Marion Brady

Annotation: Presents a conception of general education that does not consist of separate disciplines but consists of seeing the big picture with connections, relationships, and synthesizing of ideas.

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

Britzman, Deborah P., "The Structure of Experience and the Experience of Structure in Teacher Education," pp. 45-73 in her Practice Makes Perfect: A Critical Study of Learning to Teach, Revised edition. Albany, NY: SUNY Press, 2003., Deborah P. Britzman

Annotation: Analyzes the theories and practices that structure experience in learning to teach (fragmented experience, compartmentalization of knowledge, pedagogy and content, knowledge and interest, theory and practice, socialization to subjectivity).

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Education, Curriculum as Experience

Broadbent, Marianne, and Bruce Kemp, "Meeting Curriculum Information Needs," Curriculum Perspectives, 3(October, 1983), 1-7., Marianne Broadbent and Bruce Kemp

Annotation: Describes features of a desirable curriculum information system and describes a project in New South Wales.

Broad Topical Focus: Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Utilization, Comparative Curriculum

Brookover, Wilber B., et al, "A Model for Research on Goal Achievement," pp. 48-100 in Wilber B. Brookover, et. al., eds., Measuring and Attaining the Goals of Education . Alexandria, VA: Association for Supervision and Curriculum Development, 1980., Wilber B. Brookover

Annotation: Describes ways of doing research on goal achievement.

Broad Topical Focus: Curriculum Evaluation, Defining Curriculum Research Questions, Curriculum Research Domains and Structure, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Program Audit/Evaluation, Knowledge Generation

Brooks, Nancy, "Restoring the Relationship of 'E-Valuation' and Curriculum," Journal of the American Association for the Advancement of Curriculum Studies, 8(Spring, 2012), 1-13., Nancy Brooks

Annotation: Reviews the development of evaluation studies related to curriculum practice; traces the postmodern thought of curriculum scholars between the 1980s and the 2000s; discusses the use of the theoretical framework by Schwandt (2000) and the heuristic of Rallis and Rossman (2006) for enriching impoverished curriculum evaluation.

Broad Topical Focus: Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry, Philosophical Inquiry-Speculative Essay, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Evaluation of Instruction

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

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

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

Buchmann, Margret, and Robert E. Floden, "Coherence, the Rebel Angel," Educational Researcher, 21(December, 1992), 4-9., Margret Buchmann and Robert E. Floden

Annotation: Distinguishes between consistency and coherence in curriculum design and development.

Broad Topical Focus: Curriculum Decision-making Processes,Curriculum Development, Organization, Design,Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Teacher Education

Bullough, Robert V., Jr., "Past Solutions to Current Problems in Curriculum Integration: The Contributions of Harold Alberty," Journal of Curriculum and Supervision, 14(Winter, 1999), 156-170.*, Robert V. Bullough Jr.

Annotation: Explores Harold Alberty's integrated or core designs for curriculum and their applicability today.

Broad Topical Focus: Curriculum Theorists, Curriculum Development, Organization, Design, Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Integration, Curriculum History, Curriculum Deliberation

Callahan, Daniel, and Bruce Jennings, eds., Ethics, the Social Sciences, and Policy Analysis . New York: Plenum Press, 1983., Daniel Callahan and Bruce Jennings

Annotation: Describes policy analysis research approaches.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation

Campbell, Michele, Judy Carr, and Douglas Harris, "Board Members Needn't be Experts to Play a Vital Role in Curriculum," The American School Board Journal, 176(April, 1989), 30-32., Michele Campbell, Judy Carr, and Douglas Harris

Annotation: Outlines the role of school board members in curriculum.

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

Carlgren, Ingrid, and Daniel Kallos, "Lessons from a Comprehensive School System for Curriculum Theory and Research: Sweden Revisited after Twenty Years," Journal of Curriculum Studies, 29(July-August, 1997), 407-430., Ingrid Carlgren and Daniel Kallos

Annotation: Updates a 1977 report from Sweden on the same topic with new lessons learned from the intervening 20 years; the role of the theory of frame-factors is reanalyzed.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Comparative Curriculum

Cary, Lisa J., "From Currere to Curriculum Spaces," pp. 133-138 in Lisa J. Cary, Curriculum Spaces: Discourse, Postmodern Theory, and Educational Research. New York: Peter Lang, 2006., Lisa J. Cary

Annotation: Sums up the basis of the author's Curriculum Space Research Theory that is explained in detail throughout her book and that highlights the curriculum issue: "the way we know what we know."

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

Caswell, Hollis L., and Associates, Curriculum Improvement in Public School Systems . New York: Bureau of Publications, Teachers College, Columbia University, 1950., Hollis L. Caswell

Annotation: Presents reports on several school systems engaged in curriculum improvement efforts.

Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum History

Chen, Der-Thanq, Li-Yi Wang, and Wei-Lang Neo, "School-Based Curriculum Development Toward a Culture of Learning: Nonlinearity in Practice," British Journal of Educational Studies, 63(2,2015),213-228., Der-Thanq Chen, Li-Yi Wang, and Wei-Lang Neo

Annotation: Analyzes focus group discussions of school-based curriculum development in six schools in Singapore; proposes a framework based on a culture of learning model and identifies five constituent themes.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Curriculum Development Strategies, Comparative Curriculum

Cheung, K. C., and Robert Taylor, "Towards a Humanistic Constructivist Model of Science Learning: Changing Perspectives and Research Implications," Journal of Curriculum Studies, 23(January-February, 1991), 21-40., K. C. Cheung and Robert Taylor

Annotation: Defines a constructivist model of science education and its five aspects.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Science

Cohen, David K., "Curriculum Decision Making, School-Based," pp. 1157-1160 in T. Husen and T. N. Postlethwaite, eds., International Encyclopedia of Education, New York: Pergamon, 1984., David K. Cohen

Annotation: Describes assumptions, adoption, advantages, disadvantages, and research related to school-based curriculum decision making.

Broad Topical Focus: Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Status Study
Narrow Topic: Curriculum Development Strategies, Curriculum Deliberation

Common, Dianne L., "Curriculum Language," The Educational Forum, 48(Spring, 1984), 343-352., Dianne L. Common

Annotation: Shows the significance and place of assertive language (curriculum as imitation) and of emotive language (curriculum as imagination) in curriculum enactment.

Broad Topical Focus: Curriculum Enactment and Teaching, Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Teaching/Learning Process

Connelly, F. Michael, "Curriculum Decision Making By Teachers," Bulletin: Canadian Society for the Study of Education, 3(January, 1975), 1-5., F. Michael Connelly

Annotation: Discusses the role of teachers in curriculum decision-making.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Action Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Knowledge, Practical Knowledge

Connelly, F. Michael, "The Functions of Curriculum Development," Interchange, 3(No. 2/3, 1972), 161-177.*, F. Michael Connelly

Annotation: Presents the functional components of curriculum development and describes the teacher as choice-maker in curriculum development.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Decision-making Processes, Curriculum Development, Organization, Design, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Teacher Planning

Connelly, F. Michael, and Miriam Ben-Peretz, "Teachers' Roles in the Using and Doing of Research and Curriculum Development," Journal of Curriculum Studies, 12(April-June, 1980), 95-107. Reprinted pp. 624-636 in James R. Gress, ed., Curriculum: An Introduction to the Field. Berkeley, CA: McCutchan, 1988.*, F. Michael Connelly and Miriam Ben-Peretz

Annotation: Makes the case for teacher inquiry (action research) in developing new curricula, not just in implementing curricula.

Broad Topical Focus: Relation of Curriculum Research to Practice, Critique and Utilization of Curriculum Research and Inquiry, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Research, Teacher Planning, Curriculum Development Strategies

Connelly, F. Michael, and D. Jean Clandinin, "Curriculum Content," pp. 1151-1152 in T. Husen, and T. N. Postlethwaite, eds., International Encyclopedia of Education . New York: Pergamon, 1984., F. Michael Connelly and D. Jean Clandinin

Annotation: Notes different ways of conceiving curriculum content and of selecting and organizing such content.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Research Synthesis
Narrow Topic: Content Selection and Organization

Connelly, F. Michael, and D. Jean Clandinin, "Curriculum Theory," pp. 287-292 in Marvin C. Alkin, ed., Encyclopedia of Educational Research, 6th ed. New York: Macmillan, 1992.*, F. Michael Connelly and D. Jean Clandinin

Annotation: Summarizes the use of "curriculum" and "curriculum theory" in the literature of the field; analyzes and illustrates six approaches to curriculum research; and describes applied and developmental research.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Development as Inquiry, Multiple/Mixed Forms of Inquiry
Type of Study: Status Study
Narrow Topic: Knowledge Generation

Connelly, F. Michael, and D. Jean Clandinin, "Personal Practical Knowledge and the Modes of Knowing: Relevance for Teaching and Learning," pp. 174-198 in Elliot W. Eisner, ed., Learning and Teaching the Ways of Knowing, 84th Yearbook of the NSSE, Part II. Chicago, University of Chicago Press, 1985., F. Michael Connelly and D. Jean Clandinin

Annotation: Stresses learning the modes of knowing within narrative unities; gives special attention to teachers' experiential modes of knowing and meaning-making.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Practical Knowledge, Teacher Knowledge

Connelly, F. Michael, and Gerry Connelly, "Curriculum Policy Guidelines: Context, Structures, and Functions," pp. 54-73 in Allan Luke, Annette Woods, and Katie Weir, eds., Curriculum, Syllabus Design, and Equity: A Primer and Model. New York: Routledge, 2013., F. Michael Connelly and Gerry Connelly

Annotation: Analyzes types of curriculum policy, curriculum guidelines, and their functions; describes guidelines for writing curriculum guidelines; discusses role of support documents; discusses decision-points and provides practical examples (mostly from Ontario) of this work.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Guides, Plans, Documents, Materials
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Frameworks, Materials Development and Evaluation, School Subjects, Value Assumptions and Ideologies in Curriculum

Connelly, F. Michael, and Barbara Dienes, "The Teacher as Choice Maker in Curriculum Development: A Case Study," Paper presented at Session 17.19 of the Annual Meeting, American Educational Research Association, New Orleans, 1973., F. Michael Connelly and Barbara Dienes

Annotation: Describes teachers' decision-making in curriculum development.

Broad Topical Focus: Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Action Inquiry
Type of Study: Case Study
Narrow Topic: Curriculum Development Strategies, Teacher Planning

Connelly, F. Michael, and Freema Elbaz, "Conceptual Bases for Curriculum Thought: A Teacher's Perspective," pp. 95-119 in Arthur W. Foshay, ed., Considered Action for Curriculum Improvement . Washington, DC: Association for Supervision and Curriculum Development, 1980.*, F. Michael Connelly and Freema Elbaz

Annotation: Reviews curriculum literature over the past 20 years and identifies the intellectual milieu for teacher's curriculum thought.

Broad Topical Focus: Curriculum Conceptions and Theories, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Research Synthesis
Narrow Topic: Teacher Knowledge, Teacher Planning, Curriculum Potential, Practical Knowledge

Connelly, F. Michael, and O. Lantz, "Curriculum, Definitions of," pp. 1160-1163 in T. Husen and T. N. Postlethwaite, eds., International Encyclopedia of Education . New York: Pergamon, 1985., F. Michael Connelly and O. Lantz

Annotation: Discusses several dimensions of defining curriculum and discusses issues of curriculum use and reform.

Broad Topical Focus: Curriculum Definitions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Status Study
Narrow Topic: Knowledge Utilization

Connelly, F. Michael, and Shijing Xu, "Curriculum and Curriculum Studies," pp 115-124 in J. Arthur Peterson and Andrew Peterson, eds., The Routledge Companion to Education. New York: Routledge, 2011., F. Michael Connelly and Shijing Xu

Annotation: Defines both terms in the title of this article; gives definitions of the structured elements found in curriculum and in curriculum studies; discusses curriculum theory and future developments.

Broad Topical Focus: Curriculum as a Field of Practice and Study, Curriculum Definitions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Status Study
Narrow Topic: Knowledge Generation

Cornbleth, Catherine, "Ritual and Rationality in Teacher Education Reform," Educational Researcher, 15(April, 1986), 5-14., Catherine Cornbleth

Annotation: Examines critically the nature and implications of recent calls for reform in teacher education along five dimensions.

Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Education

Dalin, Per, Case Studies of Educational Innovation: IV. Strategies for Innovation in Education. Paris: CERI, OECD, 1973., Per Dalin

Annotation: Gives a number of case studies of strategies used in educational innovation.

Broad Topical Focus: Curriculum Change
Source Discipline: Education
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Case Study
Narrow Topic: Government Role in Educational Research & Development, Comparative 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, Brent, and Dennis J. Sumara, "Curriculum Forms: On the Assumed Shapes of Knowing and Knowledge," Journal of Curriculum Studies, 32(November-December, 2000), 821-845., Brent Davis and Dennis J. Sumara

Annotation: Contrasts a fractal image of curriculum (in which structure is recursive, not prespecified) with the conventional Euclidean image of curriculum .

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

Davis, Elizabeth A., Annemarie Sullivan Palincsar, P. Sean Smith, Anna Maria Arias, and Sylvie M. Kademian, "Educative Curriculum Materials: Uptake, Impact, and Implications for Research and Design," Educational Researcher, 46(August/September, 2017), 293-304., Elizabeth A. Davis, Annemarie Sullivan Palincsar, P. Sean Smith, Anna Maria Arias, and Sylvie M. Kademian

Annotation: Reports a study of how teachers utilize curriculum materials in science, their practices and their input on student achievement; present six design principles for educative curriculum materials.

Broad Topical Focus: Curriculum Guides, Plans, Documents, Materials
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Materials Development and Evaluation

Deats, Tom, "Moving and Using Information," Teachers College Record, 75(February, 1974), 383-393., Tom Deats

Annotation: Discusses communication problems and competencies needed in an education information system such as ERIC.

Broad Topical Focus: Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Education
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Linkage, Knowledge Utilization

Deets, Jennifer, "Maps and Curriculum Decision Making," Journal of Curriculum and Supervision, 15(Summer, 2000), 359-371., Jennifer Deets

Annotation: Explicates Foshay's curriculum matrix, comparing it to a map, and provides some commentary from interviews with Foshay.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists
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

Deng, Zongyi, "Michael Young, Knowledge, and Curriculum: An International Dialogue," Journal of Curriculum Studies, 47(No. 6, 2015), 723-732., Zongyi Deng

Annotation: Introduces six essays following this editorial preview that are concerned with commenting on Michael Young's 2013 essay in this journal that called for curriculum theorist to address the question of what knowledge students are entitled to have access to in a curriculum; this essay summarizes the six essays around three topics derived from Young's essay; commentaries are by curriculum theorist from USA, Singapore, South Africa, Sweden, USA, and Canada; Young's response to these essays follows.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Collection of Studies
Narrow Topic: Content Selection and Organization, Curriculum and the Disciplines, School Subjects

Deng, Zongyi, "Organizing and Sequencing of Subject Matter," pp. 78-86 in Ming Fang He, Brian D. Schultz, and William H. Schubert, eds., The Sage Guide to Curriculum in Education. Los Angeles: Sage Publications, 2015., Zongyi Deng

Annotation: Summarizes four different views of organizing and sequencing subject matter within the curriculum; also discusses some related issues and ways to connect subject matter to educational purposes.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Content Selection and Organization

Deng, Zongyi, "Rethinking Curriculum and Teaching," in George W. Noblet, ed., The Oxford Research Encyclopedia of Education. Online, May, 2017. DOI:10.1093/acrefore/9780190264093.013.55, Zongyi Deng

Annotation: Reviews various definitions of curriculum and of teaching and urges rethinking these concepts as interrelated; questions the technicist treatment of curriculum and teaching as viewed by the neo-liberal movement.

Broad Topical Focus: Curriculum Definitions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: SIngle Study
Narrow Topic: Conceptions of Teaching, Curriculum Theory Creationand Uses, Value Assumptions and Ideologies in Curriculum

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

Dillon, J. T., "The Questions of Deliberation," pp. 3-24 in J. T. Dillon, ed., Deliberation in Education and Society. Norwood, NJ: Ablex, 1994*, J. T. Dillon

Annotation: Defines deliberation, what it's about, who does it, when and where it is done, how it goes, and why do it.

Broad Topical Focus: Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation

DiVesta, Francis J., "An Evolving Theory of Instruction," Educational Technology, 12(August, 1972), 34-39.*, Francis J. DiVesta

Annotation: Describes dynamic systems model of instruction and learning.

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

U. S. Office of Education, Division of Secondary Education, Life Adjustment Education for Every Youth , Bulletin 1951, No., 22. Washington, DC, 1951., U. S. Office of Education, Division of Secondary Education

Annotation: Presents a description of life adjustment education.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Classics of Curriculum Literature, Curriculum Aims and Objectives

Doherty, Catherine, "The Constraints of Relevance on Prevocational Curriculum," Journal of Curriculum Studies, 47(No. 5, 2015), 705-722., Catherine Doherty

Annotation: Analyzes the use of "relevance" as a principle of content selection: discussed in the context of both theory and practice with Australian examples; draws on Bernstein's work.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization

Doll, William E., Jr., A Post-Modern Perspective on Curriculum. New York: Teachers College Press, 1993., William E. Doll Jr.

Annotation: Emphasizes a postmodern view of curriculum arising out of a new cosmology of uncertainity; structured non-linearly around richness, recursion, relations, and rigor.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Value Assumptions and Ideologies in Curriculum, Curriculum as Experience

Doll, William E., Jr., "Complexity and the Culture of Curriculum," Educational Philosophy and Theory, 40(February, 2008), 190-212., William E. Doll Jr.

Annotation: Traces the culture within which curriculum design has been conceived historically; also draws implications from chaos and complexity sciences of the development of new forms of curriculum design and teaching.

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

Doll, William E., Jr., "Ghosts and the Curriculum," pp. 23-70 in Willliam E. Doll, Jr., and Noel Gough, eds., Curriculum Visions. New York: Peter Lang, 2002., William E. Doll Jr.

Annotation: Analyzes various conceptions of curriculum historically and explores a new conception that includes currere, complexity, cosmology, conversation, and community.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists, Curriculum Proposals in Coherent Form, Curriculum Definitions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History

Doll, William E., Jr., "Reflections on Teaching: Developing the Nonlinear," Teaching Education, 10(Spring/Summer, 1999), 39-54., William E. Doll Jr.

Annotation: Explains evolution of Doll's own theorizing in curriculum and teaching.

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

Doll, William E., Jr., "The Four R's--An Alternate to the Tyler Rationale," pp. 174-183 in A Post-Modern Perspective on Curriculum. New York: Teachers College Press, 1993., William E. Doll Jr.

Annotation: Presents a set of criteria for curriculum designed to foster a post-modern view; contrasts these criteria with those imbedded in the Tyler Rationale; further comments on this last topic appear on pp. 30-31 and pp. 52-55 in this volume.

Broad Topical Focus: Curriculum Proposals in Coherent Form, Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Philosophical Inquiry-Speculative Essay, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Curriculum Aims and Objectives, Alternatives in Education, Conceptions of Teaching, Value Assumptions and Ideologies in Curriculum

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

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

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

Duncan, James K., and Jack R. Faymier, "Explorations in the Systematic Study of Curriculum," Theory into Practice, 6(October, 1967), 180-199.*, James K. Duncan and Jack R. Faymier

Annotation: Conceptualizes curriculum with actors, artifacts, and operations as essential elements.

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

Dunn, William N., "Reforms as Arguments," Knowledge: Creation, Diffusion, Utilization, 3(March, 1982), 293-326., William N. Dunn

Annotation: Makes the case for considering reforms as arguments for a new state of affairs.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Deliberative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation, Knowledge Generation, Knowledge Utilization

Dynan, Muredach E., "Dissemination of Curriculum Innovations: Where are We Heading?" Curriculum Perspectives, 3(October, 1983), 60-65., Muredach E. Dynan

Annotation: Reassesses dissemination strategies and reviews related research and implications.

Broad Topical Focus: Curriculum Change, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum Development Strategies

Eash, Maurice J., "Curriculum Components," pp. 1147-1150 in T. Husen and T. N. Postlethwaite, eds., International Encyclopedia of Education. New York: Pergamon, 1984., Maurice J. Eash

Annotation: Identifies aims, objectives, scope, sequence, transactions, and evaluation.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Evaluation, Curriculum Conceptions and Theories, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Status Study
Narrow Topic: Content Selection and Organization, Curriculum Aims and Objectives, Teaching/Learning Process

Editors, "Curriculum verses Didaktik Revisited: Toward Transnational Curriculum Theory," Nordic Journal of Studies in Educational Policy 1(January, 2015)., Editors

Annotation: Introduces a series of articles that address various issues in curriculum theory, such as: curriculum vs Didaktik, the history of curriculum theory work in various countries, epistemic issues, deliberative vs other approaches, and globalization.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Collection of Studies
Narrow Topic: Comparative Curriculum, Curriculum Theory Creation and Uses

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

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

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

Eisner, Elliot W., "The Centrality of Curriculum and the Function of Standards," pp. 148-177 in Elliot W. Eisner, The Arts and the Creation of Mind. New Haven, CT: Yale University Press, 2002.*, Elliot W. Eisner

Annotation: Discusses conceptions and uses of curriculum objectives and of curriculum standards in general as well as in relation to the arts curriculum; a similar treatment of assessment and evaluation follows these pages.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Policies and Policy Making, Curriculum Development, Organization, Design, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Art Education, Curriculum Aims and Objectives, Curriculum Standards and Testing, Curriculum Frameworks

Eisner, Elliot W., "The Curriculum Field Today: Where We Are, Where We Were, and Where We Are Going," pp. 1-20 in his The Educational Imagination . New York: Macmillan, 1979.*, Elliot W. Eisner

Annotation: Reviews the state of curriculum including testing, theorizing, evaluation, and new models for these and other curriculum thinking.

Broad Topical Focus: Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Status Study
Narrow Topic: Curriculum History, Value Assumptions and Ideologies in Curriculum, Curriculum Theory Creation and Uses

Eisner, Elliot W., The Educational Imagination: On the Design and Evaluation of School Programs . New York: Macmillan, 1979. Second Edition, 1985. Third Edition, 1994., Elliot W. Eisner

Annotation: Presents key elements in curriculum design and evaluation of school programs; related chapters discuss trends and research using educational criticism.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Development, Organization, Design, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Aesthetic Inquiry and Curriculum Criticism
Type of Study: Single Study
Narrow Topic: Content Selection and Organization