Mode of Inquiry - Theoretical/Conceptual Inquiry

 

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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

 

Eisner, Elliot W., and Elizabeth Vallance, eds., Conflicting Conceptions of Curriculum . Berkeley, CA: McCutchan, 1974., Elliot W. Eisner and Elizabeth Vallance

Annotation: Classifies and illustrates with excerpts from original authors five groups of curriculum conceptions (as development of cognitive processes, as technology, as self-actualization, as social reconstructionism, as academic rationalism).

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: Value Assumptions and Ideologies in Curriculum, Philosophical Schools

 

Emrick, John A., and Rekha Agarwala-Rogers, "National Diffusion Network: An Emerging Strategy for Directed Change," Viewpoints in Teaching and Learning, 54(April, 1978), 90-113., John A. Emrick and Rekha Agarwala-Rogers

Annotation: Describes the National Diffusion Network for disseminating ideal programs.

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

 

Englehart, Max D., "Studying Problems of What Should Be: Curriculum Research," pp. 418-484 in his Methods of Educational Research . Chicago: Rand McNally, 1972., Max D. Englehart

Annotation: Discusses options and approaches to deciding what to study in currriculum inquiry.

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

 

English, Fenwick W., "Toward a Contextually Grounded Curriculum," pp 1-12 in Daniel Tanner and J. W. Keefe, eds., Improving the Curriculum: The Principal's Challenge . Reston, VA: NASSP, 1988.*, Fenwick W. English

Annotation: Outlines management, design, and delivery of curriculum quality of nine types.

Broad Topical Focus: Curriculum Administration, Leadership, Finance, Curriculum Evaluation, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Supervision of Instruction

 

English, Fenwick W., and Betty E. Steffy, "Promise and Problems of the Curriculum Audit," Education, 113(Winter, 1992), 168-171., Fenwick W. English and Betty E. Steffy

Annotation: Describes the methods and value of conducting a curriculum audit of standards and the reality; also discusses issues and arguments pro and con.

Broad Topical Focus: Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Program Audit/Evaluation

 

Englund, Tomas, "Toward a Deliberative Curriculum?" Nordic Journal of Studies in Educational Policy, 1(January, 2015)., Tomas Englund

Annotation: Reviews several traditions of content selection in curriculum construction and gives examples from science, citizenship, and liberal studies; analyzes the deliberative approach to this task and gives illustrations from Sweden.

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, Curriculum Deliberation

 

Eraut, Michael, "Approaches to Curriculum Design," pp. 539-553 in Noel Entwistle, ed., Handbook of Educational Ideas and Practices . New York: Routledge, 1990.*, Michael Eraut

Annotation: Summarizes several approaches to curriculum design: political, bureaucratic, marketing, public relations, scientific, knowledge-structure, engineering, and problem-solving.

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

 

Ergas, Oren, "Knowledge and the Curriculum in TIme and Space," pp. 91-121 in Oren Ergas, Reconstructing 'Education' through Mindful Attention: Positioning the Mind at the Center Of Curriculum and Pedagogy. New York: Palgrave Macmillan, 2017., Oren Ergas

Annotation: Analyzes the concept of knowledge as it is recently found in the curriculum; analyzes what is thereby left out of the curriculum; demonstrates features of curriculum in space and curriculum in time; presents a basis for including both an outer curriculum (knowledge) and an inner curriculum (of self-thought).

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 and the Disciplines, Curriculum Theory Creation and Uses, Knowledge Utilization, Value Assumptions and Ideologies in Curriculum

 

Farrell, Caitlin C., and Cynthia E. Coburn, "Absorptive Capacity: A Conceptual Framework for Understanding District Central Office Learning," Journal of Educational Change, 18(2, 2017), 135-159., Caitlin C. Farrell and Cynthia E. Coburn

Annotation: Posits a conceptualization of absorptive capacity for central office staff learning in relation to external partners; includes prior knowledge, pathways, leadership, and resources.

Broad Topical Focus: Relation of CUrriculum Research to Practice
Source Discipline: Education
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Sudy
Narrow Topic: Knowledge Generation

 

Feiman-Nemser, Sharon, "From Preparation to Practice: Designing a Continuum to Strengthen and Sustain Teaching," Teachers College Record, 103(December, 2001), 1013-1055., Sharon Feiman-Nemser

Annotation: Proposes a curriculum continuum for teacher education including central tasks for preservice education (5), induction (5), and continuing professional development (4); appraises current practices in light of these proposals and cites exemplary programs in each of these three phases.

Broad Topical Focus: Curriculum Proposals in Coherent Form, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Education, In-service Teacher Development

 

Fenstermacher, Gary D., and David C. Berliner, "Determining the Value of Staff Development," The Elementary School Journal, 85(January, 1985), 281-314., Gary D. Fenstermacher and David C. Berliner

Annotation: Establishes evaluation criteria on worth, merit, and success; presented in the context of a staff development evaluation project.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Conceptions and Theories, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Evaluative Inquiry, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, In-service Teacher Development

 

Fenstermacher, Gary D., and John I. Goodlad, eds., Individual Differences and the Common Curriculum, Eighty-second Yearbook of the NSSE, Part I. Chicago: The University of Chicago Press, 1983., Gary D. Fenstermacher and John I. Goodlad

Annotation: Treats perennial issues in curriculum of the implications of individual differences and the desire for a common curriculum for all students.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum Differentiation, Content Selection and Organization, Core Mandates, Psychology and Curriculum, Value Assumptions and Ideologies in Curriculum, Curriculum Standards and Testing

 

Finlayson, Douglas, and Sylvia Quirk, "Ideology, Reality Assumptions, and Teachers' Classroom Decision-Making," pp. 50-73 in John Eggleston, ed., Teacher Decision-Making in the Classroom, A Collection of Papers . Boston: Routledge and Kegan Paul, 1979.*, Douglas Finlayson and Sylvia Quirk

Annotation: Describes the nature of ideologies in education and gives some examples.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Critical Inquiry
Type of Study: Research Synthesis
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Teacher Planning, Ideology and School Knowledge, Comparative Curriculum

 

Fisher, Charles W., and David C. Berliner, "Clinical Inquiry in Research on Classroom Teaching and Learning," Journal of Teacher Education, 30 (November-December, 1979), 42-48., Charles W. Fisher and David C. Berliner

Annotation: Describes inquiry done in clinical settings to identify knowledge about teaching.

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

 

Fishman, Barry J., "Adapting Innovations to Particular Contexts of Use," pp. 48-66 in Chris Dede, James P. Honan, and Lawrence C. Peters, eds., Scaling Up Success: Lessons Learned from Technology-Based Educational Improvement. San Francisco: Jossey-Bass, 2005., Barry J. Fishman

Annotation: Gives a theoretical framework for evaluating the usabiltity of innovations; presents an example of an innovation in learning technology scaled up from a local to a broader context; analyzes usability gaps related to the fromework.

Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry, Development as Inquiry, Evaluative Inquiry, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Implementation, Knowledge Utilization, Media and Computers in Curriculum Development

 

Fleener, M. Jayne, "Curriculum Dynamics," pp. 163-180 in her Curriculum Dynamics: Recreating Heart. New York: Peter Lang, 2002., M. Jayne Fleener

Annotation: Draws implications from postmodern logics for ways of seeing curriculum in line with Doll's (1993) conceptions; a following chapter deals with related issues in curriculum studies and research.

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, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Value Assumptions and Ideologies in Curriculum

 

Foshay, Arthur W., ed., Considered Action for Curriculum Improvement, 1980 ASCD Yearbook. Washington, DC: Association for Supervision and Curriculum Development, 1980., Arthur W. Foshay

Annotation: Presents ten articles on the culture of school, aspects of curriculum theory, and realities of curriculum development, change, and classroom curriculum work; chapter 6 by Connelly and Elbaz is on "Conceptual Bases for Curriculum Thought;" chapter 7 by Gay is on "Conceptual Models in the Curriculum-Planning Process."

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Development, Organization, Design, Curriculum Change, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Collection of Studies
Narrow Topic: Teacher Planning, Curriculum Deliberation

 

Foshay, Arthur, W. "The Curriculum Matrix - Further Thoughts," Thresholds in Education, 14(August, 1988), 8-10.*, Arthur W. Foshay

Annotation: Modifies his earlier (1987) essay on the curriculum matrix.

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: Content Selection and Organization, Curriculum Theory Creation and Uses

 

Foshay, Arthur W., "The Curriculum Matrix," pp. 11-15 in Arthur W. Foshay, The Curriculum: Purpose, Substance, Practice. New York: Teachers College Press, 2000.*, Arthur W. Foshay

Annotation: Presents an updated description of a three dimensional matrix representing the interactions in curriculum among purposes, substance, and practical aspects; six chapters follow, each taking up the curriculum related to one of the six purposes given in the matrix.

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: Content Selection and Organization, Curriculum Theory Creation and Uses

 

Foshay, Arthur W., "The Curriculum Matrix," The Educational Forum, 51(Summer, 1987), 341-353.*, Arthur W. Foshay

Annotation: Posits a curriculum matrix composed of three parts-- substance, purpose, and practice--each with several subparts.

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: Content Selection and Organization, Curriculum Theory Creation and Uses

 

Fox, Robert S., "Innovation in Curriculum: An Overview," Interchange, 3(No. 2/3, 1972), 131-143., Robert S. Fox

Annotation: Presents a full analysis of innovation processes and problems in curriculum.

Broad Topical Focus: Curriculum Change, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Status Study
Narrow Topic: Curriculum Development Strategies, Curriculum Implementation

 

Frelin, Anneli, "Curriculum, Didaktik, and Professional Teaching: Conceptual Contributions from the Intersections of Curriculum Studies in an Age of 'Crisis' in Education," pp 645-662 in Joao M. Paraskeva and Shirley R. Steinberg, eds., Curriculum: Decanonizing the Field. New York: Peter Lang, 2016., Anneli Frelin

Annotation: Discusses both the Anglo-Saxon conception of Curriculum Studies and the German/European conception of the Didaktik tradition; notes the role of the teacher in these two traditions; raises questions regarding the teaching profession in light of these traditions.

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: Comparative Curriculum, Conceptions of Teaching, Curriculum Theory Creation and Uses, Professionalization in Curriculum, Teacher Education

 

Frymier, Jack R., A School for Tomorrow. Berkeley, CA: Mc Cutchan, 1973., Jack R. Frymier

Annotation: Advocates a curriculum designed to diagnose and prescribe progress toward individual students' learning goals with the aid of predesigned modules of instruction and intense teacher-pupil support.

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: Classics of Curriculum Literature

 

Gandin, Luis Armando, "The Citizen School Project: Implementing and Recreating Critical Education in Porto Alegre, Brazil," pp. 341-353 in Michael W. Apple, Wayne Au, and Luis Armando Gandin, eds., The Routledge International Handbook of Critical Education. New York: Routledge, 2009., Luis Armando Gandin

Annotation: Describes this project and its new features (access to schools, governance, and knowledge); connects school knowledge with the knowledge students need to develop within their situation; knowledge is organized around themes in an innovative new form of curriculum design.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Integration, Curriculum Aims and Objectives, Citizenship Education, Democratic Education, Social Studies

 

Gardner, Howard, The Disciplined Mind: What All Students Should Understand. New York: Simon & Schuster, 1999., Howard Gardner

Annotation: Proposes a curriculum that goes into depth in a few areas (truth, beauty, goodness) for fuller understanding.

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: Content Selection and Organization, Value Assumptions and Ideologies in Curriculum, Curriculum and the Disciplines

 

Gartner, Alan, and Frank Riessman, "Strategies for Large-Scale Educational Reform," Teachers College Record, 75(February, 1974), 349-355., Alan Gartner and Frank Riessman

Annotation: Observes that moving a program to large-scale application involves organization and system change, not merely idea dissemination.

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

 

Gay, Geneva, "Curriculum Theory and Multicultural Education," pp. 25-43 in James Banks and Cherry Banks, eds., The Handbook of Research on Multicultural Education. New York: Macmillan, 1995., Geneva Gay

Annotation: Reviews theoretical work in multicultural education within an extensive comparison with theoritical work in general curriculum.

Broad Topical Focus: Curriculum Definitions, Curriculum Conceptions and Theories, Curriculum Research Domains and Structure, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Research Synthesis
Narrow Topic: Multicultural Education, Value Assumptions and Ideologies in Curriculum

 

Gay, Geneva, "Curriculum Theory and Multicultural Education," pp. 30-49 in James A. Banks and Cherry A. McGee Banks, eds., Handbook of Research on Multicultural Education, 2nd ed. San Francisco: Jossey-Bass, 2004.*, Geneva Gay

Annotation: Revises and updates article by the same name in the 1995 first edition of the Handbook.

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

 

Gay, Geneva, "Designing Relelvant Curricula for Diverse Learners," Education and Urban Society, 20(August, 1988), 327-340.*, Geneva Gay

Annotation: Presents an approach to a multicultural curriculum design.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Evaluation, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Multicultural Education

 

Giroux, Henry A., and Peter McLaren, "Teacher Education and the Politics of Democratic Reform," pp. 158-176 in Henry A. Giroux, ed., Teachers as Intellectuals: Toward a Critical Pedagogy of Learning . Granby, MA: Bergin and Garvey, 1988., Henry A. Giroux and Peter McLaren

Annotation: Argues that teacher education institutions need to be reconceived as public spheres engaging in social and political debate; pleads for citizenship education in teacher education.

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, Curriculum and Politics, Teacher Education, Citizenship Education

 

Glasman, Naftaly, Robert H. Koff, and Heather Spiers, "Preface," Review of Educational Research, 54(Winter, 1984), 461-471., Naftaly Glasman, Robert H. Koff, and Heather Spiers

Annotation: Describes the intersection of disciplinary inquiry and the problems of practice as interdisciplinary in character with unique kinds of questions to be answered; states four phases of the process: question development, theme definition, sharing on the topic, and presenting the papers that follow this article.

Broad Topical Focus: Curriculum Inquiry Guidelines, Defining Curriculum Research Questions, Curriculum Research and Inquiry-General
Source Discipline: Education
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Action Inquiry
Type of Study: Research Synthesis
Narrow Topic: Comparisons Among Inquiry Modes

 

Glatthorn, Alan A., "Curriculum Alignment Revisited," Journal of Curriculum and Supervision, 15(Fall, 1999), 26-34., Alan A. Glatthorn

Annotation: Provides a broadened view of curriculum alignment in terms of eight concepts of curriculum--hidden, excluded, recommended, written, supported, tested, taught, and learned; related article by W. G. Wraga precedes this article.

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

 

Glatthorn, Alan A., and Jerry Jailall, "Curriculum for the New Millennium," pp. 97-121 in Ronald S. Brandt, ed., Education in a New Era. Alexandria, VA: Association for Supervision and Curriculum Development, 2000., Alan A. Glatthorn and Jerry Jailall

Annotation: Reviews the strengths of various curriculum orientations over the last 50 years and offers an outline of a new curriculum for the future.

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

 

Goodlad, John I., "Coda: The Conceptual System for Curriculum Revisited," pp. 343-364 in John I. Goodlad, ed., Curriculum Inquiry: The Study of Curriculum Practice. New York: McGraw-Hill, l979.*, John I. Goodlad

Annotation: Updates his l966 conceptualization of curriculum with additional decision levels and value contexts.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Definitions, Curriculum Decision-making Processes, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Content Selection and Organization, Curriculum Deliberation

 

Goodlad, John I., "Curriculum: State of the Field," Review of Educational Research, 39(June, 1969), 367-375., John I. Goodlad

Annotation: Reviews the RER reviews of curriculum research for June 1969.

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

 

Goodlad, John I., The Dynamics of Educational Change: Toward Responsive Schools . New York: McGraw-Hill, 1975., John I. Goodlad

Annotation: Presents a study of school change across numerous districts.

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

 

Goodlad, John I., M. Frances Klein, and Kenneth A. Tye, "The Domains of Curriculum and Their Study," pp. 43-76 in John I. Goodlad and Associates, Curriculum Inquiry: The Study of Curriculum Practice . New York: McGraw-Hill, 1979.*, John I. Goodlad, M. Frances Klein, and Kenneth A. Tye

Annotation: Describes the process and substantive domains of curriculum inquiry and gives an example of studying them.

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

 

Goodlad, John I., and Maurice N. Richter, Jr., "The Development of a Conceptual System for Dealing with Problems of Curriculum and Instruction," 1966, ERIC Document No. ED 010 064.*, John I. Goodlad and Maurice N. Richter Jr.

Annotation: Posits a conceptualization of curriculum decision making.

Broad Topical Focus: Curriculum Definitions, Curriculum Conceptions and Theories, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Content Selection and Organization, Curriculum Deliberation

 

Gough, Noel, "School-based Curriculum Development: Whither Curriculum Theory?" Curriculum Perspectives, 2(October, 1981), 41-45.*, Noel Gough

Annotation: Gives a theory of school-based curriculum development.

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 Development Strategies, Value Assumptions and Ideologies in Curriculum, Curriculum Theory Creation and Uses

 

Gough, Noel, "Understanding Curriculum Systems," pp. 47 -69 in James G. Henderson and Kathleen R. Kesson, eds., Understanding Democratic Curriculum Leadership. New York: Teachers College Press, 1999.*, Noel Gough

Annotation: Contrasts curriculum documents of a factory system of education with the narrative efforts of a system drawing upon choas and complexity theory.

Broad Topical Focus: Curriculum Administration, Leadership, Finance, Curriculum Conceptions and Theories, Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Narrative Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses

 

Green, Bill, "Introduction: Engaging Curriculum?" pp. 1-20 in Bill Green, Engaging Curriculum: Bridging the Curriculum Theory and English Education Divide. New York: Routledge, 2018., Bill Green

Annotation: Reviews recent developments in the field of curriculum theory; gives the author's own view on those theories involving knowledge, ideology, and pedagogy; makes a case for the use of curriculum theory in studying the English subject curriculum; introduces the essays by the other authors in the book; discusses the verb and the noun forms of the term "engaging" in the book's title; the discussion is set in the context of the Australian curriculum.

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

 

Grimmett, Peter, and Mark Halvorson, "From Understanding Curriculum to Creating Curriculum: The Case of Co-Evolution of Re-conceptualized Design with Re-conceptualized Curriculum," Curriculum Inquiry, 40(March, 2010),241-262., Peter Grimmett and Mark Halvorson

Annotation: Discusses the problem of design practice as it relates to curriculum design; notes the omission of reconceptualizing curriculum design in Pinar's Understanding Curriculum which the authors review.

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

 

Grobman, Arnold B., "Curriculum Adaptation," pp. 1135-1138 in T. Husen and T. N. Postlethwaite, eds., International Encyclopedia of Education. New York: Pergamon, 1984., Arnold B. Grobman

Annotation: Discusses issues in curriculum adaptation.

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

 

Grobman, Hulda, Developmental Curriculum Projects: Decision Points and Processes . Itasca, IL: F. E. Peacock, 1970., Hulda Grobman

Annotation: Describes projects funded by U. S. government in the 1950s and 1960s in terms of processes of decision-making used.

Broad Topical Focus: Curriculum Decision-making Processes, 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, Curriculum History, Government Role in Educational Research & Development

 

Grove, Richard W., and Edmund C. Short, "Theoretical Inquiry: Components and Structure," pp. 211-224 in Edmund C. Short, ed., Forms of Curriculum Inquiry . Albany, NY: SUNY Press, 1991.*, Richard W. Grove and Edmund C. Short

Annotation: Describes the processes of theoretical inquiry in curriculum.

Broad Topical Focus: Curriculum Inquiry Guidelines, 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

 

Hall, Gene E., and Shirley M. Hord, "Analyzing What Change Facilitators Do: The Intervention Taxonomy," Knowledge: Creation, Diffusion, Utilization, 5(March, 1984), 275-305., Gene E. Hall and Shirley M. Hord

Annotation: Poses a way of conceptualizing what change facilitators do.

Broad Topical Focus: Curriculum Change
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry, Theoretical/Conceptual Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum Specialists in Schools

 

Hameyer, Uwe, "Curriculum Theory," pp. 1265-1272 in T. Husen and T. N. Postlethwaite, eds., International Encyclopedia of Education . New York: Pergamon, 1984., Uwe Hameyer

Annotation: Notes in international contexts various conceptual models of curriculum, theories of curriculum legitimation, process theories of curriculum, structural curriculum theories, and theories of curriculum implementation.

Broad Topical Focus: 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 Theory Creation and Uses, Comparative Curriculum

 

Hameyer, Uwe, "Transforming Domain Knowledge: A Systemic View at the School Curriculum," The Curriculum Journal, 18(December, 2007), 411-427., Uwe Hameyer

Annotation: Sets a conceptual framework (for relating curriculum knowledge, instructional knowledge, and school knowledge) within which the author discusses seven possible ways of transforming discipline-based domain knowledge into school subjects; also sets an agenda of needed research on this process of knowledge transformation; recommends professional action to facilitate work related to this process of doing actual knowledge transformation.

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

 

Hamilton, David, "Class and Curriculum," pp.21-23 in Bernadette Baker, ed., New Curriculum History. Rotterdam: Sense Publishers, 2009., David Hamilton

Annotation: Comments on and updates his 1989 chapter on this topic in his book, Towards a Theory of Schooling.

Broad Topical Focus: Curriculum Definitions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History

 

Hampton, David H., "Curriculum Change at the Local Level: A Case Study," pp. 355-377 in J. Victor Baldridge and Terrance E. Deal, eds., Managing Change in Educational Organizations, Sociological Perspectives, Strategies, and Case Studies. Berkeley, CA: McCutchan, 1975., David H. Hampton

Annotation: Presents a report of change strategies in social studies in Palo Alto, CA.

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

 

Harris, Ilene B., "An Exploration of the Role of Theories in Communictaion for Guiding Practitioners," Journal of Curriculum and Supervision, 1(Fall, 1985), 27-55., Ilene B. Harris

Annotation: Identifies and explains four types of theory (explanatory, doctrines, applied, practice) and analyzes the requirements of communication for expressing and guiding curriculum practice.

Broad Topical Focus: Curriculum Guides, Plans, Documents, Materials, Relation of Curriculum Research to Practice, Inquiry Language in Curriculum Research, 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, Knowledge Utilization

 

Harrison, Marelle, "School-Based Curriculum Decision-Making: A Personal Viewpoint," Curriculum Perspectives, 2(October, 1981), 47-52.*, Marelle Harrison

Annotation: Conceptualizes school-based curriculum decision making within multiple contexts.

Broad Topical Focus: Curriculum Decision-making Processes, 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

 

Hirst, Paul H., "The Nature of Educational Aims," pp. 124-132 in Roger Marples, ed., The Aims of Education. New York: Routledge, 1999., Paul H. Hirst

Annotation: Defines the purposes of education, explores various statements of the aims of education based on mistaken views of the nature of persons and the character of reason, and offers his own alternative statements on the aims of education.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Definitions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives

 

Hirst, Paul H., and R. S. Peters, "Philosophy," pp. 1-16 in their The Logic of Education. Routledge & Kegan Paul, 1970/ Routledge, 2012., Paul H. Hirst and R. S. Peters

Annotation: Explains the nature an use of conceptual analysis in the literature of philosophical inquiry.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry--Conceptual Analysis, Theoretical/Conceptual Inquiry
Type of Study: Single Sudy
Narrow Topic: Knowledge Generation, Philosophical Schools

 

Hirst, Paul H., and Patricia White, "The Analytic Tradition in Philosophy of Education: An Historical Perspective," pp. 1-12 in Paul H. Hirst and Patricia White, eds., Philosophy of Education: Major Issues in the Analytic Tradtion: Volume I. Routledge, 1998., Paul H. Hirst and Patricia White

Annotation: Describes the rise and development of the analytic tradition in philosophy of education in the 20th century and its relation to academic philosophy.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Conceptions and Theories
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry--Conceptual Analysis, Theoretical/Conceptual Inquiry
Type of Study: Single Sudy
Narrow Topic: Knowledge Generation, Discourse Analysis

 

Hjalmarson, Margaret A.,"Mathematics Curriculum Systems: Models for Analysis of Curricular Innovation and Development," Peabody Journal of Education, 83(October, 2008). 592-610., Margaret A. Hjalmarson

Annotation: Proposes a set of components of a curriculum system for investigating the purposes, representations, and conceptual systems inherent in models of curriculum related to mathematics teaching and learning; the three types of models proposed (content focused, pedagogically focused, learner centered) have relevance beyond the mathematics curriculum.

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: Curriculum Theory Creation and Uses, Curriculum Frameworks

 

Hofman, Amos, Braca Alpert, and Izhak Schnell, "Education and Social Change: The Case of Israel's State Curriculum," Curriculum Inquiry, 37(December, 2007), 303-328., Amos Hofman, Braca Alpert, and Izhak Schnell

Annotation: Describes the changes over the last few decades in Israel's curriculum policies and content.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Change
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, Citizenship Education

 

Holzner, Burkart, William N. Dunn, and Muhammad Shahidullah, "An Accounting Scheme for Designing Science Impact Indicators," Knowledge: Creation, Diffusion, Utilization, 9(December, 1987), 173-204., Burkart Holzner, William N. Dunn, and Muhammad Shahidullah

Annotation: Presents a process for designing science impact indicators.

Broad Topical Focus: Curriculum Evaluation
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Utilization, Science

 

Hood, Paul D., "Evaluation Stages for Major Laboratory Products," pp. 101-107 in John K. Hemphill and Fred S. Rosenau, eds., Educational Development: A New Discipline for Self Renewal. Eugene, OR: Center for Advanced Study of Educational Administration, 1973., Paul D. Hood

Annotation: Specifies the stages of evaluation in developing products at educational laboratories.

Broad Topical Focus: Curriculum Evaluation, Curriculum Inquiry Guidelines
Source Discipline: All Fields
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Development as Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Materials Development and Evaluation

 

Hopkins, David, and Marvin Wideen, eds., Alternative Perspectives on School Improvement . Philadelphia: Falmer, 1984., David Hopkins and Marvin Wideen

Annotation: Presents a phenomenological and critical perspective on school improvement.

Broad Topical Focus: Curriculum Change
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

 

Hopkins, L. Thomas, Curriculum Principles and Practices. New York: Benj. H. Sanborn & Company, 1929., L. Thomas Hopkins

Annotation: Asks and answers dozens of practical questions about how to deal with seven problems concerning curriculum principles and seven problems concerning curriculum practices; provides step-by-step guidelines on curriculum construction and installation procedures.

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

 

Hopkins, L. Thomas. Interaction: The Democratic Process. Boston: D. C. Heath, 1941., L. Thomas Hopkins

Annotation: Discusses the democratic process and proposes how it can be implemented through the curriculum and specific teaching approaches; also contrasts the subject curriculum and its variations with the experience curriculum (which the author advocates should be used with teaching the democratic process); provides many helpful practical suggestions along with persuasive rationales for various aspects of the proposal.

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

 

Huberman, A. Michael, and Colin Marsh, "Toward an Ecology of Knowledge Use in the Classroom," Curriculum Perspectives, 2(May, 1982), 35-47., A. Michael Huberman and Colin Marsh

Annotation: Presents a taxonomy of knowledge uses and a model of knowledge use contingencies and characteristics with implications for knowledge use; gives validation procedures.

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

 

Huebner, Dwayne, "Notes Toward a Framework for Curriculum Inquiry," Journal of Curriculum and Supervision, 6 (Winter, 1991), 145-161.*, Dwayne Huebner

Annotation: Distinguishes theoretical and ideological inquiry in curriculum; instructional and agential curricular events; and the relationships among these concepts.

Broad Topical Focus: Curriculum Research Domains and Structure, Curriculum Inquiry Guidelines, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum Theory Creation and Uses, Value Assumptions and Ideologies in Curriculum

 

Huebner, Dwayne, "The Tasks of the Curricular Theorist," pp. 212-230 in William F. Pinar, ed., The Lure of the Transcendent: Collected Essays by Dwayne E. Huebner. Mahwah, NJ: Lawrence Erlbaum, 1999.*, Dwayne Huebner

Annotation: Discusses the role of language in creating curriculum theory, in curriculum practice, and in curriculum research.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists, Inquiry Language in Curriculum Research, Curriculum Research and Inquiry-General
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Curriculum as Environment

 

Huenecke, Dorothy, "What is Curriculum Theorizing? What Are Its Implications for Practice?" Educational Leadership, 39(January, 1982), 290-294.*, Dorothy Huenecke

Annotation: Distinguishes between structural, generic, and substantive theorizing in curriculum.

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

 

Hughes, Andrew S., "The Potential of Systems Philosophy for Theory and Research in Curriculum," Programmed Learning and Educational Technology, 16(No. 3, 1979), 195-199., Andrew S. Hughes

Annotation: Shows the value of systems philosophy for 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: Curriculum Theory Creation and Uses, Value Assumptions and Ideologies in Curriculum

 

Hunkins, Francis P., and Patricia A. Hammill, "Beyond Tyler and Taba: Reconceptualizing the Curriculum Process," Peabody Journal of Education, 69(Spring, 1994), 4-18., Francis P. Hunkins and Patricia A. Hammill

Annotation: Sums up the contributions of Bobbitt, Tyler, Taba, Doll, and others in relation to postmodern thought.

Broad Topical Focus: Curriculum Theorists, Curriculum Development, Organization, Design, 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

 

Hyun, Eunsook, "Transforming Instruction into Pedagogy through Curriculum Negotiation," Journal of Curriculum and Pedagogy, 3(Summer, 2006), 136-164*, Eunsook Hyun

Annotation: Presents a thoroughly elucidated, carefully justified general theory of curriculum and pedagogy involving negotiation and shared ownership of curriculum; contains several elaborate diagrams that capsulize aspects of the general theory.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Enactment and Teaching, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Teaching/Learning Process, Conceptions of Teaching, Curriculum Development Strategies, Curriculum Implementation

 

Iwanska, Alicja, "Praxiology and Curriculum," pp. 287-302 in John I. Goodlad and Associates, Curriculum Inquiry: The Study of Curriculum Practice. New York: McGraw-Hill, 1979., Alicja Iwanska

Annotation: Traces the content available in general sources on efficient action (and the formulation of praxiology) and notes the applicability for curriculum praxiology.

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

 

Jewett, Ann E., "Curriculum Theory in Physical Education," International Review of Education, 35(No. 1, 1989), 35-49.*, Ann E. Jewett

Annotation: Deals with curricular value orientation, goals, content, and change in physical education and describes the relation of general curriculum theory in physical education.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Status Study
Narrow Topic: Curriculum Theory Creation and Uses, Physical Education, Value Assumptions and Ideologies in Curriculum

 

Jobrack, Benerlee, Tyranny of the Textbook: An Insider Exposes How Educational Materials Undermine Reforms. Lanham, MD: Rowman & Littlefield, 2012., Benerlee Jobrack

Annotation: Describes how publishers develop and market educational materials; critiques the effectiveness and quality of such materials; conceptualizes the place of such materials in overall curriculum design and teaching; suggests procedures for evaluating and selecting the best available published curricula.

Broad Topical Focus: Curriculum Guides, Plans, Documents, Materials
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Materials Development and Evaluation, Curriculum Development Strategies, Curriculum Theory Creation and Uses

 

Johnson-Mardones, Daniel, "Toward a Multidimensional Concept of Curriculum: Understanding Curriculum as Phenomenon, Field, and Design," European Journal of Curriculum Studies, 1(No. 2, 2014), 172-177., Daniel Johnson-Mardones

Annotation: Argues for a multidimensional concept of curriculum as a phenomenon, a field, and a design process; taps into previous work on the structure of the concept of curriculum and combines these ideas into a new theoretical tool.

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

 

Johnson, Mauritz, "Curriculum Areas," pp. 1139-1141 in T. Husen and T. N. Postlethwaite, eds., International Encyclopedia of Education . New York: Pergamon, 1984., Mauritz Johnson

Annotation: Identifies subjects, courses, and topics common in schools and colleges.

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

 

Johnson, Mauritz, "Definitions and Models in Curriculum Theory," Educational Theory, 17(April, 1967), 127-140.*, Mauritz Johnson

Annotation: Presents a model of curriculum and instruction and systematically distinguishes elements of a schema for curriculum.

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

 

Johnson, Mauritz, "On the Meaning of Curriculum Design," Curriculum Theory Network, 3(Spring, 1969), 3-9.*, Mauritz Johnson

Annotation: Distinguishes several notions of curriculum design, such as a product or a process.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis; Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum Development Strategies, Evaluation of Instruction

 

Johnson, Mauritz, "The Translation of Curriculum into Instruction," Journal of Curriculum Studies, 1(May, 1969), 115-131.*, Mauritz Johnson

Annotation: Distinguishes curriculum planning from instructional planning.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Research Domains and Structure, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Implementation, Teacher Planning

 

Jonnaert, Phillippe, and Genevieve Thevriault, "Curricula and Curriculum Analysis: Some Pointers for Debate," Prospects, 43(December, 2013), 379-417., Phillippe Jonnaert and Genevieve Thevriault

Annotation: Proposes a new conceptualization of a curricular system and its components (see Figure 1 and Table 1) presented by a UNESCO curriculum development team; consists of a framework of six forms of Curriculum (a subject, a process, a product, a framework for reform, a subject of adaptation, a means of regulation), three kinds of research (orientation, operationalization, adjustment), and three phases (the intended, the implemented, the achieved); introduces several articles from around the world that follow.

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, American/International Curriculum Organizations

 

Joyce, Bruce R., Richard H. Hersh, and Michael McKibbin, The Structure of School Improvement . New York: Longman, 1983., Bruce R. Joyce, Richard H. Hersh, and Michael McKibbin

Annotation: Provides a handbook on redesigning schools, curricula, and staff developmemt.

Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Research Synthesis
Narrow Topic: Criticism of Schooling, Content Selection and Organization, In-service Teacher Development

 

Jozefzoon, Eddy O. I., ed., Coordinating Curriculum Policy and Practice: An AERA Symposium . Enschede, Netherlands: SLO (National Institute for Curriculum Development), 1986., Eddy O. I. Jozefzoon

Annotation: Describes the Dutch National Institute for Curriculum Development and its work.

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

 

Kaplan, Andrew, "GALILEO: An Experiment in Interdisciplinary Education," Curriculum Inquiry, 18(Fall, 1988), 255-287., Andrew Kaplan

Annotation: Describes the design and implementation of a ninth grade course at Francis W. Parker School in Chicago in 1974.

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: Content Selection and Organization, Curriculum Integration, Curriculum and the Disciplines

 

Karmon, Amnon, "Institutional Organization of Knowledge: The Missing Link in Educational Discourse," Teachers College Record, 109(March, 2007), 603-634., Amnon Karmon

Annotation: Describes two main models of organizing knowledge in an educational institution--inculcating existing knowledge and producing new knowledge; proposes a new model -- the pedagogical discipline -- that overcomes the shortcomings of the two traditional models.

Broad Topical Focus: Curriculum Development, Organization, Design, 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: Content Selection and Organization, Knowledge Utilization, Value Assumptions and Ideologies in Curriculum

 

Kass, Heidi, "The Transformation of Curricular Knowledge," The Alberta Journal of Educational Research, 37(December, 1991), 367-383., Heidi Kass

Annotation: Identifies a variety of knowledge and value perspectives that must be taken into account in selecting curriculum content generally and in science in particular.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Visions and Philosophies, 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: Content Selection and Organization, Science

 

Keiny, Shoshana, and Tzila Weiss, "A Case Study of a School-Based Curriculum Development as a Model for INSET," Journal of Education for Teaching, 12( No. 2, 1986), 155-166., Shoshana Keiny and Tzila Weiss

Annotation: Describes school-based curriculum development strategies used in one setting.

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

 

Kennedy, Kerry J., ed., Case Studies in Curriculum Design . Perth, Australia: West Australian Social Science Education Consortium, 1990., Kerry J. Kennedy and .

Annotation: Presents instances of curriculum development employing deliberation involving teachers.

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

 

Kennedy, Kerry J., and Gilbert McDonald, "Designing Curriculum Materials for Multicultural Education: Lessons from an Australian Development Project," Curriculum Inquiry, 16(Fall, 1986), 312-326., Kerry J. Kennedy and Gilbert McDonald

Annotation: Reports a study of a curriculum materials design project and the issues involved.

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: Materials Development and Evaluation, Curriculum Development Strategies, Multiethnic Adaptation

 

Kimpston, Richard D., Diana J. Barber, and Karen B. Rogers, "The Program Audit," Educational Leadership, 41(May, 1984), 50-60., Richard D. Kimpston, Diana J. Barber, and Karen B. Rogers

Annotation: Describes a program audit system used in one school district.

Broad Topical Focus: Curriculum Evaluation, Curriculum Administration, Leadership, Finance
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Case Study
Narrow Topic: Program Audit/Evaluation

 

Kimpston, Richard D., and Karen B. Rogers, "A Framework for Curriculum Research," Curriculum Inquiry, 16(Winter, 1986), 463-474.*, Richard D. Kimpston and Karen B. Rogers

Annotation: Gives a framework for curriculum research on design, development, implementation, and evaluation that includes presage, context, process, and outcome variables.

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

 

King, Arthur R., Jr., and John A. Brownell, The Curriculum and the Disciplines of Knowledge: A Theory of Curriculum Practice. New York: John Wiley & Sons, 1966. (Reprinted: Huntington, NY: Robert E. Kreiger Publishing Co., 1976), Arthur R. King Jr. and John A. Brownell

Annotation: Makes a case for employing the disciplines of knowledge as the basis for an intellectual approach to curriculum for all students.

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 and the Disciplines, Curriculum Aims and Objectives, Classics of Curriculum Literature

 

Kirk, David, "Ideology and School-Centered Innovation: A Case Study and a Critique," Journal of Curriculum Studies, 20(September-October, 1988), 449-464., David Kirk

Annotation: Describes teachers' innovative actions in an Australian school.

Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Case Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Comparative Curriculum, Teacher Planning

 

Kirk, David, "Temporal Dimensions of an Innovative Idea: A Case Study of Teacher-Initiated Innovation," Journal of Curriculum Studies, 18(July-September, 1986), 311-330., David Kirk

Annotation: Describes all facets of a teacher-initiated innovation in an Australian school (see related article in JCS, 20 (5).

Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Case Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Comparative Curriculum, Teacher Planning

 

Kirylo, Peter D., Paulo Freire: The Man from Recifi. New York: Peter Lang, 2011., Peter D. Kirylo

Annotation: Explicates Freire's life and work (1921-1997) throughout his pre-exile years, his exile years, and the years following his return to Brazil; summarizes the influence that his own experiences had and that others' thinking had on his conception of critical education and pedagogy; analyzes the various themes found in his writings and his practice of education; presents the views of numerous scholars on Freire's legacy and his use of liberation theology and critical pedagogy; contains lengthy interviews with James A. Cone and with Freire's second wife Nita; opens with a foreword by Donald Macedo and a preface by Shirley Steinberg and concludes with an afterword by Peter McLaren; quotes and exposes the reader to most of Freire's writings and ideas apart from having to read original sources.

Broad Topical Focus: Curriculum Theorists, Curriculum Visions and Philosophies
Source Discipline: Education
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Historical Inquiry, Critical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Classics of Curriculum Literature, Conceptions of Teaching, Curriculum History, Curriculum Theory Creation and Uses, Teaching/Learning Process, Value Assumptions and Ideologies in Curriculum, Curriculum and Politics

 

Klein, M. Frances, "A Conceptual Framework for Curriculum Decision Making," pp. 24-41 in M. Frances Klein, ed., The Politics of Curriculum Decision-Making: Issues in Centralizing the Curriculum . Albany: State University of New York Press, 1991., M. Frances Klein

Annotation: Poses a conceptual framework for curriculum decision-making in a 9 X 7 matrix.

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

 

Klein, M. Frances, "A Perspective on the Gap between Curriculum Theory and Practice," Theory into Practice, 31(Summer, 1992), 191-197., M. Frances Klein

Annotation: Gives reasons for the gap between curriculum theory and practice and suggests ways of closing the gap.

Broad Topical Focus: Relation of Curriculum Research to Practice, 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

 

Klein, M. Frances, "Curriculum Design," pp. 1163-1170 in T. Husen and T. N. Postlethwaite, eds., International Encyclopedia of Education. New York: Pergamon, 1984., M. Frances Klein

Annotation: Gives characteristics and data sources for developing curriculum designs.

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

 

Klein, M. Frances, "The Toll for Curriculum Reform," Peabody Journal of Education, 69(Spring, 1994), 19-34.*, M. Frances Klein

Annotation: Reviews various forms of curriculum designs and their rationales and advocates further work on alternative designs.

Broad Topical Focus: Curriculum Change, 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

 

Kliebard, Herbert M., "Curriculum Theory: Give Me a For Instance," Curriculum Inquiry, 6(No. 4, 1977), 257-269. Reprinted pp. 168-182 in Herbert M. Kliebard, Forging the American Curriculum: Essays on Curriculum History and Theory. New York: Routledge, 1992.*, Herbert M. Kliebard

Annotation: Presents a definition of curriculum theory; identifies the curriculum theory found in Dewey's writings.

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

 

Kniep, Willard M., and Giselle O. Martin-Kniep, "Designing Schools and Curriculums for the 21st Century," pp. 87-100 in James A. Beane, ed., Toward a Coherent Curriculum. Alexandria, VA: Association for Supervision and Curriculum Development, 1995., Willard M. Kniep and Giselle O. Martin-Kniep

Annotation: Presents the model for attaining coherence employed by two districts (Yonkers and District 146 Chicago).

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

 

Knight, Peter, "The Practice of School-Based Curriculum Development," Journal of Curriculum Studies, 17(January-March, 1985), 37-48., Peter Knight

Annotation: Gives an analysis of 50 cases of school-based curriculum development reported in British journals 1973-1983.

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: Curriculum Development Strategies, Comparative Curriculum