Narrow Topic - Authority of Teacher
Apple, Michael W., "Work, Gender, and Teaching," Teachers College Record, 84(Spring, 1983), 611-628., Michael W. Apple
Annotation: Discusses teachers as state functionaries, the intensification of teaching resulting from greater state control, and gendered resistance by teachers.
Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Authority of Teacher, Conceptions of Teaching
Apple, Michael W., and Kenneth Teitelbaum, "Are Teachers Losing Control of their Skills and Curriculum?" Journal of Curriculum Studies, 18(April-June, 1986), 177-184., Michael W. Apple and Kenneth Teitelbaum
Annotation: Shows how teachers are losing control of their skills and the curriculum to outside authority.
Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Local Control of Schooling, Conceptions of Teaching, Authority of Teacher
Archbald, Douglas A., and Andrew C. Porter, "Curriculum Control and Teacher's Perceptions of Autonomy and Satisfaction," Educational Evaluation and Policy Analysis, 16(Spring, 1994), 21-39., Douglas A. Archbald and Andrew C. Porter
Annotation: Reports teachers' perceptions of various curriculum control policy instruments and their impact.
Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Freedom/Authority and Curriculum, Authority of Teacher, Local Control of Schooling
Barone, Tom, Touching Eternity: The Enduring Outcomes of Teaching. New York: Teachers College Press, 2001., Tom Barone
Annotation: Gives a literary reconstruction of an art teacher's work and influence as portrayed by the writer and several of the teacher's former students; the last chapter reflects upon issues inherent in the reconstruction process as postmodern research.
Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Education
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism, Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Art Education, Teaching/Learning Process, Curriculum Aims and Objectives, Curriculum as Experience, Authority of Teacher
Annotation: Makes a case for teachers to be curriculum decision makers.
Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Decision-making Processes, Curriculum Policies and Policy Making, Curriculum Development, Organization, Design, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation, Authority of Teacher
Boote, David N., "Teachers' Professional Discretion and the Curricula," Teachers and Teaching, 12(August,2006), 461-478.*, David N. Boote
Annotation: Posits three developmental levels of teachers' professional discretion (procedural, substantive, innovative) in making teaching and curriculum decisions and describes the appropriate kinds of professional development required for teachers to move to the highest of these levels of professional discretion; discusses changes in curriculum policies and institutional practices and culture needed to acknowledge and foster teachers' development of innovative professional discretion.
Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Enactment and Teaching, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: In-service Teacher Development, Teacher Education, Authority of Teacher, Curriculum Deliberation
Bullough, Robert V. Jr., Andrew D. Gitlin, and Stanley L. Goldstein. "Ideology, Teacher Role, and Resistance," Teachers College Record, 86(Winter, 1984), 339-358.*, Robert V. Bullough Jr., Andrew D. Gitlin, and Stanley L. Goldstein.
Annotation: Critiques the technical nature of teachers' work and of the curriculum, noting their dissatisfaction and resistance.
Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry, Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Conceptions of Teaching, Authority of Teacher
Bullough, Robert V., Jr., Stanley L. Goldstein, and Ladd Holt, "Rational Curriculum: Teachers and Alienation," Journal of Curriculum Theorizing, 4(Summer, 1982), 132-143., Robert V. Bullough Jr., Stanley L. Goldstein, and Ladd Holt
Annotation: Reports a study of teachers' views of their work and curriculum systems (very positivistic) and discusses what can be done to change these views.
Broad Topical Focus: Curriculum Decision-making Processes,Curriculum Enactment and Teaching,Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism,Critical Inquiry
Type of Study: Single Study
Narrow Topic: Authority of Teacher, Value Assumptions and Ideologies in Curriculum, Teacher Planning
Craig, Cheryl J., and Vicki Ross, "Cultivating the Image of Teachers as Curriculum Makers," pp. 282-305 in F. Michael Connelly, Ming Fang He, and JoAnn Phillion, eds., The SAGE Handbook of Curriculum and Instruction. Los Angeles: Sage Publications, 2008., Cheryl J. Craig and Vicki Ross
Annotation: Traces the literature on the topic over four decades; highlights the contributions of Schwab, Eisner, Seymour Fox, Shulman, and Connelly; takes note of related research on teacher-group planning, narratives, and action research.
Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Teacher Planning, Teacher Research, Curriculum Development Strategies, Authority of Teacher, Freedom/Authority and Curriculum
Diorio, Joseph A., "Knowledge, Autonomy, and the Practice of Teaching," Curriculum Inquiry, 12(Fall, 1982), 257-281.*, Joseph A. Diorio
Annotation: Examines the relationship between the practice of teaching and knowledge, accountability, and autonomy.
Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Authority of Teacher, Freedom/Authority and Curriculum, Teacher Education, Practical Knowledge
Giroux, Henry A., "Critical Pedagogy and the Resisting Intellectual, Part II," Phenomenology + Pedagogy, 3(No. 2, 1985), 84-97., Henry A. Giroux
Annotation: Continues his two-part article from Vol. 3 No. l on the intellectual role of the teacher; discusses four types of intellectuals: resisting, critical, accommodating, and hegemonic.
Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Hidden Curriculum, Authority of Teacher
Annotation: Traces the relation bewteen discourse used in curriculum theory and practice and critiques the textual authority and political voice of teachers and the curriculum.
Broad Topical Focus: Curriculum Enactment and Teaching, Inquiry Language in Curriculum Research, Curriculum Conceptions and Theories, Relation of Curriculum Research to Practice
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Authority of Teacher, Curriculum and Politics, English, Value Assumptions and Ideologies in Curriculum, Ideology and School Knowledge, Democratic Education, Curriculum Theory Creation and Uses
Annotation: Discusses the tension between teachers work under control ideology and teachers as intellectuals.
Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Teaching/Learning Process, Teacher Knowledge, Authority of Teacher
Annotation: Analyzes the conception and impact on teacher professionalization of the 1988 California History-Social Science Framework.
Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Enactment and Teaching, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Frameworks, Social Studies, Content Selection and Organization, Curriculum Implementation, Teacher Planning, Teaching/Learning Process, Authority of Teacher, Local Control of Schooling
Huebner, Dwayne, "Teaching as Moral Activity," Journal of Curriculum and Supervision, 11(Spring, 1996), 267-275.*, Dwayne Huebner
Annotation: Articulates new moral language for discussing teaching and its power and authority dimensions; discusses role of imagination in conversation about planning and enacting curriculum.
Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Conceptions and Theories, Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Teacher Planning, Freedom/Authority and Curriculum, Authority of Teacher, Values in the Classroom, Curriculum Aims and Objectives, Ethical Issues in Curriculum
Kneller, George F., "Analysis," pp. 1-26 in his Movements of Thought in Modern Education . New York: John Wiley & Sons, 1984.*, George F. Kneller
Annotation: Sets forth the processes of philosophical analysis as they are applied in educational research.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Liberal Education/General Education, Authority of Teacher, Knowledge Generation
Annotation: Pulls together implications for a possible curriculum based on his analysis (earlier in the book) of Socratic forms of dialectics-dialogues; shows how this model differs from today's knowledge-based forms of standardized education; sums up the nature of an education based on question-worthy normative assumptions and Socratic dialogue.
Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Curriculum as Experience, Teaching/Learning Process, Ethical Issues in Curriculum, Self-Knowledge, Values in the Classroom, Authority of Teacher
Pinar, William F., "'Dreamt into Existence by Others': Curriculum Theory and School Reform," Theory into Practice, 31(Summer, 1992), 228-235., William F. Pinar
Annotation: Critiques curriculum theory that is based on the factory and corporate model and offers theory related to human identity.
Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Authority of Teacher
Annotation: Reports on a civic action curriculum co-created by students and their teacher in the Cabrini Green section of Chicago.
Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Curriculum as Experience, Content Selection and Organization, Authority of Teacher, Social Studies
Simon, Roger I., "Time, Authority, and the Modification of Student Roles," Journal of Curriculum Studies, 11(January-March, 1979), 69-86., Roger I. Simon
Annotation: Reports a study of a theater program and the students' understanding of authority and their role in relation to that of the teacher.
Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Authority of Teacher, Ideology and School Knowledge