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Apple, Michael W., Teachers and Texts: A Political Economy of Class and Gender Relations in Education . New York: Routledge & Kegan Paul, 1986., Michael W. Apple

Annotation: Contains eight critical essays on the work of teachers, textbook publishing, current reform proposals, and democracy in education.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum and Politics, Textbooks, Conceptions of Teaching

 

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

 

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

 

Bowers, C. A., "The Reproduction of Technological Consciousness: Locating the Ideological Foundations of a Radical Pedagogy," Teachers College Record, 83 (Summer, 1982), 529-557., C. A. Bowers

Annotation: Analyzes the sources and method of the reproducing of technological consciousness in education; reviews the literature on critical theory.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Conceptions of Teaching, Knowledge Generation

 

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

 

Deng, Zongyi, "Rethinking Curriculum and Teaching." In Oxford Research Encyclopedia of Education. On 24 Myy 2017. https://doi.org/10.1093/acrefore/9780190264093.013.55, Zongyi Deng

Annotation: Reviews efforts to define and distinguish curriculum and teaching; cites writers and sources that have dealt with these issues; suggests three notions of curriculum (as policy decisions, as programmatic decisions, and as instructional decisions); suggests three notions of teaching (as sociocultural practice, as institutional practice, and as deliberative classroom practice); argues for rethinking these concepts in light of global cultural changes of the 21st century.

Broad Topical Focus: Curriculum Definitions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Curriclum Thoery Creation and Uses, Conceptions of Teaching, Value Assumptions and Ideologies in Curriculm, Curriculum History

 

Dienskl, Ien, "Beyond Words: On the Experience of the Ineffable," Phenomenology+Pedagogy, 3(1985), 3-19., Ien Dienskl

Annotation: Explores ways of describing the ineffable in qualitative studies of experience.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Knowledge Generation, Qualitative Research, Conceptions of Teaching

 

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

 

Doll, William E., Jr., "The Culture of Method," pp. 21-75 in William E. Doll, Jr., M. Jayne Fleener, Donna Trueit, and John St. Julien, eds., Chaos, Complexity, Curriculum, and Culture: A Conversation. New York: Peter Lang, 2005.*, William E. Doll Jr.

Annotation: Traces the history of eductional methods from Ramus to Comenius to scientific methods and their appearance in education; proposes a new conception of education method for curriculum design and instruction that is dynamic, transformative, interactive, and practical.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Enactment and Teaching, 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 History, Curriculum Theory Creation and Uses, Conceptions of Teaching, Curriculum as Experience, Teaching/Learning Process, 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

 

Doyle, Walter, "Curriculum and Pedagogy," pp. 486-516 in Philip W. Jackson, ed., Handbook of Research on Curriculum. New York: Macmillan, l992., Walter Doyle

Annotation: Deals with research on the intersection of curriculum and pedagogy, including a summary of research traditions in each of these domains; topics include texts, content, lesson and task structure, and teaching as transformation.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Research Domains and Structure, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Conceptions of Teaching, Content Selection and Organization

 

Durst, Anne, " 'The Union of Intellectual Freedom and Cooperation': Learning from the University of Chicago's Laboratory School Community, 1896-1904," Teachers College Record, 107(May, 2005), 958-984., Anne Durst

Annotation: Examines teaching and curriculum-planning in Dewey's Laboratory School with comparisons to author's experiences today.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Conceptions of Teaching, Curriculum History, Freedom/Authority and Curriculum

 

Elliott, John, "Developing Hypotheses About Classrooms from Teachers' Practical Constructs: An Account of the Work of the Ford Teaching Project," Interchange, 7(No. 2, 1976-77), 2-22.*, John Elliott

Annotation: Decribes how project teachers understood teaching; reports six general and 43 second-order hypotheses that emerged from the study.

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

 

Fenstermacher, Gary D., "The Knower and the Known: The Nature of Knowledge in Research on Teaching," pp.3-56 in Linda Darling-Hammond, ed., Review of Research in Education, 20: 1994. Washington, DC: American Educational Research Association,1994., Gary D. Fenstermacher

Annotation: Reviews the epistemic status of both formal and practical knowledge related to research on teaching.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Enactment and Teaching
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation, Practical Knowledge, Conceptions of Teaching, Value Assumptions and Ideologies in Curriculum

 

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

 

Giroux, Henry A., "Curriculum Planning, Public Schooling, and Democratic Struggle," NASSP Bulletin , 75 (February, 1991), 12-25.*, Henry A. Giroux

Annotation: Argues for a view of curriculum in which educational leaders place critical education in the role of creating democratic citizens.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Citizenship Education, Ideology and School Knowledge, Democratic Education, Conceptions of Teaching, Curriculum Specialists in Schools

 

Giroux, Henry A., "Pedagogy of the Depressed: Beyond the New Politics of Cynicism," pp. 143-168 in Michael Peters, Colin Lankshear, and Mark Olssen, eds., Critical Theory and the Human Condition: Founders and Praxis. New York: Peter Lang, 2003., Henry A. Giroux

Annotation: Argues the case for the politics of pedagogy and the role of critical pedagogy in shaping what students learn about a changing society and a re-energized civic democracy.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Conceptions of Teaching, Curriculum and Politics, Higher Education Curriculum, Democratic Education, Value Assumptions and Ideologies in Curriculum

 

Giroux, Henry A., "Schooling as a Form of Cultural Politics: Toward a Pedagogy of and for Difference," pp. 125-151 in Henry A. Giroux and Peter McLaren, eds., Critical Pedagogy, the State, and Cultural Struggle . Albany, NY: State University of New York Press, 1989., Henry A. Giroux

Annotation: Proposes a radical theory of teaching as cultural politics that combines a language of critique and a language of possibility.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Enactment and Teaching, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Conceptions of Teaching

 

Giroux, Henry A., The Giroux Reader. New York: Paradigm,2006, Henry A. Giroux

Annotation: Reprints 13 articles from 1983-2003 covering major areas of scholarship to which the author has contributed.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists, Curriculum Contexts and Societal Influences
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Collection of Studies
Narrow Topic: Ideology and School Knowledge, Conceptions of Teaching, Value Assumptions and Ideologies in Curriculum

 

Giroux, Henry A., and Roger Simon, "Popular Culture and Critical Pedagogy: Everyday Life as a Basis for Curriculum Knowledge," Boston University Journal of Education, 170(No. 1, 1988). Reprinted pp. 236-252 in Henry A. Giroux and Peter McLaren, eds., Critical Pedagogy, the State, and Cultural Struggle. Albany, NY: State University of New York Press, 1989., Henry A. Giroux and Roger Simon

Annotation: Proposes to critique popular culture as the material of the curriculum.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Conceptions of Teaching

 

Gitlin, Andrew, et al. Teacher's Voices for School Change: An Introduction to Educative Research. New York: Teachers College Press, 1993., Andrew Gitlin

Annotation: Describes educative teacher research through stories of teachers' lives and school histories.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Collection of Studies
Narrow Topic: Conceptions of Teaching

 

Glaser, Robert, "Components of a Psychology of Instruction: Toward a Science of Design," Review of Educational Research, 46(Winter, 1976), 1-24., Robert Glaser

Annotation: Elaborates a theory of instructional design.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Research Synthesis
Narrow Topic: Conceptions of Teaching, Teaching/Learning Process, Psychology and Curriculum, Materials Development and Evaluation, Teacher Planning

 

Greer, W. Dwaine, "A Model for the Art of Teaching and A Critique of Teaching," pp. 161-185 in George Willis, ed., Qualitative Evaluation . Berkeley, CA: McCutchan, 1978., W. Dwaine Greer

Annotation: Gives a non-technique oriented model for teaching; does a crtique of one segment of classroom teaching.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism
Type of Study: Single Study
Narrow Topic: Conceptions of Teaching

 

Hultgren, Francine H., "The Student Teacher as Person: Reflections on Pedagogy and Being," Phenomenology+Pedagogy, 5(No. 1, 1987), 35-50., Francine H. Hultgren

Annotation: Reports a phenomenological study of what it means to be a student teacher.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Conceptions of Teaching, Teacher Education

 

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

 

Joyce, Bruce, and Marsha Weil, "Models and Curriculum Development," pp. 319-347 in Bruce Joyce and Marsha Weil, Models of Teaching . Englewood Cliffs, NJ: Prentice Hall, 1972., Bruce Joyce and Marsha Weil

Annotation: Describes the relationship between models of teaching described in the book and curriculum development strategies.

Broad Topical Focus: 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 Development Strategies, Conceptions of Teaching

 

Kincheloe, Joe L., "The Curriculum and the Classroom," pp. 85-103 in Joe L. Kincheloe, ed., Classroom Teaching: An Introduction. New York Peter Lang, 2008. Reprinted pp. 611-632 in Joao M. Paraskeva and Shirley R. Steinberg, ed., Curriculum: Decanonizing the Field. New York: Peter Lang, 2016., Joe L. Kincheloe

Annotation: Esplains why teaching is so difficult and limited under NCLB guidelines; advises teachers on how to teach under repressive conditions (after becoming aware of how knowledge is produced, how power shapes the curriculum, and how a critical perspective can assist); urges teachers to be developers.

Broad Topical Focus: 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: Conceptions of Teaching, Curriculum Development Strategies, Freedom/Authority and Curriculum, Government Role in Educational Research & Development, Ideology and School Knowledge, Local Control of Schooling, Social Efficiency/Control, Teacher Planning, Teacher Research, Teaching/Learning Process, Values in the Classroom

 

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

 

Kumashiro, Kevin K., " 'Post's' Perspectives on Anti-Oppressive Education in Social Studies, English, Mathematics, and Science Classrooms," Educational Researcher, 30(April, 2001), 3-12., Kevin K. Kumashiro

Annotation: Draws implications from the poststructuralist perpective for teaching that challenges various forms of oppression.

Broad Topical Focus: 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: Conceptions of Teaching, Ideology and School Knowledge

 

Laska, John A., "The Relationship Between Instruction and Curriculum: A Conceptual Clarification," Instructional Science, 13(1984), 203-212., John A. Laska

Annotation: Makes distinctions between curriculum and instruction and places curricular components as constituents of the instructional process.

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

 

LeCompte, Margaret, "Learning to Work: The Hidden Curriculum of the Classroom," Anthropology and Educational Quarterly, 9(February, 1978), 22-37.*, Margaret LeCompte

Annotation: Reports a study of the hidden curriculum in a New Mexico classroom related to teacher autonomy.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry, Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Hidden Curriculum, Classroom Observation & Research, Conceptions of Teaching, Freedom/Authority and Curriculum

 

McClintock, Robert, "Toward a Place for Study in a World of Instruction," Teachers College Record, 73(December, 1971), 161-205., Robert McClintock

Annotation: Traces the significance of "study" in the history of education as opposed to "teaching" and "instruction"; the author begins with contributions of Erasmus and Montaigne and provides some possibilities for recovering "study" in the "schooling" of the future.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Proposals in Coherent Form, Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry, Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Criticism of Schooling, Conceptions of Teaching, Teaching/Learning Process

 

Nolan, James F., "Student's Perceptions of the Ideal College Curriculum and the Real College Curriculum," Higher Education Abstracts, 22(No. 5, 1987), 282-283., James F. Nolan

Annotation: Reports a study of teachers' views of teaching as five metaphors.

Broad Topical Focus: Curriculum Enactment and Teaching, Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Conceptions of Teaching, Teacher Education

 

Pajares, M. Frank, "Teachers' Beliefs and Educational Research: Cleaning Up a Messy Construct," Review of Educational Research, 62(Fall, 1992), 307-332., M. Frank Pajares

Annotation: Reviews the research on the role of beliefs in teaching.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Philosophical Schools, Conceptions of Teaching, Teacher Knowledge

 

Pinar, William F., "The Problem with Curriculum and Pedagogy," Journal of Curriculum and Pedagogy, 2(Summer, 2005), 67-82. Reprinted pp. 109-120 in William F. Pinar, The Synoptic Text Today and Other Essays: Curriculum Development after the Reconceptualization. New York: Peter Lang, 2006., William F. Pinar

Annotation: Critiques the tying of "teaching" rather than "study" to curriculum; explicates the use of the active study model by students rather than the social engineering model by teachers and the accountability system.

Broad Topical Focus: 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: Criticism of Schooling, Curriculum Standards and Testing, Conceptions of Teaching, Value Assumptions and Ideologies in Curriculum

 

Popkewitz, Thomas S., "Soviet Pedagogic Science: Visions and Contradictions," Journal of Curriculum Studies, 16(April-June, 1984), 111-130. Rewritten for chapter three in his Paradigm & Ideology in Educational Research. London: Falmer Press, 1984., Thomas S. Popkewitz

Annotation: Describes pedagogical research in the Soviet Union and its commitments to dialectical materialism; reviews inquiry procedures in this research; describes educational psychology and didactics.

Broad Topical Focus: Relation of Curriculum Research to Practice, Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Conceptions of Teaching, Comparative Curriculum, Teaching/Learning Process, Curriculum and Politics, Teacher Education, Value Assumptions and Ideologies in Curriculum

 

Prado, C. G., "Educating the Self: Dewey and Foucault," pp. 174-193 in Paul Fairfield, ed., John Dewey and Continental Philosophy. Carbondale, IL: Southern Illinois University Press, 2010., C. G. Prado

Annotation: Presents a clear analysis of the similarities and differences between Dewey's and Foucault's philosophical positions: argues that Dewey goes farther down the road that both traveled.

Broad Topical Focus: Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Teaching/Learning Process, Self-Knowledge, Ethical Issues in Curriculum, Conceptions of Teaching, Character Education, Curriculum and Politics, Social Efficiency/Control, Value Assumptions and Ideologies in Curriculum

 

Pugh, Kevin J., and Michael M. Phillips, "Helping Students Develop an Appreciation for School Content," Theory into Practice, 50(No. 4, 2011), 285-292., Kevin J. Pugh and Michael M. Phillips

Annotation: Discusses the concept of "content appreciation" and how it can be fostered in teaching.

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

 

Ross, E. Wayne, Jeffrey W. Cornett, and Gail McCutcheon, Teacher Personal Theorizing: Connecting Curriculum Practice, Theory, and Research. Albany, NY: SUNY Press, 1992., E. Wayne Ross, Jeffrey W. Cornett, and Gail McCutcheon

Annotation: Examines the relation between teacher theorizing and teacher practice.

Broad Topical Focus: Curriculum Enactment and Teaching, Relation of Curriculum Research to Practice, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry, Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Conceptions of Teaching, Teacher Knowledge, Teacher Planning

 

Ross, E. Wayne, and Lynne M. Hannay, "Towards a Critical Theory of Reflective Inquiry," Journal of Teacher Education, 37(July-August, 1986), 9-15., E. Wayne Ross and Lynne M. Hannay

Annotation: Advocates a laboratory approach where practices can be modeled, experienced, and reflected upon.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Education, Conceptions of Teaching

 

Rudduck, Jean, and David Hopkins, eds., Research as a Basis for Teaching: Readings from the Work of Lawrence Stenhouse . Portsmouth, NH: Heinemann Educational Books, 1985., Jean Rudduck and David Hopkins

Annotation: Collects excerpts from the writings of Stenhouse on curriculum research and the teacher.

Broad Topical Focus: Curriculum Theorists, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Collection of Studies
Narrow Topic: Teacher Research, Conceptions of Teaching

 

Sagarin, Stephan K., The Story of Waldorf Education in the United States: Past, Present, and Future. Great Barrington, MA: Steiner Books, 2011., Stephan K. Sagarin

Annotation: Provides a historical treatment of Waldorf Education in the United States and the incorporation (and lack thereof) of the educational ideas of Rudolf Steiner in specific schools.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Conceptions of Teaching, Ethical Issues in Curriculum, Curriculum Aims and Objectives, Teaching/Learning Process, Values in the Classroom

 

Schon, Donald A. The Reflective Practitioner: How Professionals Think in Action . New York: Basic Books, 1983., Donald A. Schon

Annotation: Describes various facets of reflection-in-action by practitioners in diverse fields, including education.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Research, Curriculum Deliberation, Conceptions of Teaching, Professionalization in Curriculum

 

Schoonmaker, Frances, "Only Those Who See Take Off Their Shoes: Seeing the Classroom as a Spiritual Space," Teachers College Record, 111(December, 2009)., 2713-2731., Frances Schoonmaker

Annotation: Argues for recognizing classrooms as spiritual space; offers examples from the author's own experience of teaching that illustrate students experiencing awe, wonder, and other dimensions of spirituality; suggests ways teachers and teacher educators can enhance their ability to see and facilitate the spiritual aspects of classroom learning.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Religious Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Curriculum as Experience, Conceptions of Teaching, Self-Knowledge, Values in the Classroom, Value Assumptions and Ideologies in Curriculum, Hidden Curriculum, Teaching/Learning Process

 

Schubert, William H., "John Dewey as a Philosophical Basis for Small Schools," pp. 53-66 in William Ayers, Michael Klonsky, and Gabrielle H. Lyon, eds., A Simple Justice: The Challenge of Small Schools. New York: Teachers College Press, 2000.*, William H. Schubert

Annotation: Explains the author's use of role-playing Dewey's views (and others) in teaching teachers; highlights six questions drawn from Dewey's article on utopian schools (1933) to contrast his views of education with today's views.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Enactment and Teaching, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Conceptions of Teaching

 

Shalem, Yael, "What Binds Professional Judgment? The Case of Teaching," pp. 93-105 in Michael Young and Johan Muller, eds., Knowledge, Expertise, and the Professions. New York Rutledge, 2014., Yael Shalem

Annotation: Treats the topic of how judgment in teaching depends on theoretical knowledge as well as on experiential knowledge.

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

 

Shulman, Lee S., "Knowledge and Teaching: Foundations of the New Reform," Harvard Educational Review, 57( February , 1987), 1-22., Lee S. Shulman

Annotation: Sets forth seven categories of the knowledge base for teaching: content knowledge, general pedagogical knowledge, knowledge of curriculum and curriculum materials, pedoagogical content knowledge, knowledge of learners, knowledge of contexts, and knowledge of ends/purposes/values.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Conceptions of Teaching, Teacher Education, Curriculum Implementation, Professionalization in Curriculum, Practical Knowledge, Knowledge Utilization, Teacher Knowledge

 

Streck, Danilo R., Enclides Redin, and Jaime Jose Zitkoski, eds., Paulo Freire Encyclopedia. Lanham, MD: Rowman & LIttlefield Publishers, 2012., Danilo R. Streck, Enclides Redin, and Jaime Jose Zitkoski

Annotation: Presents short treatments of over 200 words and concepts found in the writings of Freire; these are organized from A to Z and are written by a variety of Freire scholars (many from Brazil); authors privide direct quotations from Freire's many writings and add their own elucidations; contains a bibliography of Freire's books in Portuguese and English compiled by his wife.

Broad Topical Focus: Curriculum Theorists
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum Theory Creation and Uses, Comparative Curriculum, Curriculum and Politics, Conceptions of Teaching, Ethical Issues in Curriculum, Literature of Curriculum, Teaching/Learning Process, Value Assumptions and Ideologies in Curriculum

 

Torres, Carlos Alberto, First Freire: Early Writings in Social Justice Education. New York: Teachers College Press, 2014., Carlos Alberto Torres

Annotation: Interprets Freire's thought in personal and analytic terms; key themes in Freire's works are cited and documented from his many writings; thorough elucidation by one of Freire's closest friends and critics.

Broad Topical Focus: Curriculum Visions and Philosophies
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Alternatives in Education, Citizenship Education, Conceptions of Teaching, Curriculum and Politics, Democratic Education, Curriculum Theory Creation and Uses, Ethical Issues in Curriculum, Ideology and School Knowledge, Teaching/Learning Process

 

Van Manen, Max, "Pedagogy, Virtue, and Narrative Identity in Teaching," Curriculum Inquiry, 24(Summer, 1994), 135-170., Manen Max Van

Annotation: Describes the pedagogical relation and the virtues or qualities of teaching.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Conceptions of Teaching

 

Van Manen, Max, "Phenomenological Pedagogy," Curriculum Inquiry, 12(Fall, 1982), 282-299.*, Manen Max Van

Annotation: Explicates a form of pedagogic competence that accounts for understanding the experiences of children and explains how phenomenological methods of research can elicit this understanding.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Inquiry Guidelines, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Conceptions of Teaching

 

Van Manen, Max, "The Relation Between Research and Pedagogy," Phenomenology + Pedagogy, 4(No. 3, 1980), 78-93. Reprinted pp. 437-452 in William F. Pinar, ed., Contemporary Curriculum Discourses . Scottsdale, AZ: Gorsuch Scarisbrick, 1988., Manen Max Van

Annotation: Discusses the phenomenology of pedagogy, of the particular case.

Broad Topical Focus: Curriculum Guides, Plans, Documents, Materials
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Conceptions of Teaching

 

Van Manen, Max, "We Need to Show How Our Human Science Practice is a Relation of Pedagogy," Phenomenology+Pedagogy, 4(No. 3, 1986), 78-93.*, Manen Max Van

Annotation: Shows what pedagogy is not and what it is; calls for pedogogical interpretation of certain phenomena in children.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Conceptions of Teaching

 

Wang, Hongyu, From the Parade Child to the King of Chaos: The Complex Journey of William Doll: Teacher Educator. New York: Peter Lang, 2016., Hongyu Wang

Annotation: Presents seven personal essays on Doll's pedagogy: the pedagogy of play, perturbation, presence, patterns, passion, peace, and participation.

Broad Topical Focus: Curriculum Theorists; Curricuum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Teaching/Learning Process; Conceptions of Teaching

 

Whitson, James A., "Post-Structuralist Pedagogy as a Counter-Hegemonic Praxis (Can We Find the Baby in the Bathwater?)" Education and Society, 9 (No. 1 & 2, 1991), 74-87., James A. Whitson

Annotation: Reviews literature related to critical pedagogy and argues its role in confronting hegemonic praxis.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Education
Mode of Inquiry in the Study: Hermeneutic Inquiry
Type of Study: Single Study
Narrow Topic: Teaching/Learning Process, Value Assumptions and Ideologies in Curriculum, Conceptions of Teaching

 

Wolcott, Harry F., Teacher Versus Technocrats: An Educational Innovation in Anthropological Perspective. Eugene, OR: Center for Ed. Policy and Management, University of Oregon, 1977., Harry F. Wolcott

Annotation: Provides an evaluation study of a school program using ethnographic methods.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry, Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Conceptions of Teaching

 

Zaret, Esther, "Women/Schooling/Society," pp. 38-50 in James B. Macdonald and Esther Zaret, eds., Schools in Search of Meaning. Washington, DC: Association for Supervision and Curriculum Development, 1975., Esther Zaret

Annotation: Describes the repressive force of schooling on women's consciousness and the role of the teacher as a liberating force.

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: Content Selection and Organization, Conceptions of Teaching