Narrow Topic - Content Selection and Organization

 

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

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

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

 

Ebel, Robert L., "Educational Programs: Secondary Schools," pp. 410-413 in Robert L. Ebel, ed., Encyclopedia of Educational Research, fourth edition. New York: Macmillan, 1969., Robert L. Ebel

Annotation: Samples recent secondary programs in the schools, including instructional programs and differentiated programs.

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

 

Egan, Kieran, "Retrospective on 'What is Curriculum?' " Journal of the Canadian Association for Curriculum Studies, 1(Spring, 2003), 17-24., Kieran Egan

Annotation: Reflects on his article published in Curriculum Inquiry, Spring, 1978,

Broad Topical Focus: Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum Aims and Objectives

 

Egan, Kieran, The Future of Education: Reimagining Our Schools from the Ground Up. New Haven, CT: Yale University Press, 2008., Kieran Egan

Annotation: Envisions an approach to teaching, curriculum, and schooling that focuses on accumulating five cognitive tools: somatic, mythic, romantic, philosophic,and ironic understandings; presents an imaginative future history from the years 2010-2060 of how changes from current practices to the ideal (called Imaginative Education) might occur.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Curriculum Theory Creation and Uses, Content Selection and Organization, Curriculum Frameworks

 

Egan, Kieran, "What is Curriculum?" Curriculum Inquiry, 8(Spring, 1978), 65-72.*, Kieran Egan

Annotation: Analyzes several meanings of the term curriculum and the difficulty of locating boundaries to curriculum phenomena.

Broad Topical Focus: Curriculum Definitions,Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Professionalization in Curriculum

 

Eggleston, John, "The Curriculum, Contemporary Issues, Perspectives, and Ideologies," pp. 527-538 in Noel Entwistle, ed., Handbook of Educational Ideas and Practices . New York: Routledge, 1990.*, John Eggleston

Annotation: Portrays dichotomous positions on six issues in British curriculum, e.g., subject-centered or integrated.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum Development Strategies, Curriculum Deliberation

 

Eisner, Elliot, ed., Learning and Teaching the Ways of Knowing , 84th NSSE Yearbook, Part II. Chicago: University of Chicago Press, 1985., Elliot Eisner

Annotation: Describes eight ways of knowing and offers six perspectives on their role in curriculum and other areas of educational practices.

Broad Topical Focus: Curriculum Policies and Policy Making,Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry
Type of Study: Collection of Studies
Narrow Topic: Content Selection and Organization, Curriculum and the Disciplines

 

Eisner, Elliot W., "Aesthetic Modes of Knowing," pp. 23-36 in Elliot W. Eisner, ed., Learning and Teaching the Ways of Knowing, 84th Yearbook of the NSSE, Part II. Chicago: University of Chicago Press, 1985., Elliot W. Eisner

Annotation: Defines and describes aesthetic ways of knowing.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism
Type of Study: Single Study
Narrow Topic: Aesthetics Education, Content Selection and Organization, Curriculum and the Disciplines

 

Eisner, Elliot W., "Cognition and Representation: A Way to Pursue the American Dream?" Phi Delta Kappan, 78 (January, 1997), 348-353. *, Elliot W. Eisner

Annotation: Presents and elaborates five statements regarding the nature and uses of multiple forms of representation of human thought and discusses what this means for the curriculum.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum and the Disciplines, Curriculum Aims and Objectives

 

Eisner, Elliot W., "Curriculum Development: Sources for a Foundation for the Field of Curriculum Development," Curriculum Theory Network, 5(Spring, 1970), 3-15. A slightly edited version appears pp. 1-13 in Elliot W. Eisner, ed., Confronting Curriculum Reform. Boston: Little, Brown, 1971.*, Elliot W. Eisner

Annotation: Summarizes what has been learned about curriculum development from the subject area reforms of the 1950s and 1960s.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Change, Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Integrative Inquiry, Historical Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization

 

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., "What Can Education Learn from the Arts about the Practice of Education?" Journal of Curriculum and Supervision, 18(Fall, 2002), 4-16., Elliot W. Eisner

Annotation: Points out six lessons the arts can provide in thinking about and designing practical curricular programs--on topics ranging form aims to content to experiences for students.

Broad Topical Focus: Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum and the Disciplines, Aesthetics and Curriculum, Content Selection and Organization, Curriculum Aims and Objectives

 

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

 

Ennis, Catherine D., "When Avoiding Confrontation Leads to Avoiding Content: Disruptive Students' Impact on Curriculum," Journal of Curriculum and Supersision, 11 (Winter, 1996), 145-162., Catherine D. Ennis

Annotation: Reports three types of circumstances in 10 urban high schools where teachers say they aren't teaching certain content due to confrontations by students with teachers.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Hidden Curriculum, Curriculum as Environment, Secondary School Curriculum

 

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

 

Evaniuck, Jayson,"Turning the Wheel: A Perrenialist's Answer to the 1970s Curricular Debates," Curriculum History, No. 1, 2022,11-22., Jayson Evaniuck

Annotation: Shows responses of Harry S. Broudy to the curricular debates of the 1960s and 1970s; surveys work of other curriculum theorists of the period; notes Broudy's critique of the reconceptualists.

Broad Topical Focus: Curriculum Theorists, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Sudy
Narrow Topic: Curriculum History, Content Selection and Organization

 

Fallace, Thomas, "Did the Social Studies Really Replace History in American Secondary Schools?" Teachers College Record, 110(October, 2008) 2245-2270., Thomas Fallace

Annotation: Re-examines the question of what groups dominated the history/social studies curriculum design controversy during the early 20th century in the US; provides analyses of the Committee of 10, Committee of 7, and Committee on Social Studies reports.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Social Studies, Curriculum and Politics, Content Selection and Organization

 

Fallace, Thomas D., "The Origins of Classroom Deliberation: Democratic Education in the Shadow of Totalitarianism, 1938-1960," Harvard Educational Review, 86(Winter, 2016), 506-526., Thomas D. Fallace

Annotation: Traces references to the inclusion of social issues in the curriculum during this period; discusses the rationales put forth for such inclusion.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation, Curriculum History, Democratic Education, Social Studies, Content Selection and Organization

 

Fallace, Thomas, and Victoria Fantozzi, "The Dewey School as Triumph, Tragedy, and Misunderstood: Exploring the Myths and Historiography of the University of Chicago Laboratory School," Teachers College Record, 119(No. 2, 2017),1-32., Thomas Fallace and Victoria Fantozzi

Annotation: Presents a review of first-hand accounts of the school and studies made of it since its existence ended; one of the several dimensions of the review is the rationale for its curriculum; three myths are also analyzed.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum History

 

Fashola, Olatokunbo S., and Robert E. Slavin, "Schoolwide Reform Models: What Works?" Phi Delta Kappan, 79(January, 1998), 370-379.*, Olatokunbo S. Fashola and Robert E. Slavin

Annotation: Reviews thirteen school reform programs in terms of effectiveness, replicability, and effect size; programs include Success for All, Core Knowledge, Accelerated Schools, Outward Bound, Roots and WIngs, etc.

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

 

Feinberg, Walter, "Education Manifestos and the New Fundamentalism," Educational Researcher, 26(November, 1997), 27-35.*, Walter Feinberg

Annotation: Presents a thorough critique of E. D. Hirsch's The Schools We Need and Why We Don't Have Them (1996), including his views on progessive education, his emphasis on facts and subject -specific skills, and his drive to control the curriculum in his Core Knowledge Curriculum.

Broad Topical Focus: Curriculum Proposals in Coherent Form, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Freedom/Authority and Curriculum

 

Fenstermacher, Gary D., "On Knowledge and Its Place in the Human Conversation," pp. 73-104 in Wilma F. Smith and Gary D. Fenstermacher, eds., Leadership for Educational Renewal: Developing a Cadre of Leaders. San Francisco: Jossey-Bass, 1999.*, Gary D. Fenstermacher

Annotation: Describes shifts in thinking on the nature of knowledge from modernist to postmodernist views; discusses the implications for the role of knowledge in curriculum.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Research and Inquiry-General
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Content Selection and Organization

 

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

 

Fisher, Carol M., "Curriculum Problems Facing the Schools: Now and in the Future," pp. 67-72 in Edmund C. Short, ed., A Search for Valid Content for Curriculum Courses: Educational Comment, 1970 . Toledo, OH: College of Education, University of Toledo, 1970., Carol M. Fisher

Annotation: Identifies the questions that should be addressed about the current world of children and teachers.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Curriculum as Environment, Content Selection and Organization

 

Flinders, David J., Nel Noddings, and Stephen J. Thornton, "The Null Curriculum: Its Theoretical Basis and Practical Applications," Curriculum Inquiry, 16(Spring, 1986), 33-42.*, David J. Flinders, Nel Noddings, and Stephen J. Thornton

Annotation: Analyzes the various meanings, forms, and uses of the null curriculum.

Broad Topical Focus: Curriculum Conceptions and Theories,Curriculum Development, Organization, Design,Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Hidden Curriculum, Content Selection and Organization

 

Floden, Robert E., Andrew C. Porter, William H. Schmidt, Donald J. Freeman, and John R. Schiville, "Responses to Curriculum Pressures: A Policy Capturing Study of Teacher Decision About Content," Journal of Educational Psychology, 73(April, 1981), 129-141.*, Robert E. Floden, Andrew C. Porter, William H. Schmidt, Donald J. Freeman, and John R. Schiville

Annotation: Reports an empirical study of teachers' responses to several types of curriculum pressures.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Teacher Planning, Content Selection and Organization

 

Flowers, Ronald B., "Religion in Public Schools," pp, 99-128 in Ronald B. Flowers, The Godless Court? Supreme Court Decisions on Church-State Relationships, 2nd ed. Louisville, KY: Westminster John Knox Press, 2005., Ronald B. Flowers

Annotation: Gives detailed history of Supreme Court decisions related to religion and public schools (and on aid to church-related schools in a preceding chapter).

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Religious & Private Schooling, Freedom/Authority and Curriculum

 

Foshay, Arthur W., "Aesthetics and History," Journal of Curriculum and Supervision, 20(Spring, 1995), 191-206., Arthur W. Foshay

Annotation: Points out the features of history that have aesthetic dimensions of consequence for instruction in the history curriculum.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Social Studies, Curriculum Integration, Curriculum Aims and Objectives, Aesthetics Education

 

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

 

Foshay, Arthur W., "The Curriculum Matrix: Transcendence and Mathematics," Curriculum , 11 (Autumn, 1990), 100-111. Reprinted in Journal of Curriculum and Supervision, 6(Summer, 1991), 277-293.*, Arthur W. Foshay

Annotation: Traces the potential of the relationship between mathematics and transcendental and spiritual experience for curriculum content.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Religious Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Mathematics, Curriculum Aims and Objectives, Curriculum Integration, Values in the Classroom

 

Foshay, Arthur Wellesley, "Problem Solving and the Arts," Journal of Curriclulum and Supervision, 13(Summer, 1998), 328-338.*, Arthur Wellesley Foshay

Annotation: Shows how problem solving objectives can be integrated into the arts.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum Aims and Objectives, Art Education, Curriculum Integration

 

Foshay, Arthur Wellesley, "The Physical Self and Literature," Journal of Curriculum and Supervision, 11(Summer, 1996), 341-350.*, Arthur Wellesley Foshay

Annotation: Examines literature that can be explored for its help in forming an understanding of the physical self.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum Aims and Objectives, Literature, Curriculum Integration

 

Foshay, Arthur Wellesley, "The Social Self and the Human Side of Science," Journal of Curriculum and Supervision, 12 (Spring, 1997), 246-255., Arthur Wellesley Foshay

Annotation: Relates the socializing purposes of education to the content of science; a sub-topic within the author's 1987 curriculum matrix.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Science, Curriculum Integration, Curriculum Aims and Objectives

 

Foshay, Arthur Wellsley, "The Emotions and Social Studies," Journal of Curriculum and Supervision, 12(Summer, 1997), 356-366.*, Arthur Wellsley Foshay

Annotation: Shows how social studies can contribute to the development of mature emotions.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum Aims and Objectives, Social Studies, Curriculum Integration, Psychology and Curriculum

 

Franklin, Barry M., and Carla C. Johnson, "What the Schools Teach: A Social History of the American Curriculum since 1950," pp. 460-477 in F. Michael Connelly, Ming Fang He, and JoAnn Phillion, eds., The SAGE Handbook of Curriculum and Instruction. Los Angeles: Sage Publications, 2008., Barry M. Franklin and Carla C. Johnson

Annotation: Examines ways schools have specified content for teaching in response to social pressures; cites school districts exemplifying life-adjustment, discipline-centered, basic skills, New Basics, and content area standards-based curricula at various times over the last half century.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Policies and Policy Making, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum History, Curriculum Standards and Testing

 

Garcia-Huldobro, Juan Christobal, "Addressing the Crisis in Curriculum Studies: Curriculum Integration that Bridges Issues of Identity and Knowledge," The Curriculum Journal, 29(No. 1, 2018), 23-42., Juan Christobal Garcia-Huldobro

Annotation: Reviews the literature on this topic and proposes a process for keeping the integrity of disciplinary knowledge along side the features of identity studies; points to the curriculum of the International Baccalaureate Diploma Program as an example of this kind of integration.

Broad Topical Focus: Curriculum as a Field of Practice and Study, Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry--Speculative Essay
Type of Study: SIngle Study
Narrow Topic: Curriculum Integration, Content Selection and Organization

 

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

 

Gardner, Howard, and Veronica Boix-Mansilla, "Teaching for Understanding in the Disciplines--and Beyond," Teachers College Record, 96(Winter, 1994), 198-218., Howard Gardner and Veronica Boix-Mansilla

Annotation: Poses forms of disciplinary knowledge that make up a currriculum for understanding.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum and the Disciplines, Teaching/Learning Process

 

Garrett, Alan W., "Planning for Peace: Visions of Postwar American Education During World War II," Journal of Curriculum and Supervision, 11 (Fall, 1995), 6-38., Alan W. Garrett

Annotation: Traces the thought given by educators during World War II to the postwar curriculum of the public schools.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Social Studies, Curriculum History, Content Selection and Organization

 

Garver, Eugene, "The Arts of the Practical: Variations on a Theme of Prometheus," Curriculum Inquiry, 14(Summer, 1984), 165-182., Eugene Garver

Annotation: Discusses teaching the arts of the practical (Schwab)--deliberation.

Broad Topical Focus: Curriculum Decision-making Processes,Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Philosophical Inquiry-Ampliative Criticism,Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation, Content Selection and Organization

 

Gaskell, Jane, and John Willinsky, eds., Gender In/Forms Curriculum: From Enrichment to Transformation. New York: Teachers College Press, 1995., Jane Gaskell and John Willinsky

Annotation: Reviews ways in which gender is exhibited in curriculum and ways gender roles are learned in curriculum; by authors of 14 chapters on various subject areas in the curriculum.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: School Subjects, Ideology and School Knowledge, Content Selection and Organization

 

Gay, Geneva, "Beyond 'Brown': Promoting Equality Through Multicultural Education," Journal of Curriculum and Supervision, 19(Spring, 2004), 193-216., Geneva Gay

Annotation: Traces the history of devleopments in multicultural curriculum and instruction since Brown v. Board of Education fifty years ago.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum Integration, Multicultural Education, Teaching/Learning Process, Multiethnic Adaptation

 

Gehrke, Nathalie, Michael S. Knapp, and Kenneth A. Sirotnik, "In Search of the School Curriculum," pp. 51-110. Gerald Grant, ed., Review of Research in Education, 18: 1992 Washington, D.C. : American Educational Research Association, 1992., Nathalie Gehrke, Michael S. Knapp, and Kenneth A. Sirotnik

Annotation: Reviews research on what is taught in the U.S. in language arts, social studies, math and science.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Content Selection and Organization, English, Social Studies, Mathematics, Science

 

Gibboney, Richard A., et al., "Curriculum Components and Organization," Review of Educational Research, 33(June,1963), 278-292., Richard A. Gibboney

Annotation: Reviews research related to subjects in the curriculum and to organization of instruction.

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

 

Gilbert, Arthur W., "Design and Pattern of the Curriculum, " Review of Educational Research, 21(June, 1951), 196-208., Arthur W. Gilbert

Annotation: Discusses curriculum trends in elementary, secondary, and higher eduation and related topics.

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

 

Giroux, Henry A., "Overcoming Behavioral and Humanistic Objectives," The Educational Forum , 43(May, 1979), 409-419. Reprinted pp. 43-53 in Henry A. Giroux, Teachers as Intellectuals: Toward a Critical Pedagogy of Learning. Granby, MA: Bergin and Garvey, 1988.*, Henry A. Giroux

Annotation: Argues the case for humanistic curriculum objectives and the limits of behavioral objectives.

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 Aims and Objectives, Content Selection and Organization, Hidden Curriculum, Curriculum and the Disciplines

 

Giroux, Henry A., "Schooling and the Culture of Positivism: Notes on the Death of History," Educational Theory, 29(Fall, 1979), 263-284. Reprinted pp. 37-62 in his Ideology, Culture, and the Process of Schooling . Philadelphia, PA: Temple University Press, 1981., Henry A. Giroux

Annotation: Describes how the culture of positivism has influenced the process of schooling and laments the absence of critical reasoning in education.

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: Value Assumptions and Ideologies in Curriculum, Social Studies, Content Selection and Organization, Ideology and School Knowledge

 

Giroux, Henry A., "Teachers, Public Life, and Curriculum Reform," Peabody Journal of Education, 69(Spring, 1994), 35-47., Henry A. Giroux

Annotation: Urges that the curriculum be centered around the lives and power relations of students and teachers within their respective cultural and political contexts.

Broad Topical Focus: Curriculum Proposals in Coherent Form, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Content Selection and Organization

 

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

 

Giroux, Henry A., David Shumway, Paul Smith, and James Sosnoski, "The Need for Cultural Studies," pp. 143-157 in Henry A. Giroux, ed., Teachers as Intellectuals: Toward a Critical Pedagogy of Learning . Granby, MA: Bergin and Garvey, 1988., Henry A. Giroux, David Shumway, Paul Smith, and James Sosnoski

Annotation: Argues that cultural studies are needed to engage critically social and political issues rooted in instrumental rationality.

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: Social Studies, Content Selection and Organization, Curriculum and Politics

 

Glatthorn, Alan A., and Arthur Wells Foshay, "Curriculum Integration," pp. 1221-1223 in T. Husen and T. N. Postlethwaite, eds., International Encyclopedia of Education. New York: Pergamon, 1984., Alan A. Glatthorn and Arthur Wells Foshay

Annotation: Discusses types of integrated curriculum and arguments for and against them.

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

 

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: The State of the Field," Review of Educational Research, 30(June, 1960), 185-198., John I. Goodlad

Annotation: Summarizes curriculum decision making at societal, institutional, and instructional levels.

Broad Topical Focus: Curriculum as a Field of Practice and Study, Curriculum Decision-making Processes, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Content Selection and Organization, Curriculum Development Strategies

 

Goodlad, John I., "Toward Schools Commonly Good,'" pp. 303-330 in his Romances with Schools: A Life of Education. New York: McGraw-Hill, 2004., John I. Goodlad

Annotation: Makes recommendations for retro-fitting structure of schooling; proposes a curriculum structured around the characteristics, problems, and issues of the world's various domains rather than around the disciplines; all this discussed in the context of reflections by the author on his life as teacher and educator.

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

 

Goodlad, John I., "What Some Schools and Classrooms Teach," Educational Leadership, 40(April, 1983), 8-19. Reprinted pp. 337-356 in James R. Gress, ed., Curriculum: An Introduction to the Field, 2nd ed. Berkeley, CA: McCutchan, 1988., John I. Goodlad

Annotation: Reports a study of what schools teach in various subject areas; assesses the findings critically.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Survey
Narrow Topic: Content Selection and Organization

 

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

 

Goodlad, John I., and Zhixin Su, "Organization of the Curriculum," pp. 327-344 in Philip W. Jackson, ed., Handbook of Research on Curriculum. New York: Macmillan, l992., John I. Goodlad and Zhixin Su

Annotation: Summarizes options and issues related to various modes of organizing the curriculum; gives sources and patterns of curriculum organization.

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

 

Goodson, Ivor, "Subjects for Study: Aspects of a Social History of Curriculum," Journal of Curriculum Studies, 15(October-December, 1983), 391-408. A later version appears as "Subjects for Study," pp. 343-367 in Ivor Goodson, ed., Social Histories of the Secondary Curriculum: Subjects for Study. London: Falmer Press, 1985., Ivor Goodson

Annotation: Analyzes some aspects of histories of curriculum subjects.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Development, Organization, Design, Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: School Subjects, Content Selection and Organization, Curriculum History, Curriculum Theory Creation and Uses, Secondary School Curriculum

 

Gordon, Stephen P. "Supervision's New Challlenge: Facilitating a Multidimentional Curriculum," Journal of Educational Supervision, 1(2, 2018), 17-32., Stephen P. Gordon

Annotation: Proposes a seven-dimentional model of holistic curriculum--cognitive, social-emotional, moral, cultural, democratic, creative-artistic, health and physical--within the context of educational supervision.

Broad Topical Focus: Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Content Selection and Organization

 

Grant, S. G., "The California History-Social Science Framework: A Study in the Deprofessionalization of Teachers," Journal of Curriculum and Supervision , 6 (Spring, 1991), 213-221., S. G. Grant

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

 

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

 

Greene, Maxine, "Consciousness and the Public Space: Discovering a Pedagogy," Phenomenology + Pedagogy, 3(No. 2, 1985), 69-83., Maxine Greene

Annotation: Argues for teachers to interact with the public community to pursue freedom, critical understanding, and transformation.

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: Content Selection and Organization, Teaching/Learning Process, Curriculum and Politics

 

Greene, Maxine, "Diversity and Inclusion: Toward a Curriculum for Human Beings," Teachers College Record, 95(Winter, 1993), 211-221.*, Maxine Greene

Annotation: Makes the case for inclusion of diverse perspectives, including women's, in curriculum content.

Broad Topical Focus: Curriculum Proposals in Coherent Form, Curriculum Development, Organization, Design, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Content Selection and Organization

 

Greene, Maxine, "Metaphors and Multiples: Representation, the Arts, and History," Phi Delta Kappan, 78 (January, 1997), 387-394., Maxine Greene

Annotation: Sets forth the distinction between Enlightment (singular) and multiple views of knowledge and illustrates these representations in the arts and history.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Philosophical Schools, Curriculum and the Disciplines, Knowledge Generation, Art Education, Social Studies

 

Green, Thomas F., "The Formation of Conscience in an Age of Technology," American Journal of Education, 94(November, 1985), 1-32., Thomas F. Green

Annotation: Elucidates conscience as craft, membership, sacrifice, memory, imagination.

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

 

Grollios, Georgios, Paulo Freire and the Curriculum. Boulder, CO: Paradigm Publishers, 2009., Georgios Grollios

Annotation: Gives a comprehensive analysis and elucidation of Freire's ideas on education and curriculum; examines the contexts in which his ideas were formulated and the settings in which he put them into practice; differentiates his perspective on curriculum planning from other historic and contemporary perspectives.

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

 

Grossman, Pamela, Sam Wineburg, and Scott Beers, "When Theory Meets Practice in the World of School'" pp. 1-16 in Sam Wineburg and Pam Grossman, eds., Interdisciplinary Curriculum: Challenges to Interpretation. New York: Teachers College Press, 2000., Pamela Grossman, Sam Wineburg, and Scott Beers

Annotation: Traces the development in the 20th century of interdisciplinary approaches to curriculum and notes gaps in our current understanding of these approaches (which the studies that follow begin to fill in).

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Integration, Content Selection and Organization, Curriculum History

 

Guttchen, Robert S., and Bertram Bandman , eds., Philosophical Essays on Curriculum. Philadelphia: J. B. Lippincott, 1969., Robert S. Guttchen and Bertram Bandman

Annotation: Consists of 19 essays pertaining to the disciplines in the various arts and sciences with implications for the content and organization of curriculum.

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

 

Haines, Michael F., "The Uses of Knowledge as Determinants of College Curriculum," Paper presented at the 1974 Annual Meeting of AERA, Chicago, April, 1974. ERIC Document ED 087 374., Michael F. Haines

Annotation: Describes the preferences of college teachers for the associative, replicative, interpretive, and applicative (Broudy) uses of knowledge.

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

 

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, "Curriculum Design: Historical Perspectives on the Art of the State." Paper presented at the Annual Meeting of the American Educational Research Association, Washington, DC, April, 1987. ERIC Document Reproduction Service ED 281 316.*, David Hamilton

Annotation: Traces the history of the ideas of curriculum and of curriculum design; discusses the natural order of knowledge and/or of development of the child as possible alternatives to which curriculum design should conform.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Content Selection and Organization, Comparative Curriculum

 

Hansen, David T., "John Dewey and a Curriculum of Moral Knowledge," Curriculum and Teaching Dialogue, 9(Nos. 1 & 2, 2007), 173-181., David T. Hansen

Annotation: Interprets Dewey's notion of the relation between knowledge, teaching the academic subjects, and the development of moral principles and purpose.

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

 

Hansen, Klaus-Henning, "Rewriting Bildung for Postmodernity: Books on Educational Philosophy, Classroom Practice, and Reflective Teaching," Curriculum Inquiry, 38(January,2008), 93-115., Klaus-Henning Hansen

Annotation: Reviews three books (2000, 2002, 2003) on the concepts of Bildung and Bildung-centered Didaktik and underlines the need to rewrite Bildung today.

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

 

Harap, Henry, ed., "The Curriculum," Review of Educational Research, 7(April, 1937), 117-236,, Henry Harap

Annotation: Contains chapters on the social basis of curriculum, plans for curriculum building and research, reorganization of subjects, activity curriculum, curriculum surveys, as well as investigations in subject areas of the curriculum and higher education curriculum.

Broad Topical Focus: Curriculum as a Field of Practice and Study, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Comparisons Among Inquiry Modes, Content Selection and Organization

 

Hargreaves, Andy, Teaching in a Knowledge Society: Education in an Age of Insecurity. New York: Teachers College Press, 2003., Andy Hargreaves

Annotation: Defines a knowledge society and the schooling appropriate to it; gives examples of schools failing and succeeding in a knowledge society.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Content Selection and Organization, Value Assumptions and Ideologies in Curriculum

 

Harris, Kevin, Education and Knowledge: The Structured Misrepresentation of Reality. Boston: Routledge & Kegan Paul, 1979., Kevin Harris

Annotation: Analyzes and critiques the role of knowledge and ideology in education.

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

 

Heap, James L., "Discourse in the Production of Classroom Knowledge: Reading Lessons," Curriculum Inquiry, 15(Fall, 1985), 247-279., James L. Heap

Annotation: Presents a study of reading lessons and the constitutive activities that are seen as knowledge in these lessons.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Reading, Teaching/Learning Process, Discourse Analysis, Comparative Curriculum

 

Herrick, Virgil E., "Design of the Curriculum," Review of Educational Research, 29(June, 1957), 270-276., Virgil E. Herrick

Annotation: Reviews studies related to the experience and core curriculum designs and other aspects related to curriculum designs.

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

 

Hill, John C., "Learning the Three Keys," The Educational Forum, 61 (Winter, 1997), 145-152. *, John C. Hill

Annotation: Proposes a model for curriculum design that balances the control, the adaptive, and the personal curriculum within a horizontally aligned program.

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

 

Hirst, Paul H., "Liberal Education and the Nature of Knowledge," pp. 113-138 in R. D. Archambault, ed., Philosophical Analysis and Education . London: Routledge & Kegan Paul, 1965. Reprinted pp. 87-111 in R. S. Peters, ed., The Philosophy of Education . Oxford: Oxford University Press, 1973.*, Paul H. Hirst

Annotation: An analysis of liberal education and of three examples: Harvard's Red Book (1946), Peterson's model (1960), and Hirst's (1965).

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

 

Hirst, Paul H., "The Contribution of Philosophy to the Study of the Curriculum," pp. 39-62 in John F. Kerr, ed., Changing the Curriculum. London: University of London Press, 1968., Paul H. Hirst

Annotation: Describes the contributions of philosophical analysis to the study of curriculum.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Philosophical Inquiry-Ampliative Criticism,Normative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Content Selection and Organization

 

Hirst, Paul H., "The Logic of Curriculum," Journal of Curriculum Studies, 1(May, 1969), 142-158. Reprinted pp. 232-250 in Richard Hooper, ed., The Curriculum: Context, Design & Development . Edinburgh: Oliver & Boyd, 1971. *, Paul H. Hirst

Annotation: Examines the arguments for universal objectives for the curriculum.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Content Selection and Organization, Elementary School Curriculum, Curriculum and the Disciplines, Secondary School Curriculum

 

Hlebowitsh, Peter S. Radical Curriculum Theory Reconsidered: A Historical Approach. New York: Teachers College Press, 1993., Peter S. Hlebowitsh

Annotation: Critiques the radical curriculum theorists from the vantage point of the strengths of Tyler.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Content Selection and Organization, Curriculum Aims and Objectives, Classics of Curriculum Literature

 

Holmes, M., "Ethical Issues in Curriculum," pp. 338-342 in Torsten husen and Thomas N. Postlethwaite, eds., International Encyclopedia of Education. Supplement Volume One. New York: Pergamon, 1988., M. Holmes

Annotation: Reviews efforts to incorporate ethical and moral behavior into the curriculum.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry, Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Ethical Issues in Curriculum, Content Selection and Organization

 

Hopkins, David, "Toward the 'Personalized' Curriculum" and "Metcognition and Learning How to Learn," pp. 60-69 in his Every School a Great School: Realizing the Potential of System Leadership. New York: Open University Press, 2007., David Hopkins

Annotation: Summarizes principles for creating the personalized curriculum and its constituent strategies, content, and skills.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Content Selection and Organization

 

Hopkins, L. Thomas, ed., "The Curriculum," Review of Educational Research, 1(January, 1931), 3-64., L. Thomas Hopkins

Annotation: Contains chapters on curriculum making, objectives, learning activities, time allotment and grade placement, measuring ability and achievement, evaluation, and public and private school curricula.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Content Selection and Organization, Curriculum Aims and Objectives, Religious & Private Schooling

 

Horn, Raymond A., Jr., "What You Don't Know about Standards," pp. 69-87 in Shirley R. Steinberg, and Joe L. Kincheloe, eds., What You Don't Know about Schools. New York: Palgrave Macmillan, 2006., Raymond A. Horn Jr.

Annotation: Reviews the distinction between technical standards and standards of complexity and the differences in curriculum content, teaching and learning, and evaluation that result from the two types; argues for standards of complexity.

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

 

Howey, Ken, "Designing Coherent and Effective Teacher Education Programs," pp. 143-170 in John Sikula, ed., Handbook of Research on Teacher Education, 2nd Ed. New York: Macmillan, 1996.*, Ken Howey

Annotation: Reviews several dimensions of developing a coherent curriculum design in teacher education.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Content Selection and Organization, Teacher Education, Curriculum Frameworks

 

Howlett, James, and Brad Huff, "Industrial Arts/Technology: What Are We Doing?" Phi Delta Kappan, 88(June, 2007), 764-767., James Howlett and Brad Huff

Annotation: Makes the case for industrial arts/technology in the curriculum at the present time.

Broad Topical Focus: Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Content Selection and Organization, Computers and Technology as Subjects

 

Huebner, Dwayne, "Education and Spirituality," JCT: An Interdisciplinary Journal of Curriculum Studies, 11(No. 2, 1995), 13-38., Dwayne Huebner

Annotation: Addresses the spiritual dimensions of curriculum theory in terms of goals, content, teaching, and evaluation (criticism).

Broad Topical Focus: Curriculum Proposals in Coherent Form, Curriculum Development, Organization, Design, Curriculum Conceptions and Theories, Curriculum Decision-making Processes
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, Content Selection and Organization

 

Huebner, Dwayne E., "Spirituality and Knowing," pp. 159-173 in Elliot W. Eisner , ed., Learning and Teaching the Ways of Knowing, Eighty-fourth Yearbook of the NSSE, Part II. Chicago: University of Chicago Press, 1985., Dwayne E. Huebner

Annotation: Discusses an appropriate definition of spirituality for use in education and asks whether there are spiritual modes of knowing; explains an affirmative answer.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Religious Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Values in the Classroom, Value Assumptions and Ideologies in Curriculum

 

Huebner, Dwayne, and Joao M. Paraskeva, "Curriculum Aferward: The Dialogue: Dwayne Huebner and Joao M. Paraskeva," pp. 215-262 in Joao M. Paraskeva, Conficts in Curriculum Theory, 2nd Ed. Palgrave Macmillan, 2021., Dwayne Huebner and Joao M. Paraskeva

Annotation: Presents an overview of Huebner's professional ans scholarly journey; identifies criticisms of the direction curriculum thought has taken over the past 70 years; shows points of agreement with work being done by Paraskeva; needed new directions are to be found throughout this fascinating dialogue.

Broad Topical Focus: Curriculum Theorists, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry - Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Theorists, Clssics of Curriculum Literature, Curriculum Thoery Creation and USes, Content Selection and Organization, Literature of Curriculum, Vaue Assmptions and Ideologies in Curriculum

 

Hughes, Philip, "Decisions and Curriculum Design," Educational Theory, 12(July, 1962), 187-192., Philip Hughes

Annotation: Analyzes and critiques assumptions behind curriculum decisions made in the science curriculum of the time.

Broad Topical Focus: Curriculum Development, Organization, Design,Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Philosophical Schools, Science, 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

 

Jacobs, Heidi Hayes, "A New Essential Curriculum for a New Time," pp. 7-17 (and 3 related articles, pp. 18-79) in Heidi Hayes Jacobs, ed., Curriculum 21: Essential Education for a Changing World. Alexandria, VA: Association for Supervision and Curriculum Development,, 2010., Heidi Hayes Jacobs

Annotation: Makes the case for upgrading the curriculum within a new vision of schools that fully utilizes current technologies; threats upgrading assessment, content, program structures, and grouping of students and of professionals; introduces 9 related essays in this book which discuss and give examples of new visions at work in schools.

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
Type of Study: Single Study
Narrow Topic: Media and Computers in Curriculum Development, Curriculum Frameworks, Content Selection and Organization, Student Assessment

 

Jardine, David W., "On the Integrity of Things: Reflections on the 'Integrated Curriculum'," pp. 171-176 in David W. Jardine, Sharon Friesen, and Patricia Clifford, Curriculum in Abundance. Mahwah, NJ: Lawrence Erlbaum, 2006., David W. Jardine

Annotation: Provides a rationale for curriculum that reflects the integrity rather than the fragmentation of living knowledge.

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

 

Jardine, David W., Sharon Friesen, and Patricia Clifford, Curriculum in Abundance. Mahwah, NJ: Lawrence Erlbaum, 2006., David W. Jardine, Sharon Friesen, and Patricia Clifford

Annotation: Illuminates the potential of a curriculum in abundance rather than the deadliness of the current curriculum of scarcity; in his foreword to these essays, W. F. Pinar highlights the significance of this metaphoric vision of curriculum as presented by the authors.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Visions and Philosophies, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Collection of Studies
Narrow Topic: Curriculum Aims and Objectives, Content Selection and Organization, Teaching/Learning Process