Narrow Topic - Content Selection and Organization

 

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Page, Reba N., "Curriculum Matters," pp. 39-65 in David T. Hansen, ed., John Dewey and Our Educational Prospect: A Critical Engagement with Dewey's "Democracy and Education". Albany, NY: State University of New York Press, 2006., Reba N. Page

Annotation: Examines Dewey's ideas on the parallels between informal and formal educational experiences; points out how the sections of "Democracy and Education" that focus on curriculum can speak to our times as well as Dewey's times.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Classics of Curriculum Literature, Content Selection and Organization, Curriculum as Experience

 

Page, Reba N., "The Uncertain Value of School Knowledge: Biology at Westridge High," Teachers College Record, 100(Spring, 1999), 554-601., Reba N. Page

Annotation: Uncovers the factors in one high school's science classes that work against high quality science teaching and learning; illustrates curriculum-as-hybrid form of school knowledge.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Case Study
Narrow Topic: Content Selection and Organization, Ideology and School Knowledge, Science, Teaching/Learning Process

 

Paraskeva, Joao M., "Epistemicides: Toward and Itinerant Curriculum Theory," pp. 261-289 in Joao M. Paraskeva and Shirley R. Steinberg, eds., Curriculum: Decanonizing the Field. New York: Peter Lang, 2016., Joao M. Paraskeva

Annotation: Explains the author's conception of an Itinerant Curriculum Theory; relates this to several philosophical issues--primarily to issues of epistemology; advocates against a curriculum canon and the exclusion of epistemologies from non-western cultures.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Comparative Curriculum, Content Selection and Organization, Curriculum and Politics, Ideology and School Knowledge, Knowledge Generation, Value Assumptions and Ideologies in Curriculum

 

Peatling, John H., "Research and Religious Education," Religious Education, 73(September-October, 1978), S101-S125., John H. Peatling

Annotation: Reviews research from 1920-1977 in religious education, character education, and related topics.

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

 

Peddiwell, J. Abner, The Saber-Tooth Curriculum, The Classic Edition. New York: McGraw-Hill, 2004. (1st Edition, 1939), J. Abner Peddiwell

Annotation: Satarizes curricular anachronisms through humorous narrative.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Classics of Curriculum Literature, Criticism of Schooling

 

Perkins, David N., Knowledge as Design. Hillsdale, NJ: Lawrence Erlbaum Associates, 1986., David N. Perkins

Annotation: Elucidates how knowledge as design (rather than as information) can be understood as a preferred basis for curriculum and schooling.

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

 

Petrie, Hugh G., "Interdisciplinary Education: Are We Faced With Insurmountable Opportunities," pp. 299-333 in. Gerald Grant, ed., Review of Research in Education , 18: 1992. Washington, D.C. : American Educational Research Association, 1992., Hugh G. Petrie

Annotation: Analyzes differences between disciplines, interdiciplinarity, multidisciplinarity, and transdiciplinarity.

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

 

Petrina, Stephen, "The Politics of Curriculum and Instructional Design/ Theory/ Form: Critical Problems, Projects, Units, Modules," Interchange, 35(March, 2004), 81-126., Stephen Petrina

Annotation: Urges curriculum theorists to understand and work with instructional designers, and vice versa.

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

 

Phenix, Philip H., Realms of Meaning . New York: McGraw-Hill, 1964., Philip H. Phenix

Annotation: Provides a systematic treatment of 16 realms of meaning as a theory of curriculum for general education.

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

 

Phenix, Philip H., "The Architectonics of Knowledge," pp. 44-62 in Stanley Elam, ed., Education and the Structure of Knowledge . Chicago: Rand McNally, 1964., Philip H. Phenix

Annotation: Categorizes knowledge by nine generic classes (synnoetics, aesthetics, symbolics, emperics, morals, ethics, history, philosophy, religion) on the basis of whether it refers to singular, general, or comprehensive knowledge and whether it is concerned with fact, form, or norm.

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

 

Phenix, Philip H., "The Disciplines as Curriculum Content," pp. 57-65 in A. Harry Passow, ed., Curriculum Crossroads . New York : Teachers College Press, 1962. Reprinted pp. 133-137 in Edmund C. Short and George D. Marconnit, eds., Contemporary Thought on Public School Curriculum . Dubuque, IA: Wm. C. Brown Co., 1968. Reprinted pp. 139-148 in James R. Gress, ed., Curriculum: An Introduction to the Field . Berkeley, CA: McCutchan, 1988., Philip H. Phenix

Annotation: Argues that all curriculum content should be drawn from the disciplines; explains why they are teachable in this form due to analytic simplification, synthetic coordination, and dynamism.

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

 

Phenix, Philip H., "The Use of the Disciplines as Curriculum Content," The Educational Forum, 26(March, 1962), 273-280., Philip H. Phenix

Annotation: Explains the advantage of a curriculum defined by the disciplines of knowledge.

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

 

Phillips, Richard C., "Development of the Term, Core Curriculum," Educational Forum, 29( May, 1965), 423-430., Richard C. Phillips

Annotation: Traces the early sources of the core curriculum and current definitions of the term; drawn from his dissertation from Northwestern University, 1962, entitled, "An Historical Study of the Concept Curriculum."

Broad Topical Focus: Curriculum Development, Organization, Design
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 Integration

 

Pinar, William F., "'Bildung' and the Internationalization of Curriculum Studies," Transnational Curriculum Inquiry, 3(No. 2, 2006). http://nitinat.library.ubc.ca/ojs/index.php/tci, William F. Pinar

Annotation: Explores and analyzes differences between Didaktik and Bildung traditions in relation to North American Curriculum Studies.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Comparative Curriculum, American/International Curriculum Organizations, Content Selection and Organization

 

Pinar, William F., "Relocating Cultural Studies into Curriculum Studies," pp. 79-93 in William F. Pinar, The Synoptic Text Today and Other Esssays: Curriculum Development after the Reconceptualization. New York: Peter Lang, 2006., William F. Pinar

Annotation: Gives a rationale for why scholarly work in Cultural Studies has been (and should be) incorporated into Curriculum Studies; illustrates with examples.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum as a Field of Practice and Study, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Content Selection and Organization

 

Pinar, William F., "The Synoptic Text Today," JCT, 20(Spring, 2004), 7-22. Reprinted pp. 1-14 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: Recommends doing historical synopses of research on the intellectual content of the curriculum.

Broad Topical Focus: Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Ideology and School Knowledge, Content Selection and Organization

 

Popkewitz, Thomas S., "Educational Reform: Rhetoric, Ritual, and Social Interest," Educational Theory, 38 (Winter, 1988), 77-93., Thomas S. Popkewitz

Annotation: Discusses the social construction of schooling as evidenced by changes in curriculum and teaching; discusses the social distribution of knowledge and the discourses of school reform as evidence of social and political relations and interests.

Broad Topical Focus: Curriculum Policies and Policy Making,Curriculum Change,Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Critical Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Ideology and School Knowledge

 

Popkewitz, Thomas S., "The Production of Reason and Power: Curriculum History and Intellectual Traditions," Journal of Curriculum Studies, 29(March-April, 1997), 131-164., Thomas S. Popkewitz

Annotation: Discusses curriculum as systems of regulation and discipline in the historical examination of school subjects.

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

 

Porter, Andrew C., "National Standards and School Improvement in the 1990s: Issues and Promise," American Journal of Education, 102(August, 1994), 42l-449., Andrew C. Porter

Annotation: Analyzes different types of standards as they are emerging from current debates on curriculum standards; also discusses several related issues.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Curriculum Standards and Testing, Curriculum and Politics, Content Selection and Organization

 

Porter, Andrew, Jennifer McMaken, Jun Hwang, and Rui Yang, "Common Core Standards: The New U. S. Intended Curriculum," Educational Researcher, 40(April, 2011), 103-116., Andrew Porter, Jennifer McMaken, Jun Hwang, and Rui Yang

Annotation: Analyzes differences between the recently developed common core standards and those currently functioning in several selected states--in mathematics and English language arts; employs an alignment by cells procedure from the Survey of Enacted Curriculum (Porter, ER, 37(7), 2002); compares content topics and cognitive demand, among other matters.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Evaluation, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Content Selection and Organization, Curriculum and Politics

 

Posner, George J., "Curriculum Knowledge," pp. 1223-1227 in T. Husen and T. N. Postlethwaite, eds., International Encyclopedia of Education . New York: Pergamon, 1984., George J. Posner

Annotation: Discusses knowledge as curriculum content and knowledge of curriculum development (means-end, naturalistic, epistemological, analysis of experiences and preconceptions, approaches).

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Decision-making Processes, Curriculum Conceptions and Theories, Curriculum Research Domains and Structure
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

 

Posner, George J., and Kenneth A. Strike, "A Categorization Scheme for Principles of Sequencing Content," Review of Educational Research, 46(Fall, 1976), 665-690.*, George J. Posner and Kenneth A. Strike

Annotation: Presents six major content sequencing principles and explores their applicability to existing schemes and for future development of curricula.

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

 

Prawat, Richard S., "The Value of Ideas: Problems versus Possibilities in Learning," Educational Researcher, 22(August-September, l993), 5-16.*, Richard S. Prawat

Annotation: Reviews the idea-based social-constructivism (embedded) approach to designing curriculum and instruction.

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, Value Assumptions and Ideologies in Curriculum

 

Preston, Ralph C., and Estoy T. Reddin, "Status of the Curriculum," Review of Educational Research, 27(June, 1957), 250-261., Ralph C. Preston and Estoy T. Reddin

Annotation: Treats briefly types of curriculum organization and programs (including core curriculum and various subjects) and other 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

 

Priestley, Mark, and Gert Biesta, eds., Reinventing the Curriculum: New Trends in Curriculum Policy and Practice. London: Bloomsbury, 2013., Mark Priestley and Gert Biesta

Annotation: Presents several writers' examination of the origins and development of Scotland's Curriculum for Excellence (2012) as well as its focus on capacities and outcomes; provides critiques of these focal elements; compares it to Australian and Unites States curricula, among others; assesses the prospect of using its approach in other settings.

Broad Topical Focus: Curriculum Develpment, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophiclal Inquiry--Ampliative Criticism; Philosophical Inquiry--Speculative Essay, Historical Inquiry, Theoretical/Conceptual Inquiry
Type of Study: Collection of Studies, Case Study
Narrow Topic: Comparative Curriculum, Curriculum Development Strategies, Curriculum History, Content Selection and Organization

 

Proctor, Nigel, "Matching the School Curriculum and Teacher Education," Journal of Education for Teaching, 12(No. 2, 1986), 141-153., Nigel Proctor

Annotation: Provides charts on aims and designs in DES and HMI papers in England and Wales; discusses teacher education's need to match these.

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

 

Purpel, David E., "Goals 2000, The Triumph of Vulgarity, and the Legitimation of Social Justice," pp. 57-70 in David E. Purpel, Moral Outrage in Education. New York: Peter Lang, 1999., David E. Purpel

Annotation: Analyzes and critiques the language and ideology of Goals 2000 policies and procedures and offers an alternative.

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

 

Purpel, David E., "Holistic Education in a Prophetic Voice," pp. 109 - 131 in David E. Purpel, Moral Outrage in Education. New York: Peter Lang, 1999., David E. Purpel

Annotation: Draws the parallel between the prophetic tradition in religion and the critical function needed in relation to curriculum policies and programs.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design, Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization

 

Purpel, David E., "Moral Outrage and Education," pp. 187-207 in David E. Purpel, Moral Outrage in Education. New York: Peter Lang, 1999., David E. Purpel

Annotation: Argues that cultural and social transformation can be achieved, not by study and criticism, but by application of spirituality in education; awe, faith, ultimate meaning, commitment, confession, moral outrage, and grief.

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

 

Purpel, David E., The Moral and Spiritual Crisis in Education: A Curriculum for Justice and Compassion in Education . Granby, MA: Bergin & Garvey, 1989., David E. Purpel

Annotation: Proposes a religious and moral framework for American public education.

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

 

Purpel, David E., and Kevin Ryan, "It Comes with the Territory: The Inevitability of Moral Education in the Schools," pp. 357-365 in James R. Gress, ed., Curriculum: An Introduction to the Field. Berkeley, CA: McCutchan, 1988., David E. Purpel and Kevin Ryan

Annotation: Argues for making moral education visible in the curriculum, in the hidden curriculum, and in the school culture.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry
Type of Study: Single Study
Narrow Topic: Hidden Curriculum, Character Education, Values in the Classroom, Content Selection and Organization

 

Raizen, Senta A., "Standards for Science Education," Teachers College Record, 100(Fall, 1998), 66-121., Senta A. Raizen

Annotation: Analyzes the concept of standards and its use and purposes (pp. 72-75) as a preamble to a review of the various science standards developed by AAAS, NSTA, NRC, etc.

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

 

Reid, William A., "The Technological Society and the Concept of General Education," pp. 115-131 in Ian Westbury and Alan C. Purves, eds., Cultural Literacy and the Idea of General Education , Eighty-Seventh Yearbook of the NSSE, Part II. Chicago: University of Chicago Press, 1988., William A. Reid

Annotation: Traces the arguments for general education in light of the technological society.

Broad Topical Focus: Curriculum Conceptions and Theories,Curriculum Policies and Policy Making,Curriculum Development, Organization, Design,Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Philosophical Inquiry-Ampliative Criticism,Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Liberal Education/General Education, Value Assumptions and Ideologies in Curriculum, Content Selection and Organization

 

Reimers, Fernando M, and Connie K. Chung, eds., Teaching and Learning for the Twenty-First Century. Cambridge, MA: Harvard Education Press, 2016., Fernando M. Reimers and Connie K. Chung

Annotation: Reports on studies in six countries (Singapore, China, Chile, Mexico, India, United States--Massachusetts) on the degree to which they have included and successfully implemented 21st Century Knowledge and Skills as stipulated in the 2012 National Research Council list; summaries of cross-country differences and similarities are also included.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Evaluation, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Evaluative Inquiry
Type of Study: Status Study
Narrow Topic: Comparative Curriculum, Content Selection and Organization, Curriculum Aims and Objectives, Curriculum Implementation, Program Audit/Evaluation

 

Reiss, Michael J., and John White, An Aims-based Curriculum: The Significance of Human Flourishing for Schools. London: The Institute of Education Press, University of London, 2013, Michael J. Reiss and John White

Annotation: Outlines a curriculum design based on the general aim of equipping every student to lead a personally flourishing life (and derivative sub-aims) rather than on knowledge-based (subject-centered) aims; spells out a rationale for this model of curriculum design and offers illustrative examples of both dispositions and understandings derived from such aims; describes processes for implementing this model thorough changes in policy and professional actions; written with specific reference to curriculum in England but applicable elsewhere.

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: Curriculum Aims and Objectives, Content Selection and Organization, Curriculum Development Strategies, Comparative Curriculum

 

Roberts, Julian, "Curriculum Development and Experimentation," Review of Educational Research, 36(June, 1966), 353-361., Julian Roberts

Annotation: Examines projects designed to structure curriculum in new ways in various subjects.

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

 

Rogers, Bethany, "Informing the Shape of the Curriculum: New Ways of Knowledge and Its Representation in Schooling," Journal of Curriculum Studies, 29(November-December, 1997), 683-710., Bethany Rogers

Annotation: Critiques the use of disciplinary knowledge as basis for school subjects; suggests alternatives such as problem-solving experiences.

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

 

Roseboro, Donyell L., "Mediated Youth, Curriculum, and Cyberspace: Pivoting the In-Between," pp. 360-369 in Awad Ibrahim and Shirley R. Steinberg, eds., Critical Youth Studies Reader. New York: Peter Lang, 2014., Donyell L. Roseboro

Annotation: Discusses the curriculum of cyberspace, a typology of the cyberspace curriculum (that operates in an "in-between" reality), and four paradoxes: 1) finished product/perpetually editable, 2)distance/proximity, 3) familiarity/newness, 4) visibility/invisibility/hypervisibility.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Media and Computers in Curriculum Development, Content Selection and Organization

 

Rosenmund, Moritz, Anna-Vereva Fries, and Werner Heller, eds., Comparing Curriculum-Making Processes. Bern, Switzerland: Peter Lang, 2002., Moritz Rosenmund, Anna-Vereva Fries, and Werner Heller

Annotation: Presents 22 research papers on various aspects of curriculum-making in 12 countries.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Collection of Studies
Narrow Topic: Comparative Curriculum, Content Selection and Organization

 

Rugg, Harold O., "A Preface to the Reconstruction of the American School Curriculum," Teachers College Record, 27(March, 1926), 600-616., Harold O. Rugg

Annotation: Makes a case for problem-oriented curriculum organization in support of a social-reconstruction purpose for curriculum.

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

 

Rutten, Kris, and Ronald Soetaert, "Revisiting the Rhetorical Curriculum," Journal of Curriculum Studies, 44(No. 6, 2012), 727-743., Kris Rutten and Ronald Soetaert

Annotation: Makes the case for inclusion of the new rhetoric in the curriculum; reviews the related literature; introduces a set of essays related to the topic appearing in the same issue of the Journal of Curriculum Studies.

Broad Topical Focus: Curriculum Policies and Policy Making, 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: Content Selection and Organization, English

 

Sandlin, Jennifer A., and Jennifer L. Milam, "Cultural Jamming as Curriculum: Exploring the Critical Public Pedagogy of Adbusters and Reverend Billy," pp. 131-150 in Sheri Leafgren, Brian D. Schultz, Michael P. O'Malley, Larry Johnson, Jeanne F. Brady, and Audrey M. Dentith, eds., The Articulation of Curriculum and Pedagogy for a Just Society: Advocacy, Artistry, and Activism. Troy, NY: Educator's International Press, 2007., Jennifer A. Sandlin and Jennifer L. Milam

Annotation: Describes efforts at jamming (or confronting) cultural messages in ads from a critical curriculum perspective.

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

 

Santos, Bonaventura de Sousa, "Ecologies of Knowledge," pp. 185-211 in Bonaventura de Sousa Santos, Epistemologies of the South: Justice Against Epistemicide. New York: Rutledge, 2014., Bonaventura de Sousa Santos

Annotation: Make the case that epistemologies other than those generated by European and North American philosophers (e. g., those from the Global South) should be included in an "ecology of knowledge"; refers chiefly to non-scientific knowledges such as those based on the experience of persons and on various practice (especially of local knowledge and by subaltern groups); extensive explication of the concept is presented; offers thirteen observations as a basis for bringing about such an ecology of knowledge; the book containing this chapter discusses the concept of cognitive justice and its implications world-wide.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Contexts and Societal Influences
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry, Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum and the Disciplines, Value Assumptions and Ideologies in Curriculum, Practical Knowledge, Knowledge Utilization, Ideology and School Knowledge, Content Selection and Organization

 

Sarid, Ariel, "Rethinking the Modernist Curriculum with Habermas's Concept of Self-Critical Appropriation,"Journal of Curriculum Studies, 49(Issue 4, 2017),456-475., Ariel Sarid

Annotation: Analyzes the issue of disciplinary and interdisciplinary subjects in the curriculum by reference to some studies from UK, France, and Finland in light of Habermas's position; concludes that a balanced curriculum is desirable.

Broad Topical Focus: 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: Comparative Curriculum, Content Selection and Organization, Curriculum and the Disciplines

 

Saunders, M. S., "Locality and the Curriculum: Towards a Positive Critique," Comparative Education, 15(No. 2, 1979), 217-230., M. S. Saunders

Annotation: Describes how curriculum content can be drawn from the local community in the context of contextualized, decontextualized, and interventional frameworks.

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

 

Saylor, J. Galen, "Design of the Curriculum," Review of Educational Research, 24(June, 1954), 204-213., J. Galen Saylor

Annotation: Discusses the nature of curriculum design and various approaches at secondary and elementary levels; discusses the core curriculum.

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 Integration

 

Scarino, Angela, "The Australian Curriculum and Its Conceptual Bases: A Critical Analysis," pp. 19-29 in Alan Reid and Deborah Price, eds., The Australian Curriculum: Promises, Problems, and Possibilities. Canberra: Australian Curriculum Studies Associationm 2018., Angela Scarino

Annotation: Identifies a lack of conceptual bases in the Australian Curriculum for its view of learners and their life-worlds, for its view of learning, for its view of knowledge and knowing, and for its view of the curriculum as a whole.

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; Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Frameworks, Curriculum Development Strategies, Content Selection and Organization, Curriculum Theory Creation and Uses, Comparative Curriculum

 

Schank, Roger, Teaching Minds: How Cognitive Science Can Save Our Schools. New York: Teachers College Press, 2011., Roger Schank

Annotation: Proposes a cognitive process-based education built around 12 processes: four conceptual processes (prediction, judgment, experimentation, evaluation), four analytic processes (argument, planning, causation, judgment), and four social processes (influence, teamwork, negotiation, describing); argues against a subject-centered (knowledge) curriculum; sees online schooling as the future of education.

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: Content Selection and Organization, Curriculum Aims and Objectives, Curriculum as Experience, Media and Computers in Curriculum Development, Practical Knowledge, Criticism of Schooling

 

Scheffler, Israel, "Philosophy and the Curriculum," pp. 31-41 in his Reason and Teaching . Indianapolis, IN: Bobbs-Merrill, 1973., Israel Scheffler

Annotation: Describes the analytic form of thought and related issues as they apply to various subjects in the curriculum; discusses philosophical inquiry processes as applied to education.

Broad Topical Focus: Curriculum Inquiry Guidelines,Curriculum Conceptions and Theories
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: Content Selection and Organization, School Subjects, Knowledge Generation

 

Schmidt, William H., Andrew C. Porter, Robert E. Floden, Donald J. Freeman, and John R. Schwille, "Four Patterns of Teacher Content Decision-Making," Journal of Curriculum Studies, 19(September-October, 1987), 439-455., William H. Schmidt, Andrew C. Porter, Robert E. Floden, Donald J. Freeman, and John R. Schwille

Annotation: Reports a study of teachers' content decision-making across nine factors.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum Implementation

 

Schofield, Harry, "The Concept 'Curriculum'," pp. 123-148 in his The Philosophy of Education: An Introduction . London: Barnes and Noble, 1972., Harry Schofield

Annotation: Presents criteria for curriculum content and describes the influence of method and culture on curriculum.

Broad Topical Focus: Curriculum Definitions,Curriculum Conceptions and Theories,Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Content Selection and Organization

 

Schoonmaker, Frances, "Curriculum Making, Models, Practices and Issues: A Knowledge Fetish?" pp. 1-33 in Lyn Corno, ed., Education Across a Century: The Centennial Volume. 100th Yearbook of the National Society for the Study of Education, Part I. Chicago: The University of Chicago Press, 2001.*, Frances Schoonmaker

Annotation: Presents an analysis of the NSSE yearbooks on curriculum and references in many others to curriculum making; the 26th Yearbook is a central volume in the analysis; offers a new question for curriculum making: what is worth knowing?

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Enactment and Teaching, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Literature of Curriculum, Classics of Curriculum Literature, Content Selection and Organization, Curriculum Development Strategies

 

Schrag, Francis, "Conceptions of Knowledge," pp. 268-301 in Philip W. Jackson, ed., Handbook of Research on Curriculum. New York: Macmillan,1992., Francis Schrag

Annotation: Reviews six traditions in education concerning knowledge (apprenticeship, philosophical, rhetorical, scientific, psychotherapeutic, mystical); summarizes the conceptualization, selection, and organization of knowledge in curriculum; traces attempts to distinguish kinds of knowledge; and gives an overview of critical sociology of knowledge.

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: Knowledge Generation, Value Assumptions and Ideologies in Curriculum, Philosophical Schools, Content Selection and Organization

 

Schubert, William H., "Knowledge About Out-of-School Curriculum," The Educational Forum, 45(January, 1981), 185-198.*, William H. Schubert

Annotation: Makes the case for why knowledge of out-of-school curriculum pursued by students is important; makes recommendations on how to use such knowledge in planning in-school curriculum.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Decision-making Processes, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Criticism of Schooling, Curriculum Deliberation

 

Schubert, William H., "Toward Lives Worth Living and Sharing: Historical Perspectives on Curriculum Coherence," pp. 146-157 in James A. Beane, ed., Toward a Coherent Curriculum. Alexandria, VA: Association for Supervision and Curriculum Development, 1995., William H. Schubert

Annotation: Traces theoretical work on coherence from an historical perspective.

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

 

Schubert, William H., "What Is Worthwhile: From Knowing and Needing to Being and Sharing," Journal of Curriculum and Pedagogy, 6(Summer, 2009), 22-40., William H. Schubert

Annotation: Elucidates the author's view of curriculum's central question for both curriculum scholars and for educating children, youth, and adults.

Broad Topical Focus: 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 Aims and Objectives, Content Selection and Organization

 

Schultz, Brian, "Curriculum Based on 'Their' Priority Concerns," pp. 113-130 in Jennifer L. Milam, Stephanie Springgay, Kris Sloan, and B. Stephen Carpenter II, Curriculum for a Progressive, Proactive, Poetic, and Public Pedagogy. Troy, NY: Educator's International Press, 2006., Brian Schultz

Annotation: Reports on a civic action curriculum co-created by students and their teacher in the Cabrini Green section of Chicago.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Curriculum as Experience, Content Selection and Organization, Authority of Teacher, Social Studies

 

Schwab, Joseph J., "Education and the Structure of the Disciplines," pp. 229-272 in Ian Westbury and Neil J. Wilkof, eds., Joseph J. Schwab: Science, Curriculum and Liberal Education: Selected Essays. Chicago: University of Chicago Press, 1978., Joseph J. Schwab

Annotation: Discusses how the structure of the disciplines is relevant for curriculums, shows how it is relevant to the imparting of arts and skills and to the curriculum maker; reviews the Comtean analysis of discipline structure and a revised (recent) version; discusses the places of structure in the curriculum.

Broad Topical Focus: 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 and the Disciplines

 

Scott, David, "Knowledge and the Curriculum," The Curriculum Journal, 25(No. 1, 2014),14-28., David Scott

Annotation: Focuses on knowledge and how it relates to school curriculum; explores the reasons necessary to justify knowledge inclusion into and exclusion from the curriculum; discusses arguments from Foundationalism, Instrumentalism, Pragmatism, and social epistemologies; concludes with a set of principles from which a curriculum rationale can be developed.

Broad Topical Focus: 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, Curriculum and the Disciplines

 

Searles, W. E., "A Substantiation of Macdonald's Models in Science Curriculum Development," The Journal of Curriculum Theorizing, 4(Winter, 1982), 127-155. Reprinted as "A Taxonomic Study of Curriculum Development Models Used in Science Education," European Journal of Science Education, 3(January-March, 1981), 77-91., W. E. Searles

Annotation: Reviews the models of curriculum development set forth by Macdonald and three conceptions of curriculum; reviews the development of science curriculum from 1850 onward in light of these models and conceptions; tests basis for content selection and organization via criteria drawn from ten leading curriculum theorists.

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

 

Selden, Steven, "Biological Determinism and the Narrative of Adjustment: The High School Biology Textbooks of Truman Jesse Moon, c 1921-1963," Curriculum Inquiry, 37(June, 2007), 159-196., Steven Selden

Annotation: Examines the presence of eugenics thought in a textbook series in biology along with the reasons for this content.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Guides, Plans, Documents, Materials
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Science, Ideology and School Knowledge, Content Selection and Organization, Materials Development and Evaluation

 

Shaw, Beverly, "The Content of the Curiculum," pp.129-166 in her Educational Practice and Sociology: An Introduction . Oxford: Marten Robertson, 1981., Beverly Shaw

Annotation: Shows how the content of the curriculum is controlled by the policies set; discusses the common curriculum and the education of girls among other topics.

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: Ideology and School Knowledge, Content Selection and Organization

 

Shaw, Francine Shuchat, "In Search of Congruence," pp. 227-249 in George Willis, ed., Qualitative Evaluation . Berkeley, CA: McCutchan, 1978., Francine Shuchat Shaw

Annotation: Argues for congruence between the artistic principles of intructional methods and the content being taught.

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: Content Selection and Organization, Teaching/Learning Process

 

Shaw, Francine Shuchat, "The Meanings of Congruence," The Journal of Curriculum Theorizing, 2(Winter, 1980), 178-202., Francine Shuchat Shaw

Annotation: Discusses need for congruence between content and the form of educational experience provided.

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: Content Selection and Organization, Curriculum as Experience

 

Short, Edmund C., A Coherent Curriculum for Every Student: Curriculum Proposals for Possible Adoption. Lanham, MD: Rowman & Littlefield, 2020., Edmund C. Short

Annotation: Summarizes 33 coherent proposes for K-12 curriculum drawn from publications over many decades and briefly annotates more than 60 less comprehensive ones; proposals are grouped by focus: academic, democratic, global, living, person, problems, values; provides curriculum planners with options for possible adoption in one convenient resource.

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

 

Short, Edmund C., "A Historical Look at Curriculum Design," Theory Into Practice, 25(Winter, 1986), 3-9.*, Edmund C. Short

Annotation: Analyzes the value differences behind six curriculum.

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

 

Short, Edmund C., "Curriculum Decision Making in Teacher Education: Policies, Program Development, and Design," Journal of Teacher Education , 38 (July- August, 1987), 2-12.*, Edmund C. Short

Annotation: Specifies steps in policy making and curriculum development in teacher education; sets forth design criteria; and discusses role of unifying themes.

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

 

Short, Edmund C., "The Concept of Competence: Its Use and Misuse in Education," Journal of Teacher Education , 36(March-April, 1985), 2-6.*, Edmund C. Short

Annotation: Analyzes the concept of competence and draws implications for establishing objectives and determining evaluation policy.

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

 

Short, Edmund C., and Thomas J. Jennings, Jr., "Multidisciplinary: An Alternative Approach to Curriculum Thought," Educational Leadership, 33(May, 1976), 590-594.*, Edmund C. Short and Thomas J. Jennings Jr.

Annotation: Explains the multidisciplinary approach to curriculum design.

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

 

Short, Edmund C., and George D. Marconnit, eds., Contemporary Thought on Public School Curriculum. Dubuque, IA: Wm C. Brown Compmany Publishers, 1968., Edmund C. Short and George D. Marconnit

Annotation: Contains 89 readings on curriculum in five sections (curriculum as a field of study, curriculum purposes and objectives, curriculum quality, curriclulum theory and processes, perspectives for the future).

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, Literature of Curriculum

 

Shwartz, Yael, Ayelet Weizman, David Fortus, Joseph Krajcik, and Brian Reiser, "THe IQWST Experience: Using Coherence as a Design Principle for a MIddle School Science Curriculum," Elementary School Journal, 109(November, 2008), 199-291., Yael Shwartz, Ayelet Weizman, David Fortus, Joseph Krajcik, and Brian Reiser

Annotation: Reports a study of how a middle school science curriculum dealt with five aspects of coherence.

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

 

Sichel, Betty, "Forms of Knowledge or the Unity of Knowledge," pp. 45-55 in Mary Anne Raywid, ed., Philosophy of Education 1972, Proceedings of the 28th Annual Meeting of the Philosophy of Education Society. Edwardsville, IL: Studies in Philosophy and Education, Southern Illinois University, 1972., Betty Sichel

Annotation: Discusses the difference between the separate disciplines curriculum and one based on awe, wonderment, and unity.

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

 

Silberstein, Moshe, "Curriculum Studies: Teacher Education Programs," pp. 232-235 in Torsten Husen and Thomas N. Postlethwaite, eds., International Encyclopedia of Education. Supplement Volume One. New York: Pergamon, 1988., Moshe Silberstein

Annotation: Treats the problem of integrating curriculum knowledge and skills into teacher education curriculum; cites both generic and particular models.

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, Programs of Study in Curriculum and Instruction, Teacher Education

 

Singhm, Mano, Quest for Truth: Scientific Progress and Religious Beliefs. Bloomington, IN: Phi Delta Kappa International, 2000., Mano Singhm

Annotation: Articulates the method and nature of truth characteristic of science; contrasts this with religious truth; explores the conflict between creationism and evolution; discusses a way of teaching science consistent with his analysis of scientific knowledge.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry, Religious Inquiry, Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Value Assumptions and Ideologies in Curriculum, Science, Knowledge Generation

 

Sizer, Theodore R., "Courses" pp. 116-134 in The New American High School. San Francisco: Jossey-Bass, 2013., Theodore R. Sizer

Annotation: Gives the author's proposals for thehigh school curriculum that he would envision for the future; other sections of the book also mention related features that round out the specific guidelines presented in this chapter; also provides some autobiographical stories about the author's life and experiences as a teacher and a professional educator.

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: Content Selection and Organization, Secondary School Curriculum

 

Skilbeck, Malcolm, "Curriculum Organization," pp. 1229-1233 in T. Husen and T. N. Postlethwaite, eds., International Encyclopedia of Education. New York: Pergamon, 1984., Malcolm Skilbeck

Annotation: Discusses various ways of arranging curriculum elements or institutional levels and patterns in organizing curriculum; refers to work by various international bodies.

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, Comparative Curriculum, American/International Curriculum Organizations

 

Slattery, Patrick, and Kevin Daigle, "Curriculum as a Place of Turmoil: Deconstructing the Anguish in Walker Percy's 'Feliciana' and Ernest Gaines' 'Pointe Coupee'," Curriculum Inquiry, 24(Winter, 1994), 437-461., Patrick Slattery and Kevin Daigle

Annotation: Treats place and context in literary works as curriculum content.

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: Content Selection and Organization, Literature

 

Smith, David Geoffrey, "The Specific Challenges of Globalizaiton for Teaching... and Vice Versa," pp. 293-318 in Donna Trueit, William E. Doll, Jr., Hongyu Wang, and William F. Pinar, eds., The Internationalization of Curriculum Studies. New York: Peter Lang, 2003., David Geoffrey Smith

Annotation: Gives a thorough analysis of the economics of globalization aand implications for curriculum and teaching; also addresses the recovery of personal truth.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Proposals in Coherent Form, 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, Curriculum and Politics

 

Smith, Ralph A., "Toward Percipience: A Humaniites Curriculum for Arts Education," pp.124-140 in Ralph A. Smith, Culture and the Arts in Education. New York: Teachers College Press, 2006., Ralph A. Smith

Annotation: Offers a K-12 curriculum design for arts education that stresses arts of creation, arts of communication, arts of continuity, and arts of criticism.

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: Art Education, Aesthetics Education, Content Selection and Organization

 

Sobol, Thomas, "The Broader Meaning of Articulation," Phi Delta Kappan, 53(September, 1971), 25-29., Thomas Sobol

Annotation: Describes four dilemmas in contemporary schooling (between have's and have-not's, school and life, head and heart, and old values and new values) and envisions a type of schooling to overcome these dilemmas.

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

 

Sockett, Hugh, "The Moral Aspects of the Curriculum," pp. 543-569 in Philip W. Jackson, ed., Handbook of Research on Curriculum. New York: Macmillan, 1992., Hugh Sockett

Annotation: Traces the role and forms of moral education in the curriculum and reviews issues such as character education, gender identity, family life, teaching process,and curriculum subjects.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Character Education, Values in the Classroom, Content Selection and Organization

 

Soltis, Jonas F., "The Concept of Valid Content," pp. 20-30 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., Jonas F. Soltis

Annotation: Engages in conceptual analysis of the term "valid content" in curriculum.

Broad Topical Focus: 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

 

Soltis, Jonas F. "The Disciplines and Subject Matter," pp. 17-34 in his An Introduction to the Analysis of Educational Concepts. Reading, MA: Addison- Wesley, 1968., Jonas F. Soltis

Annotation: Analyzes these two concepts in the manner of a philosophical analyst. Also contained in 2nd edition, 1978.

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

 

Spillane, James P., Standards Deviation: How Schools Misunderstand Education Policy. Cambridge, MA: Harvard University Press, 2004., James P. Spillane

Annotation: Presents a case study of curriculum policy implementation of standards-based science and math policies in Michigan schools (1992-1996) at the district and classroom levels.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Enactment and Teaching, Curriculum Administration, Leadership, Finance, Curriculum Change, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Frameworks, Curriculum Standards and Testing, Curriculum and Politics, Content Selection and Organization, Local Control of Schooling, Government Role in Educational Research & Development, Core Mandates

 

Spring, Joel, A New Paradigm for Global School Systems: Education for a Long and Happy Life. Mahwah, NJ: Lawrence Erlbaum, 2007., Joel A. Spring

Annotation: Proposes a global curriculum focusing on "a long and happy life" rather than on economic/human capital as the overriding educational goal of schools around the globe.

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

 

Steedman, Philip H., "Curriculum and Knowledge Selection," pp. 119-139 in Landon E. Beyer and Michael W. Apple, eds., The Curriculum: Problems, Politics, and Possibilities. Albany, NY: State University of New York Press, 1988., Philip H. Steedman

Annotation: Outlines and critiques traditional conceptualization of the relation between curriculum and knowledge; also examines several alternatives from the new sociology that are competing to replace this view.

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 the Disciplines, Value Assumptions and Ideologies in Curriculum

 

Stengel, Barbara S., " 'Academic Discipline' and 'School Subject': Contestable Curriculum Concepts," Journal of Curriculum Studies, 29(September-October, 1997), 585-602.*, Barbara S. Stengel

Annotation: Examines five views of the relation between the concepts of academic discipline and of school subject; gives implications for curriculum.

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

 

Stenhouse, Lawrence, "The Content of Education," pp. 6-23 in his An Introduction to Curriculum Research and Development. London: Heinemann, 1975.*, Lawrence Stenhouse

Annotation: Reviews various classifications of curriculum content and their relative merits.

Broad Topical Focus: 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

 

Sternberg, Robert J., and David R. Caruso, "Practical Modes of Knowing," pp. 133 -158 in Elliot W. Eisner,ed., Learning and Teaching the Ways of Knowing, Eighty-fourth Yearbook of the NSSE, Part II. Chicago: University of Chicago, 1985., Robert J. Sternberg and David R. Caruso

Annotation: Defines practical knowledge and discusses the transmission and acquisition of practical knowledge.

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

 

Stratemeyer, Florence B., Hamden L. Forkner, Margaret G. McKim, and A. Harry Passow, Developing a Curriculum for Modern Living, 2d ed, Revised and Enlarged. New York: Bureau of Publications, Teachers College, Columbia University, 1957. (1st ed., 1947), Florence B. Stratemeyer, Hamden L. Forkner, Margaret G. McKim, and A. Harry Passow

Annotation: Elaborates and argues for a curriculum based on persistent life situations in which the design provides for coping from early childhood through adulthood in increasingly competent mastery of 26 areas of life and learning.

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, Classics of Curriculum Literature

 

Strickland, Dorothy S., and Carol Ascher, "Low Income African-American Children and Public Schooling," pp. 609-625 in Philip W. Jackson, ed., Handbook of Research on Curriculum. New York: Macmillan, 1992., Dorothy S. Strickland and Carol Ascher

Annotation: Reviews how poverty and race affect curriculum reform and innovation.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Development, Organization, Design, Curriculum Policies and Policy Making, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Content Selection and Organization

 

Subedi, Binaya, "Decolonizing the Curriculum for Global Perspectives," Educational Theory, 63(No. 6, 2013), 621-638., Binaya Subedi

Annotation: Critiques Eurocentric ideology or the deficit approach used in global curricula as well as the accommodations approach which claims to be the corrective to the former approach; advocates and argues for the decolonization or contrapuntal approach.

Broad Topical Focus: Critique and Utilization of Curriculum Research and Inquiry, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Criticism of Schooling, Character Education, Content Selection and Organization, Curriculum Aims and Objectives, Ideology and School Knowledge, Value Assumptions and Ideologies in Curriculum

 

Taba, HIlda, "A Conceptual Framework for Curriculum Design," pp. 413-444 in her Curriculum Development: Theory and Practice. New York: Harcourt Brace & World, 1962. Reprinted pp. 276-304 in James R. Gress, ed., Curriculum: An Introduction to the Field. Berkeley, CA: McCutchan, 1988., HIlda Taba

Annotation: Analyzes the rationale, problems, and principles of curriculum design; discusses design elements and relationships; sets forth a model of curriculum design.

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

 

Taba, Hilda, "General Techniques of Curriculum Planning," pp. 80-115 in Nelson B. Henry, ed., American Education in the Postwar Period - Part 1 - Curriculum Reconstruction. 44th Yearbook of the National Society for the Study of Education. Chicago: The University of Chicago Press, 1945., Hilda Taba

Annotation: Presents a "short course" on the topic and covers matters ranging from the sources of curriculum, to formulating objectives, to selection of curriculum experiences, to organizing them, to planning units of study.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Theorists, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Content Selection and Organization, Literature of Curriculum, Curriculum Professors

 

Tampio, Nicholas, Common Core: National Education Standards and the Threat to Democracy. Baltimore: Johns Hopkins University Press, 2019, Nicholas Tampio

Annotation: Explains the development and impact of various U.S. national subject area education standards; argues in favor of local establishment of curriculum and assessments rather than the national common core standards.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosopical Inquiry--Ampliative Criticism, Philosophical Inquiry--Speculative Essay
Type of Study: SIngle Study
Narrow Topic: Content Selection and Organization, Local Control of Schooling, Student Assessment

 

Tanner, Daniel, "Curriculum Theory: Knowledge and Content," Review of Educational Research, 36(June, 1966), 362-372., Daniel Tanner

Annotation: Reviews studies between 1963 and 1966 on reorganizing curriculum content to conform to disciplined knowledge as structures.

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 and the Disciplines

 

Tanner, Daniel, "The Structure and Function of the American Secondary School: A National Survey," pp. 95-113 in Peter S. Hlebowitsh and William G. Wraga, eds., Annual Review of Research for School Leaders. New York: Scholastic (NASSP), 1996., Daniel Tanner

Annotation: Reviews change in the secondary school's comprehensiveness over recent history and reports trends in a number of related dimensions

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

 

Thaman, Konai Helu, "Culture and the Curriculum in the South Pacific," Comparative Education, 29(No. 3, 1993), 249-260., Konai Helu Thaman

Annotation: Argues for cultural analysis and cultural literacy in curriculum development projects in Pacific countries.

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

 

Thomas, R. M., "Curriculum Enrichment," pp. 1183-1185 in T. Husen and T. N. Postlethwaite. eds., International Encyclopedia of Education . New York: Pergamon, 1984., R. M. Thomas

Annotation: Describes two types of curriculum enrichment: extended planning and individualized enrichment.

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: Status Study
Narrow Topic: Curriculum Differentiation, Content Selection and Organization