Narrow Topic - Curriculum Aims and Objectives

 

Follow

Single Studies

 

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

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

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

 

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

 

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, "Teaching as Moral Activity," Journal of Curriculum and Supervision, 11(Spring, 1996), 267-275.*, Dwayne Huebner

Annotation: Articulates new moral language for discussing teaching and its power and authority dimensions; discusses role of imagination in conversation about planning and enacting curriculum.

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

 

Huebner, Dwayne, "Toward a Remaking of Curricular Language," pp. 36-53 in William Pinar, ed., Heightened Consciousness, Cultural Revolution, and Curriculum Theory . Berkeley, CA: McCutchan, 1974., Dwayne Huebner

Annotation: Discusses the need for creating new language to convey new perspectives on curriculum; discusses children's right to participate in public, political activities.

Broad Topical Focus: Inquiry Language in Curriculum Research,Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism,Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Curriculum Aims and Objectives

Collection of Studies

 

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

Status Studies

 

Johanek, Michael C., and John Puckett, "The State of Civic Education: Preparing Citizens in an Era of Accountability," pp. 130-159 in Susan Fuhrman and Marvin Lazerson, eds., The Public Schools. New York: Oxford University Press, 2005., Michael C. Johanek and John Puckett

Annotation: Summarizes current curricular activities in civic education in today's schools, the various meanings of citizenship, the outcomes of citizenship education, and how change may be attempted in these outcomes.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Social Studies, Curriculum Aims and Objectives, Citizenship Education

Single Studies

 

Johnson, Aostre N., "Diverse Perspectives on Spiritual Curriculum and Pedagogy," Journal of Curriculum and Pedagogy, 2(Winter, 2005), 30-34., Aostre N. Johnson

Annotation: Reviews themes found in spiritual, moral, and theological discourses and their implications for curriculum and pedagogy

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Development, Organization, Design, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Moral Inquiry, Religious Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Content Selection and Organization, Value Assumptions and Ideologies in Curriculum, Ethical Issues in Curriculum

 

Johnson, Mauritz, "Needed Research: Emphasis on the Future," Educational Leadership, 33(April, 1976), 505-508.*, Mauritz Johnson

Annotation: Defines curriculum research and suggests a research agenda for the future.

Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum Conceptions and Theories, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Content Selection and Organization, Curriculum Theory Creation and Uses

Status Studies

 

Joyce, Bruce R., "The Curriculum Worker of the Future," pp. 307-355 in Robert M. McClure, ed., Curriculum: Retrospect and Prospect , Seventieth Yearbook of the NSSE, Part I. Chicago: University of Chicago Press, 1971.*, Bruce R. Joyce

Annotation: Presents positive and negative theses regarding the role of the curriculum worker in improving curriculum.

Broad Topical Focus: Curriculum as a Field of Practice and Study, Curriculum Conceptions and Theories, Curriculum Enactment and Teaching, Curriculum Development, Organization, Design, Curriculum Research and Inquiry-General
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Philosophical Inquiry-Conceptual Analysis
Type of Study: Status Study
Narrow Topic: Professionalization in Curriculum, Value Assumptions and Ideologies in Curriculum, Curriculum History, Curriculum Aims and Objectives, Curriculum Theory Creation and Uses

Single Studies

 

Kaplan, Andrew, "Conversing About Character: New Foundations for General Education," Educational Theory, 45 (Summer, 1995), 359-378., Andrew Kaplan

Annotation: Makes the case for general education directed toward character development in undergraduate education.

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: Liberal Education/General Education, Higher Education Curriculum, Curriculum Aims and Objectives, Character Education

Research Synthesis

 

Kearney, Nolan C., and Walter W. Cook, "Curriculum," pp. 358-365 in Chester W. Harris, ed., Encyclopedia of Educational Research, third edition. New York: Macmillan, 1960., Nolan C. Kearney and Walter W. Cook

Annotation: Deals with objectives, organization, and influences on curriculum.

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

Single Studies

 

Kelly, A. V., "Curriculum Objectives," pp. 23-48 in his The Curriculum: Theory and Practice . London: Harper & Row Ltd., 1977.*, A. V. Kelly

Annotation: Examines various uses of curriculum objectives including their non-use in curriculum.

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

 

Kemmis, Stephen, Peter Cole, and Dahle Suggett, Orientations to Curriculum and Transition: Towards the Socially-Critical School. Melbourne, Australia: Victoria Institute of Secondary Education, 1983., Stephen Kemmis, Peter Cole, and Dahle Suggett

Annotation: Defines the socially critical school, its key images, and strategies for change; gives annotated sources and hypothetical interviews on each orientation.

Broad Topical Focus: Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Curriculum Aims and Objectives, Comparative Curriculum

 

Kennedy, David, "After Socrates: Community of Philosophical Inquiry and the New World Order," pp, 55-68 in Joe L. Kincheloe and Randall Hewitt, eds., Regenerating the Philosophy of Education: What Happened to School? New York: Peter Lang, 2011., David Kennedy

Annotation: Argues for teaching philosophic inquiry in schools.

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: Philosophy for Children, Curriculum Aims and Objectives

 

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

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

Broad Topical Focus: Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and the Disciplines, Curriculum Aims and Objectives, Classics of Curriculum Literature

 

Kirk, David, and Stephen Smith, "How Objective are ROSBA Objectives: A Critique of Objectivism in Curriculum Design," Curriculum Perspectives, 6(October, 1986), 32-36., David Kirk and Stephen Smith

Annotation: Critiques a competency-based model of curriculum design and assesses it as objectivist, contradictory, confused, and incoherent.

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, Curriculum Aims and Objectives, Value Assumptions and Ideologies in Curriculum

 

Kliebard, Herbert M., "Persistent Curriculum Issues in Historical Perspective," pp. 31-41 in Edmund C. Short, ed., A Search for Valid Context for Curriculum Courses: Educational Comment, 1970. Toledo, OH: University of Toledo, College of Education, 1970. Reprinted pp. 39-50 in William F. Pinar, ed., Curriculum Theorizing . Berkeley, CA: McCutchan, 1975.*, Herbert M. Kliebard

Annotation: Identifies persistent issues in curriculum including the role of objectives and curriculum differentiation.

Broad Topical Focus: 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 Aims and Objectives, Curriculum Differentiation, Curriculum History

 

Kliebard, Herbert M., "The Tyler Rationale," School Review, 78(February, 1970), 259-272.* Reprinted pp. 70-83 in William F. Pinar, ed., Curriculum Theorizing. Berkeley, CA: McCutchan Publishing, 1975. Reprinted pp. 153-167 in Herbert M. Kliebard, Forging the American Curriculum: Essays in Curriculum History and Theory. New York: Routledge, 1992., Herbert M. Kliebard

Annotation: Critiques the Tyler rationale for its over-reliance on the rational use of educational objectives.

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

 

Kliebard, Herbert M., "Why History of Education?" The Journal of Educational Research, 88(March/April, 1995), 194-199.*, Herbert M. Kliebard

Annotation: Explains the limited use of historical inquiry in effecting contemporary policy and practice; asserts its role in reinterpreting old questions in the current setting.

Broad Topical Focus: Curriculum Inquiry Guidelines, Critique and Utilization of Curriculum Research and Inquiry, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Criticism of Schooling, Curriculum Aims and Objectives

 

Kohlberg, Lawrence, and Rochelle Mayer, "Development as the Aim of Education," pp. 101-128 in James R. Gress, ed., Curriculum: An Introduction to the Field. Berkeley, CA: McCutchan, 1988., Lawrence Kohlberg and Rochelle Mayer

Annotation: Describes the psychological, epistemological, and ethical theories underlying eduational ideologies; indicates three strategies for defining educational objectives.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry,Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Value Assumptions and Ideologies in Curriculum, Curriculum Development Strategies

Citations

 

Kristjansson, Kristjan, Flourishing as the Aim of Education: A Neo-Aristotelian View. New York: Routledge, 2020., Kristjan Kristjansson

Annotation: Reviews, analyzes, critiques, and re-conceives the concept of human flourishing as the aim of education, as conceived by dozens of philosophers and educators; shows how the concept needs to go beyond an Aristotelian view; an exemplary philosophical work.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Anlaysis, Philosophical Inquiry-Ampiiative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives

Single Studies

 

Kumar, Ashwani, Curriculum as Meditative Inquiry. New York: PalgraveMacmillan, 2013., Ashwani Kumar

Annotation: Proposes a curriculum based on meditative inquiry drawn from the writings of Jiddu Krishnamuri (India) and James B. Macdonald (USA); discusses the nature of consciousness and education and shows how curriculum can cultivate the development of personal responsibility, openness, creativity, awareness, transcendence, and centering.

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, Curriculum as Experience, Self-Knowledge, Values in the Classroom, Value Assumptions and Ideologies in Curriculum

 

Lawton, Denis, "Metaphor and the Curriculum," pp. 79-90 in William Taylor (ed.), Metaphors of Education . London: Heinemann, 1984.*, Denis Lawton

Annotation: Identifies and analylzes several metaphors used for the curriculum.

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

Collection of Studies

 

Leafgren, Sheri,and Michael P. O'Malley, "How Might Spiritual, Moral, or Theological Discourses Influence and Inspire Curriculum and Pedagogy?" Journal of Curriculum and Pedagogy, 2(Winter, 2005), 19-118., Sheri and Leafgren and Michael P. O'Malley

Annotation: Introduces a series of papers resonding to this question.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Visions and Philosophies, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Religious Inquiry, Moral Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum Aims and Objectives, Value Assumptions and Ideologies in Curriculum

Citations

 

Lee, Carol D., "A Curriculum that Promotes Civic Ends and Meets Developmental Needs," Phi Delta Kappan, 103(November, 2021), 54-57., Carol D. Lee

Annotation: Argues for a curriculum that promotes democratic engagement of tits citizens who learn disciplinary content and acquire intellectual dispositions through responsible pedagogy and learning behaviors; relates to the National Academy of Education's 2021 "Educating for Civic Reasoning and Discourse."

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, Ciitzentship Education, Democratic Education

Collection of Studies

 

Levit, Martin , ed., Curriculum . Urbana, IL: University of Illinois Press, 1971., Martin Levit

Annotation: Contains 27 essays in three sections: aims, the disciplines, and curriculum as a field of study.

Broad Topical Focus: Curriculum Policies and Policy Making,Curriculum Development, Organization, Design,Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Philosophical Inquiry-Ampliative Criticism,Normative Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum and the Disciplines, Curriculum Aims and Objectives

Single Studies

 

Little, Judith Warren, and Susan M. Threatt, "Work on the Margins: Compromises of Purpose and Content in Secondary Schools," Curriculum Inquiry, 24(Fall,1994), 269-292., Judith Warren Little and Susan M. Threatt

Annotation: Shows how vocational education in five California comprehensive high schools is compromised in purpose and content.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Vocational vs. Liberal Education, Secondary School Curriculum, Content Selection and Organization

 

Macagnoni, Virginia M., "Social Dimensions of the Self as an Open System: A Curriculum Design--Strategies for Implementation," Research Bulletin (Florida Educational Research and Development Council, Gainesville), 5(Summer, 1969), 1-68., Virginia M. Macagnoni

Annotation: Proposes a comprehensive conception of a curriculum focusing on seven dimensions of the social self; provides conceptual tools and implementation strategies; serves as a model for tying together relevant literature and theoretical components for other proposals with different purposes; refers to content, process, mediation, and teaching components.

Broad Topical Focus: Curriculum Proposals in Coherent Form, Curriculum Conceptions and Theories, Curriculum Development, Organization, Design, Curriculum Enactment and Teaching, Curriculum Contexts and Societal Influences, Curriculum Theorists, Relation of Curriculum Research to Practice
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Self-Knowledge, Classics of Curriculum Literature, Content Selection and Organization, Curriculum Aims and Objectives, Curriculum Theory Creation and Uses, Open Education, Psychology and Curriculum, Social Studies, Values in the Classroom

 

Macdonald, James B., "A Transcendental Developmental Ideology of Education," pp. 85-116 in William F. Pinar, ed., Heightened Consciousness, Cultural Revolution, and Curriculum Theory . Berkeley, CA: McCutchan, 1974. Reprinted pp. 169-198 in James R. Gress, ed., Curriculum: An Introduction to the Field. Berkeley, CA: McCutchan, 1988.*, James B. Macdonald

Annotation: Defines a transcendental developmental ideology that should underlie curriculum.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Visions and Philosophies, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Ideology and School Knowledge, Curriculum Aims and Objectives

 

Macdonald, James B., "Responsible Curriculum Development," pp. 120-134 in Elliot W. Eisner, ed., Confronting Curriculum Reform . Boston: Little, Brown, 1971.*, James B. Macdonald

Annotation: Presents a model of curriculum development that is dynamic rather than linear.

Broad Topical Focus: Curriculum Conceptions and Theories, 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 Development Strategies, Curriculum Aims and Objectives

 

Macdonald, James B., and Dwight Clark, "Critical Value Questions and the Analysis of Objectives and Curricula," pp. 405-412 in R. M. W. Travers, ed., Second Handbook of Research on Teaching . Chicago: Rand McNally & Co., 1973.*, James B. Macdonald and Dwight Clark

Annotation: Discusses the value-laden issues behind the formulation of curriculum objectives and behind choices in instructional materials and media; laments the lack of research on these matters.

Broad Topical Focus: Curriculum Research and Inquiry-General,Curriculum Evaluation,Curriculum Guides, Plans, Documents, Materials,Defining Curriculum Research Questions
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, Value Assumptions and Ideologies in Curriculum

 

Magrini, James M., "Cosmopolitanism and Curriculum in a New Key," pp. 143-174 in James M. Magrini, Social Efficiency and Instrumentalism in Education: Essays in Ontology, Phenomenology, and Philosophical Hermeneutics. New York: Routledge, 2014., James M. Magrini

Annotation: Analyzes Pinar's concept of cosmopolitanism in curriculum as it relates to Aoki's philosophy of curriculum; relates their work to work of other philosophers and curriculum scholars.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Curriculum Aims and Objectives

 

Magrini, James M., "Huebner's Reading of Heidegger's Fundament Ontology," pp. 112-142 in James M. Magrini, Social Efficiency and Instrumentalism in Education: Essays in Ontology, Phenomenology, and Philosophical Hermeneutics. New York: Rutledge, 2014., James M. Magrini

Annotation: Examines concepts in Huebner's 1967 essay in Theory into Practice, 6(No. 4),"Curriculum as Concern for Man's Temporality;" traces their sources in Heidegger's works; focuses on meaning--making, authentic learning, and situational design of curriculum.

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

 

Magrini, James M., "Socratic Resonations: At the Limit of Education," pp. 170-184 in James M. Magrini, Reconceptualizing Plato's Socrates at the Limit of Education: A Socratic Curriculum Grounded in Finite Human Transcendencies. New York: Routledge, 2017., James M. Magrini

Annotation: Pulls together implications for a possible curriculum based on his analysis (earlier in the book) of Socratic forms of dialectics-dialogues; shows how this model differs from today's knowledge-based forms of standardized education; sums up the nature of an education based on question-worthy normative assumptions and Socratic dialogue.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Curriculum as Experience, Teaching/Learning Process, Ethical Issues in Curriculum, Self-Knowledge, Values in the Classroom, Authority of Teacher

Collection of Studies

 

Martin, Jane Roland, Readings in the Philosophy of Education: A Study of Curriculum . Boston: Allyn & Bacon, 1970., Jane Roland Martin

Annotation: Contains 29 reprinted articles on the logic of curriculum, on aims and objectives, on the nature of knowledge, and on subjects and subject matters.

Broad Topical Focus: 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: Collection of Studies
Narrow Topic: Curriculum Aims and Objectives, School Subjects, Curriculum and the Disciplines, Content Selection and Organization, Knowledge Generation

Single Studies

 

Martin, Jane Roland, "The Love Gap in the Edcuational Text," pp. 21-34 in Daniel Liston and Jim Garrison, eds., Teaching, Learning, and Loving: Reclaiming Passion in Educational Practice. New York: RoutledgeFalmer, 2004., Jane Roland Martin

Annotation: Describes love as the object of the growth and development of children through all educational agencies of society.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Visions and Philosophies, Curriculum Policies and Policy Making, 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, Value Assumptions and Ideologies in Curriculum

 

Marzano, Robert J., Designing a New Taxonomy of Educational Objectives. Thousand Oaks, CA: Corwin Press, 2001., Robert J. Marzano

Annotation: Presents a taxonomy of six levels--retrieval, comprehension, analysis, knowledge utilization (these four making up the cognitive system), the metacognitive system, and the self-system; all are related to three domains of knowledge--information (details, organizing ideas), mental procedures (skills and processes), psychomotor procedures (skills and processes); illustrates three applications of the taxonomy-- to design educational objectives, to design spiral curriculum, and to design assessments.

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 Aims and Objectives

 

Mayes, Clifford, "The Dialectic-Spiritual Landscape," pp. 149-169 in Clifford Mayes, Seven Curricular Landscapes. Lanham, MD: University Press of America, 2003., Clifford Mayes

Annotation: Defines and explicates a holistic curricular perspective which leads the student toward an encounter with God; six other landscapes are presented elsewhere in the book.

Broad Topical Focus: Curriculum Visions and Philosophies
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, Religious & Private Schooling, Value Assumptions and Ideologies in Curriculum

 

McCowan, Tristan, "Curricular Transposition in Citizenship Education," Theory and Research in Education, 6(No.2, 2008), 153-172., Tristan McCowan

Annotation: Poses a four-stage model of curriculum transposition as a process of moving from ideals and aspirations underlying an initiative--to a curricular program designed to achieve them--to its implementation in practice--to its effects on students; illustrated through analysis of a citizenship education project in Brazil.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Enactment and Teaching, Curriculum Evaluation, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Curriculum Implementation, Curriculum Development Strategies, Student Assessment, Comparative Curriculum

 

McQueen, Kand S., "Breaking the Gender Dichotomy: The Case for Transgender Education in School Curriculum," Teachers College Record, Date Published: August 14, 2006. http://www.tcrecond.org. ID number 12663., Kand S. McQueen

Annotation: Reviews knowledge about transgendered students; challenges the two-gender assumption and shows how this affects all students; argues for including transgender curriculum in our schools.

Broad Topical Focus: Curriculum Proposals in Coherent Form, 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: Curriculum Aims and Objectives, Content Selection and Organization, Ideology and School Knowledge

 

Miller, Janet L., Curriclum Reconceptualized: A Personal and Partial History," pp. 27-41 in Janet L. Miller, Sounds of Silence Breaking: Women, Autobiography, Curriculum. New York: Peter Lang, 2005., Janet L. Miller

Annotation: Expands and updates her 1999 article with the same title; provides a personal history of work emanating from participants in the Bergamo Conferences and from the JCT: The Journal of Curriculum Theorizing.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists, Publication Outlets for Curriculum Research and Inquiry
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Curriculum Aims and Objectives, Curriculum Professors, Curriculum Theory Creation and Uses, Knowledge Generation, Literature of Curriculum

 

Miller, John P., Education and the Soul: Towards a Spiritual Curriculum. Albany: SUNY Press, 2000., John P. Miller

Annotation: Proposes a secular curriculum based on spiritual development of the soul.

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

Citations

 

Miller, John P., "Key Instances of Holistic Curriculum as an Alternative to National Curriculum," in The Oxford Research Encyclopedia of Education. Online 19 November 2020. https://doi.org/10.1093/acrefore/9780190264093.013.1144, John P. Miller

Annotation: Describes the principles central to holistic education and its associated pedagogy; gives examples.

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; Value Assumptions and Ideologies in Curriculum

Single Studies

 

Miller, Ron, "Education after the Empire," pp. 121-133 in H. Svi Shapiro, ed., Education and Hope in Troubled Times: Visions of Change for Our Children's World. New York: Routledge, 2009., Ron Miller

Annotation: Champions holistic education as an approach to counter the mechanistic and technocratic current system of education; specifies the differences between the two approaches; sets out five principles characterizing this alternative perspective.

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 Differentiation, Curriculum Aims and Objectives, Curriculum Standards and Testing, Value Assumptions and Ideologies in Curriculum

 

Morrison, Keith, "Complexity Theory and Curriculum Reform in Hong Kong," Pedagogy, Culture, and Society, 11(No.2, 2003), 279-302., Keith Morrison

Annotation: Describes the framework for the complexity-based curriculum adopted in 2001 in Hong Kong, its key features, and the principles upon which it is based; analyzes its strengths and weaknesses.

Broad Topical Focus: Curriculum Conceptions and Theories, 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, Comparative Curriculum

Collection of Studies

 

Munby, Hugh, Graham Orpwood, and Thomas Russell,eds., Seeing Curriculum in a New Light: Essays From Science Education. Toronto: OISE, 1980. Reprinted by Lanham, NY: University Press of America, 1984., Hugh Munby, Graham Orpwood, and Thomas Russell

Annotation: Contains 10 essays that employ conceptual analysis to problems in teaching,curriculum, and research.

Broad Topical Focus: Curriculum Development, Organization, Design,Curriculum Research and Inquiry-General,Relation of Curriculum Research to Practice
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Ethnographic Inquiry
Type of Study: Collection of Studies
Narrow Topic: Science, Curriculum Aims and Objectives, Curriculum Development Strategies, Knowledge Generation

Single Studies

 

Educational Policies Commission, National Education Association, The Purposes of Education in American Democracy. Washington, DC: National Education Association, 1938., Educational Policies Commission, National Education Association

Annotation: Proposes, explains, and gives rationales for educational objectives in four categories: self-regulation, human relationship, economic efficiency, and civic responsibility.

Broad Topical Focus: Curriculum Development, Organization, Design, 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, Classics of Curriculum Literature

 

Educational Policies Commission, National Education Association, The Unique Function of Education in American Democracy. Washington, DC: National Educational Assoication, 1937., Educational Policies Commission, National Education Association

Annotation: Traces history of the functions of education in the United States; urges a program of knowledge, training, and aspirations with specific content (see Chapter VI); book drafted by Charles A. Beard.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Proposals in Coherent Form, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Classics of Curriculum Literature, Curriculum History, Democratic Education

 

Newfield, John, and Virginia B. McElvea, "Affective Outcomes, Indoctrination, and the Use of Structural/Procedural Objectives in Curriculum Guides," Journal of Curriculum Studies, 16(April-June, 1984), 195-202., John Newfield and Virginia B. McElvea

Annotation: Describes a technique for developing affective objectives for curriculum guides.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Guides, Plans, Documents, Materials
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives

 

Noddings, Nel, Critical Lessons: What Our Schools Should Teach. New York: Cambridge University Press, 2006., Nel Noddings

Annotation: Identifies and argures for critical thinking topics of an existential nature that might be covered in the curriculum; includes self-understanding, facing war, home and parenting, relating to animals and nature, advertising and propaganda, making a living, gender, and religion.

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, Critical Thinking, Curriculum Aims and Objectives, Secondary School Curriculum, Value Assumptions and Ideologies in Curriculum

 

Noddings, Nel, Education and Democracy in the 21st Century. New York: Teachers College Press, 2013., Nel Noddings

Annotation: Presents a new vision of curriculum based on humane values and differentiated expectations for diverse students; critiques current curriculum assumptions and current policy prescriptions, including those regarding testing and accountability.

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 Standards and Testing, Democratic Education, Literature of Curriculum, Secondary School Curriculum, Value Assumptions and Ideologies in Curriculum

 

Noddings, Nel, "Introduction," pp. xiii-xxvi in Nel Noddings, The Challenge to Care in Schools: An Alternative Approach to Education, 2nd ed. New York: Teachers College Press, 2005., Nel Noddings

Annotation: Argues for responsiveness to children and their situations by creating alternatives in schooling and curricula based on caring (instead of the present "tyanny of opposing purposes"); suggests creating both progressive and traditional schools within public education.

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: Alternatives in Education, Curriculum Aims and Objectives, Democratic Education, Practical Knowledge, Religious & Private Schooling, Value Assumptions and Ideologies in Curriculum

 

Noddings, Nel, "The Aims of Education," pp. 74-93 in her Happiness and Education. New York: Cambridge University Press, 2003., Nel Noddings

Annotation: Demonstrates why aims-talk needs to be recovered in educational policy and practice in view of current aims focused narrowly on standard achievement for all children; discusses happiness as a possible aim of education.

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: Value Assumptions and Ideologies in Curriculum, Curriculum Aims and Objectives

 

Noddings, Nel, "The New Outspoken Atheism and Education," Harvard Educational Review, 78(Summer, 2008), 369-390., Nel Noddings

Annotation: Proposes ways of teaching religious vocabulary, history, and ideas in the public school curriculum within a legal framework that honors belief in God and non-belief in God in a religiously pluralistic society; argues the importance of doing so.

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

Status Studies

 

Null, J. Wesley, "Deciding Aims and Purposes of Subject Matter," pp.3-10 in Ming Fang He, Brian D. Schultz, and William H. Schubert, eds., The Sage Guide to Curriculum in Education. Los Angeles: Sage Publications, 2015., J. Wesley Null

Annotation: Traces the emergence of several views from recent curriculum theorists on the role subject matter can play in reaching educational goals or ends.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Curriculum Aims and Objectives, Curriculum History, Curriculum Professors

Single Studies

 

Null, J. Wesley, "Deliberative Curriculum," pp. 149-182 in J. Wesley Null, Curriculum: From Theory to Practice. Lanham, MD: Rowman & Littlefield, 2011., J. Wesley Null

Annotation: Explains the deliberative tradition in curriculum theory (Reid, Westbury, Schwab, McKeon) and analyzes it in terms of Schwab's commonplaces.

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 Deliberation, Curriculum Theory Creation and Uses, Curriculum Aims and Objectives

 

Null, J. Wesley, "Social Efficiency or Vocational Efficiency?: Toward a Deeper Knowledge of a Misunderstood Term," Curriculum History (SSCH), (2001), 41-47., J. Wesley Null

Annotation: Traces the various uses of the phrase "social efficiency' in curriculum history, with special reference to Snedden, Bagley, Bobbitt, and Dewey.

Broad Topical Focus: Curriculum Visions and Philosophies, 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: Curriculum History, Social Efficiency/Control, Curriculum Aims and Objectives

 

Null, J. Wesley, "Social Efficiency Splintered: Multiple Meanings Instead of the Hegemony of One,' Journal of Curriculum and Supervision, 19(Winter, 2004), 99-124., J. Wesley Null

Annotation: Sets forth three distinct definitions of "social efficiency" in early 20th century curriculum history as opposed to one definition often assumed by historians.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Curriculum History, Ideology and School Knowledge, Value Assumptions and Ideologies in Curriculum

 

O'Malley, Michael P., "Conceptualizing a Critical Pedagogy of Human Soul: Ethnographic Implications for Curriculum Studies," Journal of Curriculum and Pedagogy, 4(Summer, 2007), 84-112., Michael P. O'Malley

Annotation: Reports a study of high school seniors'interior experiences and personal transformation during a 4-day Kairos curriculum group process event; highlights spirituality and soulful aspects of education.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry, Religious Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Curriculum as Experience, Religious & Private Schooling, Qualitative Research, Values in the Classroom

Citations

 

Osberg, Deborah, and Gert Biesta, "Beyond Curriculum: Groundwork for a Non-Instrumental Theory of Eudcation," Educational Philosophy and Theory, 53(1, 2021), 57-70., Deborah Osberg and Gert Biesta

Annotation: Challenges the view that the curriculum should be instrumental to external purposes for education and argues for an emergent view of what the purposes or ends of education should be.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophcal Inquiry--Specuative Essay
Type of Study: Single Sudy
Narrow Topic: Curriculum Aims and Objectives

Single Studies

 

Pajak, Edward, "Cultural Narcissism and Education Reform," Teachers College Record, 113(September, 2011), 2018-2046., Edward Pajak

Annotation: Interprets recent policy reforms in education as being rooted in psychological processes associated with narcissistic parenting wherein the following behavioral patterns prevail: expectations for perfection, grandiose sense of superiority and entitlement, relentless fault-finding, projection of personal fantasies, absence of empathy, preoccupation with control, conditional approval, and well-intentioned view of own motives; suggests alternatives that respect and trust children more.

Broad Topical Focus: Curriculum Change
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Motivation, Psychology and Curriculum, Value Assumptions and Ideologies in Curriculum

 

Peters, Richard, "Must an Educator Have an Aim?" pp. 123-30 in Arno A. Bellack and Herbert M. Kliebard,eds., Curriculum and Evaluation . Berkeley, CA: McCutchan, 1977., Richard Peters

Annotation: Analyzes the role of aims in education and the ways values enter into the educational process.

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: Curriculum Aims and Objectives, Value Assumptions and Ideologies in Curriculum

 

Peters, Richard S., "Aims of Education-A Conceptual Inquiry," pp. 1-32 in Brian Crittenden, ed., Philosophy and Education. New York: Teachers College Press for OISE, 1967. Reprinted pp. 11-57 in Richard S. Peters, ed., The Philosophy of Education. Oxford: Oxford University Press, 1973.*, Richard S. Peters

Annotation: An analysis of the concepts education and aims fusing content and procedure, with implications for educational theory; critiques and reply by the author.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Inquiry Guidelines, 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 Aims and Objectives

 

Phillips, D. C., "The Hidden Curriculum and the Latest Functions of Schooling: Two Overlapping Perspectives," "1. Why the Hidden Curriculum is Hidden," pp. 274-280 in C. J. B. Macmillan, ed., Philosophy of Education 1980. Proceedings of 36th Annual Meeting of the Philosophy of Education Society. Normal, IL: Philosophy of Education Society, ISU, 1981., D. C. Phillips

Annotation: Analyzes the hidden curriculum in terms of the latent functions of schooling and rejects these arguments.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Hidden Curriculum, Curriculum Aims and Objectives

 

Pink, Daniel H., A Whole New MInd: Moving from the Information Age to the Conceptual Age. New York: Riverhead Books, 2005, Daniel H. Pink

Annotation: Posits six kinds of thought that utilize the right brain (design, story, symphony, empathy, play, meaning); gives ideas and exercises for fostering each of them.

Broad Topical Focus: Curriculum Proposals in Coherent Form
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives

Collection of Studies

 

Poetter, Thomas S., ed., 10 Great Curricula: Lived Conversations of Progressive, Democratic Curricula in School and Society. Charlotte, NC: Information Age Publishing, 2011., Thomas S. Poetter

Annotation: Presents narratives on the lived curricula from ten settings that embody progressive forms of curriculum and pedagogy; prepared by doctoral students of the editor; contains commentaries and critiques on each; epilogue written by the editor contains summary of themes and lessons derived from this kind of research.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Research and Inquiry-General, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Collection of Studies
Narrow Topic: Alternatives in Education, Curriculum Aims and Objectives, Curriculum as Experience, Democratic Education, Freedom/Authority and Curriculum, Philosophical Schools, Qualitative Research, Value Assumptions and Ideologies in Curriculum

Research Synthesis

 

Ponder, Gerald A., "Schooling and Control: Some Interpretations of the Changing Social Function of Curriculum," pp. 139-167 in O. L. Davis, Jr., ed., Perspectives on Curriculum Development: 1776-1976 . Washington, DC: Association for Supervision and Curriculum Development, 1976., Gerald A. Ponder

Annotation: Traces changes in function exhibited by the curriculum over time; treats issues such as social control, diversity, and conformity.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum Aims and Objectives, Social Efficiency/Control, Curriculum and Politics

Single Studies

 

Pope, Denise Clark, Doing School: How We Are Creating a Generation of Stressed Out, Materialistic, and Miseducated Students. New Haven, CT: Yale University Press, 2001., Denise Clark Pope

Annotation: Reports research on five successful California high school students and how they cope and succeed; ideals of the school are replaced by the learning of deception, hostility, and anxiety.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Curriculum as Experience, Teaching/Learning Process

Status Studies

 

Popham, W. James, "Curriculum Control by Objectives," pp. 575-579 in Lee C. Deighton, ed., The Encyclopedia of Education, Volume 2. New York: Macmillan and Free Press, 1971., W. James Popham

Annotation: Describes the function, formulation, and types of curriculum objectives.

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: Curriculum Aims and Objectives

Single Studies

 

Prakash, Madhu Suri, and Leonard Joseph Waks, "Four Conceptions of Excellence," Teachers College Record, 87(Fall, 1985), 79-101., Madhu Suri Prakash and Leonard Joseph Waks

Annotation: Conceptualizes excellence as proficiency , as disciplinary initiation, as self-actualization, and as social responsibility.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Curriculum as Experience, Curriculum Standards and Testing

 

Pring, Richard, "Bloom's Taxonomy: A Philosophical Critique," Cambridge Journal of Education, 1(February, 1971), 83-91. Reprinted pp. 36-42 in Nigel Norris, ed., Curriculum and Teaching: 35 YEars of the Cambridge Journal of Eduction. New York: Routledge, 2008., Richard Pring

Annotation: Critiques false distinctions in Bloom's classifications through epistemological analysis.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives

 

Proefriedt, William A., High Expectations: The Cultural Roots of Standards Reform in American Education. New York: Teachers College Press, 2010., William A. Proefriedt

Annotation: Argues against the policies and practices of educational reformers who demand testing, high individual achievement for all, and an economic model of curriculum for national competitiveness; traces threads both for and against these views throughout American educational history; gives a close reading and balanced interpretation of our leading educators over the last 250 years.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Visions and Philosophies, Curriculum Contexts and Societal Influences
Source Discipline: Education
Mode of Inquiry in the Study: Historical Inquiry, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum History, Curriculum Aims and Objectives, Curriculum Standards and Testing, Philosophical Schools, Value Assumptions and Ideologies in Curriculum

 

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

 

Raths, James D., "Teaching Without Specific Objectives," Educational Leadership, 28(April, 1971), 714-720., James D. Raths

Annotation: Explains alternatives to specifying objectives for teaching.

Broad Topical Focus: Curriculum Development, Organization, Design,Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry,Normative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Teaching/Learning Process

 

Raven, John, Competence in Modern Society: Its Identification, Development and Release. London: H. K. Lewis, 1984., John Raven

Annotation: Gives a full treatise on competence and its measurement.

Broad Topical Focus: Curriculum Development, Organization, Design,Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry,Normative Inquiry,Ethnographic Inquiry,Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives

 

Ray, G. Thomas, "Aesthetics and Phenomenology of Learning: Rejecting the Tyler Rationale," Educational Forum, 53(Winter, 1989), 127-134.*, G. Thomas Ray

Annotation: Critiques the Tyler rationale in terms of recent non-positivist perspectives; followed by Tyler's response and the author's rejoinder.

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

Research Synthesis

 

Reid, William A., "Conceptions of Curriculum and Paradigms for Research: The Case of School Effectiveness Studies," Journal of Curriculum and Supervision, 12(Spring, 1997), 212-227.*, William A. Reid

Annotation: Points to changes over time in the paradigms of research used in school effectiveness research, especially in relation to differing curriculum views on the question, "What Do Schools Do?".

Broad Topical Focus: Curriculum Evaluation, Curriculum Conceptions and Theories, Curriculum Research Domains and Structure, Relation of Curriculum Research to Practice
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum Aims and Objectives, Value Assumptions and Ideologies in Curriculum

Single Studies

 

Reid, William A., "Currriculum as an Expression of National Identity," Journal of Curriculum and Supervision, 15 (Winter, 2000), 113-122., William A. Reid

Annotation: Suggests that curriucula in various nations reflect their cultural idnetities and that there are no universal curriculum theories across countries; reviews German, English, and American historical evidence on the topic.

Broad Topical Focus: Curriculum Conceptions and Theories, 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: Comparative Curriculum, Curriculum History, Curriculum Aims and Objectives

Status Studies

 

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

Single Studies

 

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

 

Resnick, Daniel P., and Lauren B. Resnick, "Standards, Curriculum, and Performance: A Historical and Comparative Perspective," Educational Researcher, 14(April, 1985), 5-20.*, Daniel P. Resnick and Lauren B. Resnick

Annotation: Traces the history of efforts to employ curriculum standards and assessment as instruments of curriculum improvement.

Broad Topical Focus: Curriculum Evaluation, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Curriculum Differentiation, Curriculum Aims and Objectives, Evaluation of Instruction, Student Assessment

 

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

 

Rugg, Harold, American Life and the School Curriculum: Next Steps Toward Schools of Living. Boston: Ginn and Company, 1936., Harold Rugg

Annotation: Reviews in detail the history of United States curriculum within the context of social changes; purposes a new educational program: a school of living.

Broad Topical Focus: Curriculum Theorists, Curriculum Visions and Philosophies, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Classics of Curriculum Literature, Curriculum Aims and Objectives, Curriculum History, Literature of Curriculum, Secondary School Curriculum, Curriculum Professors, Curriculum Frameworks

 

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

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

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

 

Sahlberg, Pasi, Finnish Lessons: What Can the World Learn from Educational Change in Finland? New York: Teachers College Press, 2011., Pasi Sahlberg

Annotation: Describes and explains the changes in and results of educational policies and practices in Finland during the last two decades; accounts for what unique features have put student achievement at or near the top of international comparisons; offers thoughts on what lessons other nations might (or perhaps should not) derive from this Finnish experience.

Broad Topical Focus: Curriculum Change, Curriculum Proposals in Coherent Form, Curriculum Policies and Policy Making, Curriculum Conceptions and Theories
Source Discipline: Education
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Comparative Curriculum, Curriculum Aims and Objectives, Freedom/Authority and Curriculum, Value Assumptions and Ideologies in Curriculum

 

Sandlin, Jennifer A., Jake Burdick, and Trevor Norris, "Erosion and Experience: Education for Democracy in a Consumer Society," Review of Research in Education,36 (March, 2012), 139-168., Jennifer A. Sandlin, Jake Burdick, and Trevor Norris

Annotation: Explores evidence of the ideology of consumerism and commercialism at work in the schools and of the erosion of the public sphere; reviews research on these topics and on their consequences in public schooling; identifies critical practices used against these ideologies.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Curriculum Aims and Objectives, Curriculum and Politics, Value Assumptions and Ideologies in Curriculum, Democratic Education

 

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

Citations

 

Schinkel, Anders, "Wonder and Moral Education," Educational Theory, 68(No. 1, 2018), 31-48., Anders Schinkel

Annotation: Explores the moral significance of wonder in the education of the young; distinguishes several aspects of wonder and notes those having more significance for moral education; gives reasons for identifying the content of wonder in choosing educational experiences.

Broad Topical Focus: Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry--Coneptual Analysis, Philosopical Inquiry--Ampliative Criticism
Type of Study: SIngle Study
Narrow Topic: Moral Education, Curriculum Aims and Objectives

Single Studies

 

Schniedewind, Nancy,"A Short History of the Ambush of Public Education," pp. 4-22 in Nancy Schniedewind and Mars Shevin, eds., Educational Courage: Resisting the Ambush of Public Education. Boston: Beacon Press, 2012., Nancy Schniedewind

Annotation: Summarizes the takeover of public education in the United States by business and technical interests.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Conceptions and Theories
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Curriculum Aims and Objectives, Curriculum Frameworks, Curriculum Standards and Testing, Democratic Education, Hidden Curriculum, Local Control of Schooling, Values in the Classroom, Teacher Planning

 

Schoonmaker, Frances, Living Faithfully: The Transformation of Washington School. Charlotte, NC: Information Age Publishing, 2012., Frances Schoonmaker

Annotation: Reports the stances and deliberative processes taken by the principals, teachers, and others in transforming a failed Oklahoma school into a successful one, a conflicted school into a school with a wholesome atmosphere; extensive quotes are included from participants; interpreted with spiritual and sacred dimensions taken from philosopher Philip H. Phenix.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Elementary School Curriculum, Ethical Issues in Curriculum, Teaching/Learning Process, Value Assumptions and Ideologies in Curriculum, Supervision of Instruction, In-service Teacher Development

 

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

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

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

 

Schubert, William H., Love, Justice, and Education: John Dewey and the Utopians. Charlotte, NC: Information Age Publishing, 2009., William H. Schubert

Annotation: Takes a sentence-by-sentence book at Dewey's 1933 essay, "Dewey Outlines Utopian Schools"; in 30 chapters has 426 Utopians imaginatively ponder, discuss, and illuminate the meanings and implications of Dewey's thoughts in this essay 75 years after its appearance in the New York TImes; themes include love and justice in education.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Criticism of Schooling, Curriculum Aims and Objectives, Classics of Curriculum Literature, Value Assumptions and Ideologies in Curriculum

 

Schubert, William H., "Sources of Wonder that Keep the Professoriate Alive and Relevant," The Sophist's Bane, 4(Spring, 2008), 11-19., William H. Schubert

Annotation: Highlights some personally preferred concepts of meaningful curriculum and mentions related resources.

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

 

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

 

Schwab, Joseph J., "Testing and the Curriculum," Journal of Curriculum Studies, 21(January-February, 1989), 1-10.*, Joseph J. Schwab

Annotation: Challenges the validity of conventional curriculum testing.

Broad Topical Focus: Curriculum Decision-making Processes, 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 Standards and Testing, Curriculum Aims and Objectives, Liberal Education/General Education

 

Schwarz, Gretchen, and Lee Ann Cavener, "Outcome-based Education and Curriculum Changes: Advocacy, Practice, and Critique," Journal of Curriculum and Supervision, 9(Summer, 1994), 326-338., Gretchen Schwarz and Lee Ann Cavener

Annotation: Reports experience in Oklahoma with outcome-based education and gives reasons for its failure there.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Curriculum Aims and Objectives, Value Assumptions and Ideologies in Curriculum

 

Semel, Susan F., and Alan R. Sadovnik, "The Contemporary Small-School Movement: Lessons from the History of Progressive Education," Teachers College Record, 110(September, 2008), 1744-1771., Susan F. Semel and Alan R. Sadovnik

Annotation: Examines similarities and differences between Central Park East Secondary School in New York City and earlier progressive schools such as the Dalton School and the City and Country School.

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: Curriculum Aims and Objectives, Curriculum History, Local Control of Schooling