Narrow Topic - Curriculum and the Disciplines

 

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Anfara, Vincent A., Jr., and Leonard Waks, "Resolving the Tension Between Academic Rigor and Developmental Appropriateness: Part I," Middle School Journal, 32(November, 2000), 46-51.*, Vincent A. Anfara Jr. and Leonard Waks

Annotation: Demonstates that there need not be a dualism between developmentally appropriate curriculum and subject-centered academic knowledge; Part II [MSJ, 32(January,2001), 25-30] describes the difference between adult patterns of academic knowledge and youth's knowledge-in-use; implications are drawn for middle school education.

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 and the Disciplines, Middle School Curriculum, Knowledge Utilization, Practical Knowledge, Psychology and Curriculum, Curriculum Integration, Content Selection and Organization

Angus, David L., and Jeffrey E. Mirel, "Equality, Curriculum, and the Decline of the Academic Ideal: Detroit, 1930-68," History of Education Quarterly, 33(Summer, 1993),177-207., David L. Angus and Jeffrey E. Mirel

Annotation: Reports the distribution of courses in various academic and non-academic subjects in Detroit from 1930-1968 and notes the decline of the former.

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: School Subjects, Curriculum and the Disciplines, Enrollment Changes-Implications

Arnheim, Rudolf, "The Double-Edged Mind: Intuition and the Intellect," pp. 77-96 in Elliot W. Eisner, ed., Learning and Teaching the Ways of Knowing , 84th Yearbook of the NSSE, Part II. Chicago: University of Chicago Press, 1985., Rudolf Arnheim

Annotation: Argues that the arts contribute to acquiring knowledge, not just science and mathematics, not just through intellectual analysis but also through intuitive perception.

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

Ball, Stephen J., ed., Foucault and Education: Disciplines and Knowledge . New York: Routledge, 1990., Stephen J. Ball

Annotation: Includes nine articles by Australian, English, and Canadian scholars on Foucault and power in education..

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation, Comparative Curriculum, Curriculum and Politics, Curriculum and the Disciplines

Bellack, Arno A., "Selection and Organization of Curriculum Content: An Analysis," pp. 97-126 in What Shall theHigh Schools Teach? 1956 ASCD Yearbook. Washington, DC: Association for Supervision and Curriculum Development, 1956., Arno A. Bellack

Annotation: Discusses the culture as source of curriculum content, content's relation to purposes of schooling (life functions, the disciplines), and content's relation to methods of teaching; advantages and disadvantages of each approach are given.

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

Bellack, Arno A., "The Structure of Knowledge and the Structure of the Curriculum," pp. 25-40 in Dwayne Huebner, ed., A Reassessment of the Curriculum. New York: Bureau of Publications, Teachers College, Columbia University, 1964. Reprinted pp. 222-236 in Arno A. Bellack and Herbert M. Kliebard, eds., Curriculum and Evaluation . Berkeley, CA: McCutchan, 1977.*, Arno A. Bellack

Annotation: Identifies the relationships among disciplines, among broad areas of knowledge, and between knowledge and public affairs as ways of structuring curriculum.

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

Bellack, Arno A., and Herbert M. Kliebard, "Curriculum for Integration of Disciplines," pp. 585-590 in Lee C. Deighton, ed., The Encyclopedia of Education , Volume 2. New York: Macmillan and Free Press, 1971., Arno A. Bellack and Herbert M. Kliebard

Annotation: Explores the relationship of fields of knowledge to types of curriculum organization, including ones that integrate the disciplines.

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

Benson, Garth D., and Bryant E. Griffith, "The Process of Knowing in Curriculum," JGE: The Journal of General Education, 40(1991), 24-33., Garth D. Benson and Bryant E. Griffith

Annotation: Argues for a curriculum model based on the process of knowing.

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: Content Selection and Organization, Higher Education Curriculum, Curriculum and the Disciplines

Biesta, Gert, "Pragmatising the Curriculum: Bringing Knowledge Back into the Curriculum Conversation, but Via Pragmatism," The Curriculum Journal, 25(No. 1, 2014), 29-49., Gert Biesta

Annotation: Analyzes Dewey's transactional theory of knowing; draws implications for curriculum decision-making; other related articles follow.

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 and the Disciplines, Content Selection and Organization, Value Assumptions and Ideologies in Curriculum

Brady, Marion, "Thinking Big: A Conceptual Framework for the Study of Everything," Phi Delta Kappan, 86(December, 2004), 276-281., Marion Brady

Annotation: Presents a conception of general education that does not consist of separate disciplines but consists of seeing the big picture with connections, relationships, and synthesizing of ideas.

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: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Liberal Education/General Education, Curriculum Integration, Curriculum and the Disciplines

Broudy, Harry S., The Uses of Schooling. New York: Routledge, 1988., Harry S. Broudy

Annotation: Describes four uses of schooling: replicative, applicative, associative, and interpretive; urges curriculum be designed with these uses in mind.

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: Content Selection and Organization, Curriculum Aims and Objectives, Curriculum and the Disciplines, Classics of Curriculum Literature, Curriculum Frameworks, Liberal Education/General Education, Specialization vs General Education, Value Assumptions and Ideologies in Curriculum

Brown, Stephen I., "Discovery and Teaching a Body of Knowledge," Curriculum Theory Network, 5(No. 3, 1976), 191-218., Stephen I. Brown

Annotation: Discusses the epistemological issues in knowing and teaching a body of disciplined knowledge.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Normative Inquiry
Type of Study: Single Study
Narrow Topic: Teaching/Learning Process, Knowledge Linkage, Curriculum and the Disciplines

Buchmann, Margret, "The Priority of Knowledge and Understanding in Teaching," pp. 29-50 in Lilian G. Katz and James D. Raths, eds., Advances in Teacher Education: Volume 1. Norwood, NJ: ABLEX, 1984., Margret Buchmann

Annotation: Analyzes the role of content knowledge in teaching and in teacher education.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Curriculum and the Disciplines, Teacher Education, Teaching/Learning Process

Carr, David, "Knowledge, Mind and the Curriculum," Educational Philosophy and Theory, 16(March, 1984), 12-22., David Carr

Annotation: Tries to show that learning of practical skills such as gymnastics and pottery cannot be conceived of by aligning them with epistemological categories.

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

Carr, David, "Practical Pursuits and the Curriculum," Journal of Philosophy of Education, 12(1978), 69-80., David Carr

Annotation: Asks whether there are forms of practical knowledge (creative, physical, etc.) that do not fall within forms of formal discourse and inquiry such as those set forth by Hirst, White, etc.

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: Practical Knowledge, Knowledge Generation, Curriculum and the Disciplines

Cherryholmes, Cleo H., "A Social Project for Curriculum: Post-Structural Perspectives," Journal of Curriculum Studies, 19(July-August, 1987), 295-316.*, Cleo H. Cherryholmes

Annotation: Critiques a structural view of curriculum from the perspective of a post-structural view and suggests activities that follow from the latter.

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

Cherryholmes, Cleo H., "Poststructuralism, Pragmatism, and Curriculum," pp. 130-149 in his Power and Criticism: Poststructural Investigations in Education . New York: Teachers College Press, 1988.*, Cleo H. Cherryholmes

Annotation: A poststructural analysis of the structure-of-disciplines curriculum with an exposition of critical pragmatism.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Definitions, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum and the Disciplines, Value Assumptions and Ideologies in Curriculum, Comparisons Among Inquiry Modes

Deng, Zongyi, "Michael Young, Knowledge, and Curriculum: An International Dialogue," Journal of Curriculum Studies, 47(No. 6, 2015), 723-732., Zongyi Deng

Annotation: Introduces six essays following this editorial preview that are concerned with commenting on Michael Young's 2013 essay in this journal that called for curriculum theorist to address the question of what knowledge students are entitled to have access to in a curriculum; this essay summarizes the six essays around three topics derived from Young's essay; commentaries are by curriculum theorist from USA, Singapore, South Africa, Sweden, USA, and Canada; Young's response to these essays follows.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Collection of Studies
Narrow Topic: Content Selection and Organization, Curriculum and the Disciplines, School Subjects

Deng, Zongyi, "Pedagogical Content Knowledge Reconceived: Bringing Curriculum Thinking into the Conversation on Teachers' Content Knowledge," Teaching and Teacher Education, 78(May, 2018), 155-164., Zongyi Deng

Annotation: Explores teachers' knowledge of the institutional curriculum and the content knowledge required to teach the content it specifies; thoroughly treats the related literature on the topic; draws implications for teacher education.

Broad Topical Focus: Curriculum Definitions, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry--Speculative Essay
Type of Study: SIngle Study
Narrow Topic: Teacher Knowledge, Curriculum and the Disciplines, Comparative Curriculum

Deng, Zongyi, "Transforming the Subject Matter: Examining the Intellectual Roots of Pedagogical Content Knowledge," Curriculum Inquiry, 37(September, 2007), 279-295., Zongyi Deng

Annotation: Argues that determining what constitutes the subject matter of a school subject is a curricular task whereas transforming disciplinary content into pedagogical content knowledge is primarily a pedagogical task; the two are not the same.

Broad Topical Focus: Curriculum Enactment and Teaching, 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, Teacher Planning, Curriculum Development Strategies, Content Selection and Organization, Materials Development and Evaluation, School Subjects

Egan, Kieran, The Educated Mind: How Cognitive Tools Shape our Understanding. Chicago: The University of Chicago Press, 1997., Kieran Egan

Annotation: Argues for a curriculum that offers understandings of five kinds: mythic, romantic, philosophic, ironic, and somatic.

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, Normative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and the Disciplines, Value Assumptions and Ideologies in Curriculum

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

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

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

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

Annotation: Defines and describes aesthetic ways of knowing.

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

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

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

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

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

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

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

Ergas, Oren, "Knowledge and the Curriculum in TIme and Space," pp. 91-121 in Oren Ergas, Reconstructing 'Education' through Mindful Attention: Positioning the Mind at the Center Of Curriculum and Pedagogy. New York: Palgrave Macmillan, 2017., Oren Ergas

Annotation: Analyzes the concept of knowledge as it is recently found in the curriculum; analyzes what it thereby left out of the curriculum; demonstrates features of curriculum in space and curriculum in time; presents a basis for including both an outer curriculum (knowledge) and an inner curriculum (of self-thought).

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: SIngle Study
Narrow Topic: Curriculum and the Disciplines, Curriculum Theory Creation and Uses, Knowledge Utilization, Value Assumptions and Ideologies in Curriculum

Foster, Stuart, James W. Morris, and O. L. Davis, Jr., "Prospects for Teaching Historical Analysis and Interpretations: National Curriculum Standards for History Meet Current Curriculum Textbooks," Journal of Curriculum and Supervision, 11(Summer, 1996), 367-385.*, Stuart Foster, James W. Morris, and O. L. Davis Jr.

Annotation: Reports an analysis of four world history texts using standards of National Center for History in the Schools.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Content Analysis
Type of Study: Single Study
Narrow Topic: Curriculum and the Disciplines, Textbooks, Social Studies, Curriculum Standards and Testing

Gardner, Howard, The Disciplined Mind: What All Students Should Understand. New York: Simon & Schuster, 1999., Howard Gardner

Annotation: Proposes a curriculum that goes into depth in a few areas (truth, beauty, goodness) for fuller understanding.

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

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

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

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

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

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

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

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

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

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

Grossman, Pamela L., and Susan S. Stodolsky, "Content as Context: The Role of School Subjects in Secondary School Teaching," Educational Researcher, 24 (November, 1995), 5-11; 23., Pamela L. Grossman and Susan S. Stodolsky

Annotation: Explores the relationship between schools and teacher organization and differences in subject matter structure, sequence, and flexibility across the curriculum.

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

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

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

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

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

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

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

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

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

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

Johnson, Earl S., "Ways of Knowing," Social Education, 27(January, 1963), 5-10; 35. Reprinted pp. 167-181 in Earl S. Johnson, The Humanistic Teachings of Earl Johnson . Boulder, CO: Westview Press, 1983., Earl S. Johnson

Annotation: Concludes that the making of facts and the ordering of facts in any field of knowledge are not culture-free or value-free; imagination enters these processes; explains the difference in approaching the same object scientifically and artistically.

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

Kaplan, Andrew, "GALILEO: An Experiment in Interdisciplinary Education," Curriculum Inquiry, 18(Fall, 1988), 255-287., Andrew Kaplan

Annotation: Describes the design and implementation of a ninth grade course at Francis W. Parker School in Chicago in 1974.

Broad Topical Focus: Curriculum Conceptions and Theories, 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 Integration, Curriculum and the Disciplines

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

Kliebard, Herbert, M., "Structure of the Discipline as an Educational Slogan," Teachers College Record, 66(April, 1965), 598-603., Herbert M. Kliebard

Annotation: Critiques Bruner's phrase "structure of the disciplines" as an example of using a curriculum slogan before conducting inquiry.

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

Kunzil, Rudolf, "Memorizing a Memory: Schwab's the Practical in a German Context," Journal of Curriculum Studies, 45(No. 5, 2013), 668-683., Rudolf Kunzil

Annotation: Traces the developments of the last forty years in Curriculum Theory in Germany; identifies the aspects of Schwab's work that were compatible with the German tradition of Didaktik; summarizes the current situation in German education and how Schwab's "The Practical" might be used to critically analyze today's far different curriculum.

Broad Topical Focus: Curriculum Theorists, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Comparative Curriculum, Curriculum Deliberation, Curriculum and the Disciplines, Curriculum History

Lazerson, Marvin, Judith Block McLaughlin, and Bruce McPherson, "New Curriculum, Old Issues," Teachers College Record, 86(Winter, 1984), 300-319.*, Marvin Lazerson, Judith Block McLaughlin, and Bruce McPherson

Annotation: Reviews history of SMSG, MACOS, and other reforms of the 1950s and 1960s.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Curriculum Development Strategies, Mathematics, Social Studies, Curriculum and the Disciplines

Levin, L., and I. Lind, eds., Interdisciplinary Revisited: Re-assessing the Concept in the Light Of Institutional Experience. Stockholm: OECD/CERI, Swedish National Board of Universities and Colleges, Lisiskoping University, 1985., L. Levin and I. Lind

Annotation: Examines interdisciplinarity as a mode of curriculum organization.

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: Comparative Curriculum, Content Selection and Organization, Curriculum and the Disciplines

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

Lopes, Alice Casimiro, and Elizabeth Macedo, "An Analysis of Disciplinarity on the Organization of School Knowledge," pp. 169-185 in Eero Ropo and Tero Autio, eds., International Conversations on Curriculum Studies: Subject, Society, and Curriculum. Rotterdam: Sense Publishers, 2009., Alice Casimiro Lopes and Elizabeth Macedo

Annotation: Reviews various approaches to organizing the content of the curriculum (separate subjects/interdisciplinary); makes the distinction between subjects reflecting the disciplines of knowledge and those organized as school subjects that integrate content from multiple disciplines; illustrates this difference with the example of school science in Brazilian curriculum.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum and the Disciplines, School Subjects, Science, Comparative Curriculum

MacDonald, Gerald, "The Politics of Closed Curricula," British Journal of Educational Technology, 4(January, 1973), 24-40., Gerald MacDonald

Annotation: Argues that curricula can be conceived as ideology, as a description of reality, as a closed system of knowledge, and discusses the politics of closed curricula.

Broad Topical Focus: Curriculum Policies and Policy Making,Curriculum Development, Organization, Design
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, Curriculum and Politics

Mann, John S., "A Discipline of Curriculum Theory," The School Review, 76(December, 1968), 359-378.*, John S. Mann

Annotation: Conceptualizes curriculum theory as a discipline with organizational, substantive, and syntactical structures.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum Theory Creation and Uses, Curriculum and the Disciplines

Mansilla, Veronica Boix, and Howard Gardner, "Of Kinds of Disciplines and Kinds of Understanding," Phi Delta Kappan, 78 (January, 1997), 381-386. *, Veronica Boix Mansilla and Howard Gardner

Annotation: Describes what "understanding" means in history and literature and discusses implications for teaching and assessment.

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

Martin, Jane Roland, Changing the Educational Landscape: Philosophy, Women, and Curriculum. New York: Routledge, 1994., Jane Roland Martin

Annotation: Reprints 13 essays by the author on philosophical aspects of curriculum.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Collection of Studies
Narrow Topic: Content Selection and Organization, Hidden Curriculum, Curriculum and the Disciplines, Philosophical Schools

Martin, Jane Roland, "Curriculum and the Mirror of Knowledge," pp. 212-227 in her Changing the Educational Landscape: Philosophy, Women, and Curriculum. New York: Routledge, 1994., Jane Roland Martin

Annotation: Takes issue with the view that curriculum needs to mirror knowledge.

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

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

Martin, Jane Roland, "The Anatomy of Subjects," Educational Theory, 27(Spring, 1977), 85-95., Jane Roland Martin

Annotation: Distinguishes between school subjects and disciplines, showing overlaps in part or wholes.

Broad Topical Focus: Curriculum Conceptions and Theories
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, School Subjects

Martin, Jane Roland, "The Disciplines and the Curriculum," Educational Philosophy and Theory, 1(1969), 23-40. Reprinted pp. 65-86 in Jane Roland Martin, Readings in the Philosophy of Education: A Study of Curriculum. Boston: Allyn & Bacon, 1970., Jane Roland Martin

Annotation: Explains what disciplines are and how the structure of disciplines has become the basis for curriculum theory; examines arguments for and against this view.

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

Martin, Jane Roland, "Two Dogmas of Curriculum," Synthese, 51(April, 1982), 5-20. Reprinted pp. 187-199 in her Changing the Educational Landscape: Philosophy, Women, and Curriculum. New York: Routledge, 1994., Jane Roland Martin

Annotation: Describes and critiques the Dogma of God-Given Subjects and the Dogma of Immutable Basics.

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

Miel, Alice, "Knowledge and the Curriculum," pp. 71-104 in Alexander Frazier, ed., New Insights and the Curriculum . Washington, DC: Association for Supervision and Curriculum Development, 1963., Alice Miel

Annotation: Discusses the role of the disciplines in an age that has shifted from a print culture to an electronic one; provides nine guidelines; makes a concrete curriculum proposal using both discursive and non-discursive language.

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

Moore, Rob, and Michael Young, "Knowledge and the Curriculum in the Sociology of Education: Towards a Reconceptualization," British Journal of Sociology of Education, 22(4, 2001), 445-461. Revised version by Young appears pp. 18-34 in Michael F. D. Young, Bringing Knowledge Back In. New York: Routledge, 2008., Rob Moore and Michael Young

Annotation: Describes two sets of assumptions about knowledge and the curriculum (neo-conservative traditionalism and technical-instrumentalism); critiques the dilemmas inherent in a postmodern assumption about knowledge and the curriculum; argues for a social realist approach.

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 and the Disciplines

Noddings, Nel, "Formal Modes of Knowing," pp. 116-132 in Elliot W. Eisner, ed., Learning and Teaching the Ways of Knowing, 84th Yearbook of the NSSE, Part II. Chicago: University of Chicago Press, 1985., Nel Noddings

Annotation: Discusses learning, understanding, and doing formal modes of knowing such as mathematics through infomal activities.

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: Content Selection and Organization, Curriculum and the Disciplines

Okshersky, Walter C., "Epistemological and Hermeneutic Conceptions of the Nature of Understanding: The Cases of Paul H. Hirst and Martin Heidegger," Educational Theory, 42(Winter, 1992), 5-23.*, Walter C. Okshersky

Annotation: Critiques Hirst's forms of knowledge in light of Heidegger's conception of "understanding."

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Hermeneutic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Knowledge Generation, Curriculum and the Disciplines, Value Assumptions and Ideologies in Curriculum, Practical Knowledge

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

Phenix, Philip H., "Curriculum and the Analysis of Language," pp. 27-44 in James B. Macdonald and Robert R. Leeper,eds., Language and Meaning. Washington, DC: Association for Supervision and Curriculum Development, 1966., Philip H. Phenix

Annotation: Shows how analytic philosophy can contribute to curriculum and illustrates its application to the language of the disciplines.

Broad Topical Focus: Curriculum Inquiry Guidelines,Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Curriculum and the Disciplines, School Subjects

Phenix, Philip H., "Philosophy," pp. 253-264 in his Realms of Meaning . New York: McGraw Hill, 1964., Philip H. Phenix

Annotation: Demonstrates what philosophy is as a discipline; analyzes it into its subdisciplines; characterizes its inquiry approaches and language.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Philosophical Inquiry-Ampliative Criticism,Normative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum and the Disciplines

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

Polkinghorne, Donald E., Narrative Knowing and the Human Sciences . Albany: State University of New York Press, 1988., Donald E. Polkinghorne

Annotation: Describes narrative knowing in history, literature, psychology, human action, and practice.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research and Inquiry-General
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and the Disciplines

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

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

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

Schwab, Joseph J., "Structure of the Disciplines: Meanings and Significances," pp. 6-30 in G. W. Ford and Lawrence Pugno, eds., The Structure of Knowledge and the Curriculum . Chicago: Rand McNally, 1964., Joseph J. Schwab

Annotation: Analyzes the conceptual and syntactical structure of the disciplines, the problem of their syntax, and their substantive structure.

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: 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

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

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

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

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

Stotsky, Sandra, ed., What's at Stake in the K-12 Standards Wars: A Primer for Educational Policy Makers. New York: Peter Lang, 2000., Sandra Stotsky

Annotation: Presents criticisms of subject area standards in mathematics, science, history and economics, and English from the perspective of academicians in the various disciplines; the collection of articles embraces anti-constructivist aspects of the standards and critiques the federal and state policy initiatives that promote these flawed sets of standards; frequently proposes alternative policies and standards.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay
Type of Study: Collection of Studies
Narrow Topic: Curriculum and the Disciplines, Curriculum Frameworks, Curriculum and Politics, Curriculum Standards and Testing

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

Turner, Brian, "The Interdisciplinary Curriculum: From Social Medicine to Post Modernism," Sociology of Health and Illness, 12 (March, 1990), 1-23., Brian Turner

Annotation: Describes interdisiplinarity as a desirable aspect of the medical curriculum.

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

Vallance, Elizabeth, "Ways of Knowing and Curriculum Conceptions: Implications for Program Planning," pp. 199-217 in Elliot W. Eisner, ed., Learning and Teaching the Ways of Knowing, 84th Yearbook of the NSSE, Part II. Chicago, IL: University of Chicago Press, 1985., Elizabeth Vallance

Annotation: Describes four existing systems of curriculum thought and poses a fifith--the ways of knowing--within which curriculum decisions can be oriented.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Conceptions and Theories, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Value Assumptions and Ideologies in Curriculum, Curriculum Deliberation, Curriculum and the Disciplines, Practical Knowledge

Watt, John, "Schooling and Comprehensive Understanding," pp. 151-165, and "Mores, Myths, and Moralities," pp. 166-184 in his Ideology, Objectivity, and Education. New York: Teachers College Press, 1994., John Watt

Annotation: Proposes curriculum based on the concept of comprehensive understanding (not on ideology or constructivism) and the concept of evaluative pluralism.

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

White, John, "Curriculum: Philosophical Perspectives," pp. 1325-1328 in Torsten Husen and Thomas N. Postlethwaite, eds., The International Encyclopedia of Education, 2d ed. New York: Pergamon, 1994.*, John White

Annotation: Reviews Hirsh's forms of knowledge and other contributions of philosophy to curriculum development.

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

Winch, Christopher, "Curriculum Design and Epistemic Ascent," Journal of Philosophy of Education, 47(February, 2013), 128-146., Christopher Winch

Annotation: Discusses knowledge by acquaintance, propositional knowledge, and how-to knowledge in relation to both academic knowledge and practical knowledge; shows practical implications for curriculum design.

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, Practical Knowledge

Woods, Ronald G., and Robin Barrow, "Curriculum," pp. 23-46 in Ronald G. Woods and Robin Barrow, An Introduction to Philosophy of Education. London: Methuen, 1975., Ronald G. Woods and Robin Barrow

Annotation: Analyzes the nature of knowledge and its relation to curriculum.

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

Wraga, William G., "A Century of Interdisciplinary Curricula in American Schools," pp. 117-145 in Peter S. Hlebowitsh and William G. Wraga, eds., Annual Review of Research for School Leaders. New York: Scholastic (NASSP), 1996., William G. Wraga

Annotation: Traces the use of interdisciplinary curricula historically in American schools with references from 1895-1993.

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: Curriculum History, Curriculum Integration, Curriculum and the Disciplines

Wraga, William G., "The Educational and Political Implications of Curriculum Alignment and Standards-Based Reform," Journal of Curriculum and Supervision, 15(Fall, 1999), 4-25., William G. Wraga

Annotation: Analyzes and critiques F. W. English's curriculum alignment approach and its relation to reform through standards and testing; related article by A. A. Glatthorn follows.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Evaluation, 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, Curriculum Standards and Testing, Curriculum Frameworks

Young, Michael, "From Constructivism to Realism in the Sociology of the Curriculum." pp. 1-28 in Gregory J. Kelly, Allan Luke, and Judith Green, eds., What Counts as Knowledge in Educational Settings: Disciplinary Knowledge, Assessment, and Curriculum. Review of Research in Education, 32, 2008. Washington, DC: American Educational Research Association, 2008., Michael Young

Annotation: Provides a thorough summary of the author's and other related work on the sociology of knowledge and the curriculum.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Research Synthesis
Narrow Topic: Curriculum and the Disciplines, Content Selection and Organization

Young, Michael F. D., Bringing Knowledge Back In: From Social Constructivism to Social Realism in the Sociology of Education. New York: Routledge, 2008., Michael F. D. Young

Annotation: Contains fifteen essays on various aspects of the sociology of knowledge; several offer implications for curriculum.

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

Young, Michael F. D., "Curriculum Studies and the Problem of Knowledge: Updating the Enlightenment?" pp. 81-92 in Michael F. D. Young, Bringing Knowledge Back In: From Social Constructivism to Social Realism in the Sociology of Education. New York: Routledge, 2008., Michael F. D. Young

Annotation: Reflects on views of knowledge in the curriculum as evident in the field of Curriculum Studies; outlines an alternative approach with principles for guiding curriculum policy.

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: Curriculum and the Disciplines

Young, Michael F. D., "Durkheim, Vygotsky, and the Curriculum of the Future," pp. 35-64 in Michael F. D. Young, Bringing Knowledge Back In: From Social Constructivism to Social Realism in the Sociology of Education. New York: Routledge, 2008., Michael F. D. Young

Annotation: Treats concepts of insularity and hybridity within an analysis of knowledge s viewed by Durkheim and Vygotsky; draws implications for curriculum; a related essay follows.

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, Curriculum and the Disciplines