Narrow Topic - Curriculum Standards and Testing

 

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Anderson, Lorin W., "Curriculum Alignment: A Re-Examination," Theory into Practice, 41(Autumn, 2002), 255-260., Lorin W. Anderson

Annotation: Reviews studies of content coverage, opportunity to learn, and curriculum alignment involving alignment of objectives, assessments, and instructional activities and materials; discussed in the context of the revised (2001)version of Bloom's Taxonomy of Educational Objectives (1956).

Broad Topical Focus: Curriculum Evaluation, Curriculum Administration, Leadership, Finance
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum Standards and Testing

 

Apple, Michael W., "Can Critical Pedagogy Interrupt Rightist Policies?" Educational Theory, 50(Spring, 2000), 229-254.*, Michael W. Apple

Annotation: Challenges the market ideology that now dominates schooling and curriculum; reports on the effects of policy decisions resting on this ideology rather than on educational criteria; shows how national curriculum and national testing (in UK and in US) are reducing equality of educational opportunity; gives examples of efforts to counter current tendencies.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Curriculum Standards and Testing, Value Assumptions and Ideologies in Curriculum, Comparative Curriculum

 

Apple, Michael W., "Creating Difference: Neo-Liberalism, Neo-Conservatism, and the Politics of Educational Reform," Educational Policy, 18(January and March, 2004)., 12-44., Michael W. Apple

Annotation: Analyes how market proposals and regulatory proposals are joined in recent educational reforms in several countries, including the U. S., and reflect power blocks supporting standards, testing, and a national curriculum.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Comparative Curriculum, Value Assumptions and Ideologies in Curriculum, Curriculum Standards and Testing, Curriculum and Politics, Local Control of Schooling

 

Apple, Michael W., "Standards, Markets, and Curriculum," pp. 55-74 in Barry M. Franklin, ed., Curriculum and Consequences: Herbert M. Kliebard and the Promise of Schooling. New York: Teachers College Press, 2000., Michael W. Apple

Annotation: Analyzes the political movement (called conservative restoration by Apple) in which market forces and performance standards, national curriculum, and national testing are touted as reforms in the curriculum in England; also by inference in the U. S.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Value Assumptions and Ideologies in Curriculum, Curriculum Standards and Testing, Comparative Curriculum, Local Control of Schooling

 

Apple, Michael W., "The Politics of Official Knowledge: Does a National Curriculum Make Sense? Teachers College Record, 95(Winter, l993), 222-241; reprinted pp. 22-41 in Michael W. Apple, Cultural Politics and Education. New York: Teachers College Press, 1996.*, Michael W. Apple

Annotation: Argues against conservative perspective on a national curriculum.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Curriculum and Politics, Freedom/Authority and Curriculum, Curriculum Standards and Testing

 

Au, Wayne, "High-Stakes Testing and Curricular Control: A Qualitative Metasynthesis," Educational Researcher, 36(June/July, 2007) 258-267., Wayne Au

Annotation: Reports a metsynthesis of 49 qualitative studies using template analysis to examine effects of high-stakes testing on subject matter content alignment/contraction, changes in form of knowledge (fractured/integrated), and pedagogic change (student/teacher-centered).

Broad Topical Focus: Curriculum Evaluation, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Qualitative Research, Curriculum Standards and Testing, Knowledge Generation

 

Au, Wayne, "Teaching Under the New Taylorism: High-Stakes Testing and the Standardization of 21st Century Curriculum, Journal of Curriculum Studies, 43(No.1, 2011), 25-45., Wayne Au

Annotation: Reviews history of Taylorism in curriculum theory and its current manifestation; describes the effects of contemporary high-stakes testing (recontextualization and commoditization) as attempts of policy-publics to control curriculum and teaching from a distance for political purposes.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Curriculum History, Social Efficiency/Control, Curriculum and Politics, Value Assumptions and Ideologies in Curriculum, Local Control of Schooling

 

Au, Wayne, Unequal by Design: HIgh-Stakes Testing and the Standardization of Inequality. New York: Routledge, 2009., Wayne Au

Annotation: Demonstrates the ways high-stakes testing creates, by design, currricular inequality (through content, form, pedagogic, bureaucratic, and discursive control); discusses the NCLB policy on testing; draws on critical social theory and Bernstein for analytic tools.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing

 

Baker, Eva L., "Researchers and Assessment Policy Development: A Cautionary Tale," American Journal of Education, 102(August, 1994), 450-477., Eva L. Baker

Annotation: Reports the meetings of organizations involved since 1991 in national policy debates over curriculum standards assessments and the different perspectives of assessment experts and politicians.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Curriculum Standards and Testing, Value Assumptions and Ideologies in Curriculum, Content Selection and Organization

 

Baker, Eva L., "Techology and Effective Assessment Systems," pp. 358-378 in Joan L. Herman and Edward L. Haertel, eds., Uses and Misuses of Data for Educational Accountability and Improvement. 104th NSSE Yearbook, Part II. Malden, MA: Blackwell Publishing, 2005., Eva L. Baker

Annotation: Defines a generic design (structure, functions, evaluation) for an assessment system and indicates what new technologies can assist with each element.

Broad Topical Focus: Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Student Assessment, Evaluation of Instruction, Curriculum Standards and Testing, Media and Computers in Curriculum Development, Program Audit/Evaluation

 

Baker, Eva L., and Robert L. Linn, "Validity Issues for Accountability Systems," pp. 47-72 in Susan H. Fuhrman and Richard F. Elmore, eds., Redesigning Accountability Systems for Education. New York: Teachers College Press, 2004., Eva L. Baker and Robert L. Linn

Annotation: Formulates a theory of action within which testing and accountability policies lie; sets standards for accountability systems, testing, stakes, public reporting, and evaluation; followed by an article outlining three accountability models by Linn.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Evaluative Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Student Assessment, Evaluation of Instruction

 

Baszile, Denise Taliaferro,"Criminal Acts Comitted in the Name of Good Education," Journal of Curriculum and Pedagogy, 2(Summer, 2005), 20-23., Denise Taliaferro Baszile

Annotation: Critiques standardization in contemporary curriculum policy and practice; calls for action to change this dominant ideology.

Broad Topical Focus: Curriculum Policies and Policy Making, 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: Value Assumptions and Ideologies in Curriculum, Curriculum Standards and Testing

 

Beadie, Nancy, "Moral Errors and Stategic Mistakes: Lessons from the History of Student Accountability," pp. 35-50 in Kenneth A. Sirotnik, ed., Holding Accountability Accountable: What Ought to Matter in Public Education. New York:: Teachers College Press, 2004., Nancy Beadie

Annotation: Traces the history of student testing and graded schools that explains how we got to the current version of student accountability; draws implications.

Broad Topical Focus: Curriculum Evaluation, Curriculum Administration, Leadership, Finance
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Evaluation of Instruction, Program Audit/Evaluation, Student Assessment

 

Beane, James A., "A Common Core of a Different Sort: Putting Democracy at the Center of the Curriculum," Middle School Journal, 44(No. 3, 2013), 6-14., James A. Beane

Annotation: Traces the history of 20th century curriculum trends related to common learnings; analyzes the features of the Common Core State Standards of the early 21st century which emphasizes college preparation and employability for the global economy; poses a third way that emphasizes a democratic core reminiscent of the core curriculum of the 1930s/1940s; discusses common core and middle level education.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Proposals in Coherent Form
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 Standards and Testing, Middle School Curriculum, Core Mandates, Curriculum Integration

 

Berlak, Harold, "From Local Control to Government and Corporate Takeover of School Curriculum: The NO CHILD LEFT BEHIND Act and the READING FIRST Program," pp. 267-285 in H. Svi Shapiro and David E. Purpel, eds., Critical Social Issues in American Education, 3rd ed. Mahwah, NJ: Lawrence Erlbaum, 2005., Harold Berlak

Annotation: Traces history of NCLB Act and the corporate interests that made its passage possible; points out the damage done to public education by this Act and urges changing these policies

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Curriculum History, Government Role in Educational Research & Development, Local Control of Schooling, Curriculum Standards and Testing

 

Berliner, David C., "MCLB (Much Curriculum Left Behind): A U. S. Calamity in the Making," The Educational Forum, 73(No. 4, 2009), 284-296., David C. Berliner

Annotation: Brings together research that demonstrates the narrowing of the U. S. curriculum that follows from "teaching for the test' and from "excessive testing"; gives examples of alternative policies.

Broad Topical Focus: Curriculum Evaluation, 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

 

Boe, Erling E., and Sujie Shin, "Is the United States Really Losing the International Horse Race in Academic Achievement?" Phi Delta Kappan, 86(May, 2005), 688-695., Erling E. Boe and Sujie Shin

Annotation: Looks at data from six international comparison studies and organizes these data collectively and interprets these combined results.

Broad Topical Focus: Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Student Assessment, Comparative Curriculum, Curriculum Standards and Testing

 

Broadfoot, Patricia, " Towards Curssessment: The Symbiotic Relationship between Curriculum and Assessment," pp. 647-657 in Noel Entwistle, ed., Handbook of Educational Ideas and Practices . New York: Routledge, 1990.*, Patricia Broadfoot

Annotation: Discusses issues involved in curriculum and assessment.

Broad Topical Focus: Curriculum Evaluation, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Evaluation of Instruction, Curriculum Standards and Testing, Comparative Curriculum

 

Cala, William G, "The Mismeasure and Abuse of our Children: Why School Officials Must Resist State and National Standardized Testing Reforms," pp. 149-165 in Sandra Mathison, and E. Wayne Ross, eds., Defending Public Schools, Volume I: The Nature and Limits of Standards Based Reform and Assessment. Westport, CT: Praeger, 2004., William G. Cala

Annotation: Argues against using high-stakes testing ang for action against these policies.

Broad Topical Focus: 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 and Politics

 

Clune, William H., "The 'Standards Wars' in Perspective," Teachers College Record, 100(Fall, 1998), 144-149., William H. Clune

Annotation: Summarizes agreements and disagreements in discussions of standards in mathematics and in science appearing in related articles in the same issue of the journal.

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

 

Cohen, David K., "What is System in Systemic Reform," Educational Researcher, 24 (December, 1995), 11-17; 31., David K. Cohen

Annotation: Sums up findings on policy studies related to theme of state and local policy instruments to attain systemic educational reform, including the use of curriculum standards and assessments.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum and Politics, Curriculum Standards and Testing

 

Cole, Michael, "Mind as a Cultural Achievement: Implications for IQ Testing," pp. 218-249 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., Michael Cole

Annotation: Argues that culture-free intelligence is a contradiction in terms; reviews IQ testing; discusses context-sensitive approaches.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Contexts and Societal Influences
Source Discipline: Education
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Psychology and Curriculum, Ideology and School Knowledge, Curriculum Standards and Testing

 

Cornbleth, Catherine, "Curriculum and Students: Diverting the Public Interest," pp. 199-212 in Gloria Ladson-Billings and William F. Tate, eds., Educational Research in the Public Interest: Social Justice, Action, and Policy. New York: Teachers College Press, 2006., Catherine Cornbleth

Annotation: Urges critical examination of the current approach to research in curriculum studies that does not take into account the student context of policy questions.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Policies and Policy Making, Curriculum Research and Inquiry-General
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Knowledge Generation, Curriculum and Politics

 

Cornbleth, Catherine, "National Standards and the Curriculum as Containment?" pp. 211-238 in Catherine Cornbleth, ed., Curriculum Politics, Policy, Practice: Cases in Comparative Context. Albany, NY: SUNY Press, 2000., Catherine Cornbleth

Annotation: Notes tensions in curriculum politics, policy, and practice in two states--California and New York--between a common cultural curriculum versus a multicultural curriculum.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Freedom/Authority and Curriculum, Curriculum Standards and Testing, Curriculum and Politics, Multicultural Education

 

Cuban, Larry, "How Schools Change Reforms: Redefining Reform Success and Failure," Teachers College Record, 99(Spring, 1998), 453-477.*, Larry Cuban

Annotation: Defines standards used by reform elites (effectiveness, popularity, fidelity) and by educational practitioners (adaptiveness, longevity), applies them to Effective Schools reform, and explores implications of these different standards to other reforms.

Broad Topical Focus: Curriculum Change, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing

 

Darling-Hammond, Linda, "National Standards and Assessments: Will They Improve Education?" American Journal of Education, 102(August, 1994), 478-510., Linda Darling-Hammond

Annotation: Argues against the use of national curriculum standards and national assessments related to them.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Curriculum and Politics, Content Selection and Organization, Local Control of Schooling, Freedom/Authority and Curriculum

 

Darling-Hammond, Linda, and Laura McCloskey, "What Would It Mean to be Internationally Competitive?" Phi Delta Kappan, 90 (December, 2008), 263-272., Linda Darling-Hammond and Laura McCloskey

Annotation: Suggests policy directions for U.S. education in light of policies in place in countries with outstanding achievement records (Finland, Sweden, Australia, United Kingdom, Hong Kong).

Broad Topical Focus: Curriculum Policies and Policy Making, 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

 

Deno, S.L., and C.A. Espin, "Curriculum-based Assessment," pp. 1355-1359 in Torsten Husen and Thomas N. Postlethwaite, eds., The International Encyclopedia of Education, 2d ed. New York: Pergamon, 1994.*, S.L. Deno and C.A. Espin

Annotation: Discusses curriculum-based assessment versus norm-referenced standardized testing.

Broad Topical Focus: Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Student Assessment, Program Audit/Evaluation, Curriculum Standards and Testing

 

Deyhle, Donna, "Between Games and Failure: A Micro-Ethnographic Study of Navajo Students and Testing," Curriculum Inquiry, 13(Winter, 1983), 347-376., Donna Deyhle

Annotation: Reports an ethnographic study of testing as seen by Navajo students and their teachers.

Broad Topical Focus: Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Marking, Curriculum Standards and Testing, Student Assessment, Evaluation of Instruction

 

Eisner, Elliot W., "Creative Curriculum Development and Practice," WCCI Forum, IV (December, 1990), 37-54.*, Elliot W. Eisner

Annotation: Proposes an ecological model of curriculum development and practice.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Change, Curriculum Conceptions and Theories, Curriculum Development, Organization, Design, Curriculum Guides, Plans, Documents, Materials
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, Materials Development and Evaluation, Curriculum Aims and Objectives, Curriculum Standards and Testing

 

Eisner, Elliot W., Reimagining Schools: The Selected Works of Elliot W. Eisner. New York: Routledge, 2005., Elliot W. Eisner

Annotation: Reprints twenty-one of Eisner's articles published from 1965-2002.

Broad Topical Focus: Curriculum Theorists
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, Art Education, Comparisons Among Inquiry Modes, Curriculum Theory Creation and Uses, Value Assumptions and Ideologies in Curriculum, Curriculum Standards and Testing, Qualitative Research, Curriculum Professors, Curriculum Frameworks

 

Eisner, Elliot W., "The Centrality of Curriculum and the Function of Standards," pp. 148-177 in Elliot W. Eisner, The Arts and the Creation of Mind. New Haven, CT: Yale University Press, 2002.*, Elliot W. Eisner

Annotation: Discusses conceptions and uses of curriculum objectives and of curriculum standards in general as well as in relation to the arts curriculum; a similar treatment of assessment and evaluation follows these pages.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Policies and Policy Making, Curriculum Development, Organization, Design, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Art Education, Curriculum Aims and Objectives, Curriculum Standards and Testing, Curriculum Frameworks

 

Eisner, Elliot W., The Hidden Consequences of a National Curriculum. Washington, DC: AERA, 1995., Elliot W. Eisner

Annotation: Has five articles and two responses on issues related to a nationalized curriculum policy in the U. S.; includes comparisons with European national curricula and projections of possible consequences.

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: Freedom/Authority and Curriculum, Local Control of Schooling, Comparative Curriculum, Curriculum Standards and Testing

 

Elliott, John, "Making Evidence-based Practice Educational," pp. 164-186 in Gary Thomas and Richard Pring, eds., Evidenced-based Practice in Education. New York: Open University Press, 2004., John Elliott

Annotation: Contrasts the engineering model of education (outcomes-based education) with Peters' and Stenhouse's process model; demonstrates the flaws in the former in the context of discussing evidence-based practice in education.

Broad Topical Focus: Relation of Curriculum Research to Practice, 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, Curriculum Standards and Testing, Teacher Research

 

Emory, Kathy, and Susan Ohanian, "No Matter Who's Talking about Educational Reform, Look for the Footprints of the Business Roundtable," pp. 114-140 in their Why Is Corporate America Bashing our Public Schools? Portsmouth, NH: Heinemann, 2004., Kathy Emory and Susan Ohanian

Annotation: Traces the political influence of the Business Roundtable from 1989 to date on federal legislation; reports resistance to their influence and laws.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences, Curriculum Change
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Criticism of Schooling, Curriculum Standards and Testing, Curriculum and Politics, Curriculum History

 

Fenstermacher, Gary D., and John I. Goodlad, eds., Individual Differences and the Common Curriculum, Eighty-second Yearbook of the NSSE, Part I. Chicago: The University of Chicago Press, 1983., Gary D. Fenstermacher and John I. Goodlad

Annotation: Treats perennial issues in curriculum of the implications of individual differences and the desire for a common curriculum for all students.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum Differentiation, Content Selection and Organization, Core Mandates, Psychology and Curriculum, Value Assumptions and Ideologies in Curriculum, Curriculum Standards and Testing

 

Ferrara, Steven F., and Stephen J. Thornton, "Using NAEP for Interstate Comparisons: The Beginnings of a 'National Acheivement Test' and 'National Curriculum'," Educational Evaluation and Policy Analysis, 10(Fall, 1980), 202-211., Steven F. Ferrara and Stephen J. Thornton

Annotation: Discusses technical issues related to using national test data in making interstate comparisons.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Student Assessment, Curriculum Standards and Testing

 

Finder, Morris, Educating America: How Ralph W. Tyler Taught America to Teach. Westport, CT: Praeger, 2004., Morris Finder

Annotation: Gives personalized sketches of Tyler's life and work as school and university teacher, on the Eight-Year Study, on the Tyler Rationale, on NEAP, on his roles as consultant and evaluator for schools and government agencies worldwide, and as a mentor to his students; includes seven interviews with Tyler and 50 pages listing his publications.

Broad Topical Focus: Curriculum Theorists, Curriculum Evaluation, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Professors, Curriculum Standards and Testing, Curriculum Development Strategies, Literature of Curriculum, Classics of Curriculum Literature, Student Assessment, Program Audit/Evaluation

 

Fiore, Linda C., "Curriculum Control: Using Discourse and Structure to Manage Educational Reform," Journal of Curriculum Studies, 30(September-October, 1998), 559-576.*, Linda C. Fiore

Annotation: Presents a case study of an effort by Governor Allen and his appointed Board of Educatiion to control the debate on Virginia's Standards of Learning (1995) through both discursive and structural methods and to obtain an ideologically and epistemologically conservative curriculum change.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Case Study
Narrow Topic: Curriculum and Politics, Curriculum Standards and Testing, Curriculum Deliberation

 

Flinders, David J., "The Failings of NCLB," Curriculum and Teaching Dialogue, 7(No. 1 & 2, 2005), 1-9., David J. Flinders

Annotation: Critiques the flawed accountability assumptions undelying NCLB and offers alternative policy strategies.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Government Role in Educational Research & Development, Curriculum Standards and Testing, Program Audit/Evaluation

 

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

 

Franklin, Barry M., ed., Curriculum and Consequence: Herbert M. Kliebard and the Promise of Schooling. New York: Teachers College Press, 2000., Barry M. Franklin

Annotation: Contains eight essays on aspects of curriculum history published in honor of Kliebard at his retirement from the University of Wisconsin-Madison; includes an overview by the editor of Kliebard's life and contributions; closes with comments by Kliebard.

Broad Topical Focus: Curriculum Theorists, Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum History, Curriculum Differentiation, Liberal Education/General Education, Curriculum Standards and Testing, Social Efficiency/Control

 

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

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

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

 

Fuhrman, Susan H., and Betty Malen, eds., The Politics of Curriculum and Testing . Philadelphia: Falmer, 1991., Susan H. Fuhrman and Betty Malen

Annotation: Provides thirteen studies of the politics of curriculum and testing at the state and local levels.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum and Politics, Curriculum Standards and Testing, Program Audit/Evaluation

 

Garman, Noreen, "Curriculum Leaders as Public Intellectuals in an Impoverished Landscape," Journal of Curriculum and Pedagogy, 3(Summer, 2006), 73-78., Noreen Garman

Annotation: Argues that curriculum leaders should become authors of a language that speaks truth to power rather than embracing or succumbing to a language of political bureau technology.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Visions and Philosophies, 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: Curriculum Theory Creation and Uses, Curriculum and Politics, Criticism of Schooling, Alternatives in Education, Curriculum Standards and Testing, Value Assumptions and Ideologies in Curriculum

 

Gay, Geneva, "Seeking Direction without Adequate Vision," Journal of Curriculum and Pedagogy, 1(Summer, 2004), 24-26., Geneva Gay

Annotation: Challenges the current testing and accountability policies in education for their ignoring of professional conventions of curriculum design and implementation.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Decision-making Processes, 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 Standards and Testing, Curriculum Specialists in Schools, Teacher Knowledge

 

Grant, S. G., Alison Derme-Insinna, Jill Gradwell, Ann Marie Lauricella, Lynn Pullano, and Kathryn Tzetzo, "Juggling Two Sets of Books: A Teacher Responds to the New York State Global History Exam," Journal of Curriculum and Supervision, 17(Spring, 2002), 232-255., S. G. Grant, Alison Derme-Insinna, Jill Gradwell, Ann Marie Lauricella, Lynn Pullano, and Kathryn Tzetzo

Annotation: Explores a teacher's difficulties in interpreting a new New York state global history curriculum and exam.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Implementation, Curriculum Standards and Testing, Social Studies, Teaching/Learning Process, Evaluation of Instruction

 

Hargreaves, Andy, Lorna Earl, Shawn Moore, and Susan Manning, Learning to Change: Teaching Beyond Subjects and Standards. San Francisco: Jossey-Bass, 2000., Andy Hargreaves, Lorna Earl, Shawn Moore, and Susan Manning

Annotation: Reports a study of 29 teachers facing reforms in standards, assessment, and curriculum integration; gives their experiences and reactions to these changes in a broad context of research on the process of change in education.

Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Curriculum Integration, Teaching/Learning Process

 

Harris, Douglas N., Value-Added Measures in Education: What Every Educator Needs to Know. Cambridge, MA: Harvard Education Press, 2011., Douglas N. Harris

Annotation: Provides a well-argued technical, but understandable, analysis of the pros and cons of using value-added measures in accountability systems for making policy decisions on individual teachers, schools, programs, and state standards-based on aggregates of student achievement data.

Broad Topical Focus: Curriculum Evaluation, Curriculum Policies and Policy Making
Source Discipline: Education
Mode of Inquiry in the Study: Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Student Assessment, Teacher Evaluation, Program Audit/Evaluation, Evaluation of Instruction

 

Harris, Phillip, Bruce M. Smith, and Joan Harris, They Myths of Standardized Tests: Why They Don't Tell You What You Think They Do. Lanham, MD: Rowman & Littlefield, 2011., Phillip Harris, Bruce M. Smith, and Joan Harris

Annotation: Argues cogently the limitations of standardized tests and their current use; helps the public understand why the current uses are misguided; gives a thorough treatment of the subject in easily understood terms.

Broad Topical Focus: Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing

 

Herrington, Carolyn D., and Katherine Kasten, eds., Florida 2001: Educational Policy Alternatives. Jacksonville, FL: Florida Institute of Education, University of North Florida, 2001., Carolyn D. Herrington and Katherine Kasten

Annotation: Summarizes effects of implementing Florida's accountability reforms and suggests alternative policies.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Evaluation
Source Discipline: Education
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Evaluative Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum Standards and Testing

 

Hess, Frederick M., and Michael J. Petrilli, No Child Left Behind Primer. New York: Peter Lang, 2006., Frederick M. Hess and Michael J. Petrilli

Annotation: Sets forth the complexities of the 2001 NCLB Act in understandable language; treats key provisions such as accountability and testing, qualified teachers, and more than 50 other programs and policies included in the law; acknowledges views of its supporters and its critics.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Curriculum and Politics, Curriculum Standards and Testing, Core Mandates

 

Holme, Jennifer Jellison, Meredith P. Richards, Jo Beth Jimerson, and Rebecca W. Cohen, "Assessing the Effect of High School Exit Examinations," Review of Educational Research, 80(December, 2010), 476-526., Jennifer Jellison Holme, Meredith P. Richards, Jo Beth Jimerson, and Rebecca W. Cohen

Annotation: Sums up and appraises the research on the topic in relation to student achievement, dropping out or graduation, post-secondary outcomes, and school responses.

Broad Topical Focus: Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum Standards and Testing, Student Assessment

 

Hopkins, David, "Intelligent Accountability," pp. 93-114 in his Every School a Great School: Realizing the Potential of System Leadership. New York: Open University Press, 2007., David Hopkins

Annotation: Reviews arguments for and against accountability and short-term achievement targets within the British context; describes a system of intelligent accountabilty employing both internal and external assessments.

Broad Topical Focus: 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, Student Assessment, Program Audit/Evaluation

 

Hopmann, Stefan T., "No Child, No School, No State Left Behind: Comparative Research in the Age of Accountability," pp. 363-415 in Stefan T. Hopmann, Gertrude Brinek, and Martin Retzl, eds., PISA According to PISA. Vienna: Lit-Verlag, 2007., Stefan T. Hopmann

Annotation: Analyzes the multiple realities of accountability (child, school, state) within the context of NCLB in the U. S. and of other policies in European countries; comments on the pluses and minuses of PISA testing.

Broad Topical Focus: Curriculum Evaluation, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing

 

Horn,Raymond A., Jr., Standards Primer. New York: Peter Lang, 2004., Raymond A. Horn Jr.

Annotation: Sets forth the fundamentals of standards as employed in education and contrasts the differences between the application of technical standards and standards of complexity.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Visions and Philosophies, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Value Assumptions and Ideologies in Curriculum

 

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

 

Jennings, John H., Why National Standards and Tests? Politics and the Quest for Better Schools. Thousand Oaks, CA: Sage Publications, 1998., John H. Jennings

Annotation: Provides the legislative history on national standards and testing by the U. S. Congress 1989-1997.

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

 

Johnson, Susan M, Jill Harrisonberg, and Morgaen L. Donaldson, "Curriculum, Standards, and Accountability," pp. 59-66 in their Who Stays In Teaching and Why: A Review of the Literature on Teacher Retention. Cambridge, MA: Harvard Graduate School of Education, 2005., Susan M. Johnson, Jill Harrisonberg, and Morgaen L. Donaldson

Annotation: Reports a summary of research studies dealing with teachers' access to curriculum and its alignment with state standards, with their responses to "scripted" curricula, and with their responses to the use of stardarized tests; suggests needed research.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Curriculum Implementation

 

Jones, Lyle V., and Ingram Olkin, eds., The Nation's Report Card: Evolution and Perspectives. Bloomington, IN: Phi Delta Kappa Education Foundation, 2004., Lyle V. Jones and Ingram Olkin

Annotation: Gives estensive, detailed history of the development and evaluation of NAEP from 1963-2003, written by key officials and staff of NAEP.

Broad Topical Focus: Curriculum Evaluation, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum Standards and Testing, Student Assessment, Curriculum and Politics

 

Kaufmann, David, Susan Moore Johnson, Susan M. Kardos, Edward Liu, and Heather G. Peske, " 'Lost at Sea': New Teachers' Experiences with Curriculum and Assessment," Teachers College Record, 104(March, 2002), 273-300., David Kaufmann, Susan Moore Johnson, Susan M. Kardos, Edward Liu, and Heather G. Peske

Annotation: Documents teachers' experiences in implementing and assessing the Massachusetts curriculum frameworks with little or no guidance.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Frameworks, Curriculum Standards and Testing, Teaching/Learning Process, Evaluation of Instruction

 

Kelly, Thomas F., "Why State Mandates Don't Work," Phi Delta Kappan, 80(March, 1999), 543-546., Thomas F. Kelly

Annotation: Argues against mandates as a method of school reform: discusses the failure of these mandates: teacher evaluation, state testing, higher standards, foreign language.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design, Curriculum Change, Curriculum Decision-making Processes
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Local Control of Schooling, Curriculum Standards and Testing, Freedom/Authority and Curriculum

 

Kim, James S., and Gail L. Sunderman, "Measuring Academic Proficiency under the No Child Left Behind Act: Implications for Educational Equity," Educational Researcher, 34(November, 2005), 3-13., James S. Kim and Gail L. Sunderman

Annotation: Highlights differences in various between-state ratings of school performance and NCLB's adequate yearly progress (AYP) results; highlights equity issues uncovered and makes recommendations to overcome them.

Broad Topical Focus: Curriculum Policies and Policy Making, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Evaluation of Instruction, Program Audit/Evaluation

 

Kirst, Michael W., "The Politics of Nationalizing Curricular Content," American Journal of Education, 102(August, 1994), 383-393., Michael W. Kirst

Annotation: Summarizes the issues in the current debates over national curriculum standards.

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

 

Koretz, Daniel, "What Test Scores Tell Us About American Kids," pp. 74-112 in his Measuring Up: What Educational Testing Really Tells Us. Cambridge, MA: Harvard University Press, 2008., Daniel Koretz

Annotation: Presents well-argued explanations about what data from standardized tests can and cannot tell us about student achievement; draws on careful analyses of a variety of data from tests like the SAT to tests of international comparisons; alerts readers to several kinds of misinterpretations of test scores that are made by people lacking adequate understanding of the principles of measurement and test construction.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Status Study
Narrow Topic: Curriculum Standards and Testing, Student Assessment

 

Kridel, Craig, "Child-Centered Schools and Society-Centered Schools: Progressive Education, Testing, and 'E-valuation"," pp.133-143 in Isabel Nunez, Crystal T. Laura, and Rich Ayers, eds., Diving In: Bill Ayres and the Art of Teaching into Contradiction. New York: Teachers College Press, 2104., Craig Kridel

Annotation: Clarifies the twentieth century idea of progressive education and its leading advocates; contrasts this with features of twenty-first century thought and practice.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Curriculum Standards and Testing

 

Lee, Reginald S., Kathryn M. Borman, and William Tyson, "Florida's A+ Plan: Education Reform Policies and Student Outcomes," pp. 241-279 in Kathryn M. Borman and Sherman Dorn, eds., Educational Reform in Florida: Diversity and Equity in Public Policy. Albany, NY: State University of New York Press, 2007., Reginald S. Lee, Kathryn M. Borman, and William Tyson

Annotation: Reports and analyzes student outcomes data in Florida under Governor Bush's A+ Plan for the first years of implementation; poverty and race (among 20 variables) highly correlates with poor results.

Broad Topical Focus: Curriculum Evaluation, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Evaluative Inquiry, Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Student Assessment

 

Linn, Dane, "The Role of Governors," pp. 35-53 in Frederick M. Hess and Michael Q McShane, eds., Common Core Meets Education Reform: What It All Means for Politics, Policy, and the Future of Schooling. New York: Teachers College Press, 2014., Dane Linn

Annotation: Explains the derivation of the Common Core State Standards published in 2010 by its developers (National Governors Association, Council of State School Officers, and others); clarifies who was involved and what procedures were followed; gives status of implementation as of 2013; identifies the difficulties that lie ahead in that process; other issues are described in related chapters written mostly by authors representing the American Enterprise Institute.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Decision-making Processes
Source Discipline: Education
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing

 

Linn, Robert L., "Educational Accountability Systems," pp. 3-24 in Katherine E. Ryan and Lorrie A. Shepard, eds., The Future of Test-Based Educational Accountability. New York: Routledge, 2008., Robert L. Linn

Annotation: Reviews various types of assessments used in accountability systems in NCLB and other test-based approaches.

Broad Topical Focus: Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Program Audit/Evaluation

 

Linn, Robert L., "Methodological Issues in Achieving School Accountability," Journal of Curriculum Studies, 40(December, 2008). 699-711., Robert L. Linn

Annotation: Analyzes differences between state and NCLB accountability systems that can account for schools meeting targets in the first instance but not in the second instance or vise versa; explores methodological issues between these accountability systems.

Broad Topical Focus: Curriculum Evaluation, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Program Audit/Evaluation

 

Luke, Allan, Annette Woods, and Katie Weir, "Curriculum Design, Equity and the Technical Form of the Curriculum," pp 6-39 in Allan Luke, Annette Woods, and Katie Weir, eds., Curriculum, Syllabus Design, and Equity: A Primer and Model. New York: Routledge, 2013., Allan Luke, Annette Woods, and Katie Weir

Annotation: Defines official curriculum documents, the place of school subjects in them, and equitable schooling; discusses curriculum standardization/testing and the technical form of curriculum documents.

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: Materials Development and Evaluation, Curriculum Standards and Testing, Curriculum Frameworks

 

Madaus, George F., "The Influence of Testing on Curriculum," pp. 83-121 in Laurel N. Tanner, ed., Critical Issues in Curriculum. 87th Yearbook of the NSSE, Part I. Chicago: The University of Chicago Press, 1988. Reprinted pp. 73-111 in Margaret J. Early and Kenneth J. Rehage, eds., Issues in Curriculum: A Selection of Chapters from Past NSSE Yearbooks. 98th Yearbook of the NSSE, Part II. Chicago: The University of Chicago Press, 1999., George F. Madaus

Annotation: Reviews the effects of testing, especially high-stakes standardized tests, on curriculum, instruction, and students; discusses past and present issues with examples from several countries.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum Standards and Testing, Evaluation of Instruction, Student Assessment, Comparative Curriculum, Freedom/Authority and Curriculum, Local Control of Schooling, Materials Development and Evaluation

 

Madaus, George F., and Thomas Kellaghan, "Curriculum Evaluation and Assessment," pp. 119-154 in Philip W. Jackson, ed., Handbook of Research on Curriculum. New York: Macmillan, l992., George F. Madaus and Thomas Kellaghan

Annotation: Summarizes the state of evaluation and assessment in curriculum, including historical issues, issues in testing, and six major components of curriculum evaluation.

Broad Topical Focus: Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry, Evaluative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Evaluation of Instruction, Student Assessment, Curriculum Standards and Testing, Curriculum History

 

Madaus, George, Michael Russell, and Jennifer Higgins, "Why and How Should High-Stakes Testing be Monitored?" pp. 197-221 in their The Paradoxes of High-Stakes Testing. Charlotte, NC: Information Age Publishing, 2009., George Madaus, Michael Russell, and Jennifer Higgins

Annotation: Traces efforts made to monitor the technical aspects of tests for users and policymakers; proposes an independent body to perform this oversight function and suggests eight principles to follow in creating such an ongoing institution.

Broad Topical Focus: Curriculum Evaluation, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Student Assessment, Curriculum Standards and Testing, Curriculum and Politics

 

Madda, Christina L, Richard R. Halverson, and Louis M. Gomez, "Exploring Coherence as an Organizational Resource for Carrying Out Reform Initiatives," Teachers College Record, 109(August, 2007), 1957-1979., Christina L. Madda, Richard R. Halverson, and Louis M. Gomez

Annotation: Reports on a study of how one district's program design team approached implementing a reform program to provide district-wide student performance data; attention was given to attaining design process coherence as well as instructional program coherence.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Administration, Leadership, Finance
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Implementation, Curriculum Development Strategies, Curriculum Standards and Testing

 

Marsh, David D., Judy B. Codding, and Associates, The New American High School. Thousand Oaks, CA: Corwin Books, 1999., David D. Marsh and Judy B. Codding

Annotation: Argues for a standards-driven curriculum for the high school resulting in a certificate of initial mastery.

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 Standards and Testing, Value Assumptions and Ideologies in Curriculum, Secondary School Curriculum

 

Massell, Diane, and Michael Kirst, "Determining National Content Standards," Education and Urban Society, 26(February, 1994), 107-117., Diane Massell and Michael Kirst

Annotation: Describes the current process by which national standards are being established in various content areas of the curriculum in the U.S.; relates to boundary conditions, planning, deliberations, outcomes,and capacity building.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Curriculum Deliberation

 

Mathison, Sandra, "Implementing Curricular Change through State-mandated Testing: Ethical Issues," Journal of Curriculum and Supervision , 6 (Spring, 1991), 201-212., Sandra Mathison

Annotation: Gives an ethical critique of the New York State elementary science testing program (ESPET) and its utilitarian perspective.

Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Science, Evaluation of Instruction, Ethical Issues in Curriculum, Value Assumptions and Ideologies in Curriculum

 

McColl, Ann, "Tough Call: Is No Child Left Behind Constitutional?" Phi Delta Kappan, 86(April, 2005), 604-610., Ann McColl

Annotation: Raises questions about legal authority for NCLB Act of 2001, its lack of clarity and funding, and its function; raises question of state versus federal power over education.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences, Curriculum Conceptions and Theories, Curriculum Decision-making Processes, 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 and Politics, Local Control of Schooling, Government Role in Educational Research & Development, Value Assumptions and Ideologies in Curriculum, Curriculum Standards and Testing, Freedom/Authority and Curriculum

 

McDermott, Kathryn A., "Interstate Governance of Standards and Testing," pp. 130-155 in Paul Manna and Patrick McGuinn, eds., Educational Governance for the Twenty-First Century: overcoming Sturctural Barriers to School Reform. Washington, DC: Brookings Institution Press, 2013., Kathryn A. McDermott

Annotation: Examines the development and implementation of the interstate consortiums related to Common State Standards and the assessment; gives illustrations and analysis their problems and prospects.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Administration, Leadership, Finance
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Freedom/Authority and Curriculum, Local Control of Schooling, Value Assumptions and Ideologies in Curriculum

 

McConnell, Lorraine M., "The Paradox of Curriculum Policy," pp. 112-129 in Douglas E. Mitchell, Dorothy Shipps, and Robert L. Crowson, eds., Shaping Education Policy: Power and Process, 2nd Ed. New York: Routledge, 2018., Lorraine M. McDonnell

Annotation: Analyzes the rise and persistence of standards-based reforms in U. S. curriculum policy arenas; gives concrete details of the situation, ideas, and interests that interacted in the policy regimes surrounding standards-based reforms of the 80s and 90s, of No Child Left Behind Act, of Common Core State Standards, and of Every Student Succeeds Act; gives a thorough-going analysis, citing both strengths and weaknesses of each curriculum policy regime.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Historical Inquiry, Policy Inquiry
Type of Study: SIngle Study
Narrow Topic: Curriculum and Politics, Currriculum History, Government Role in Educational Research & Development, Local Control of Schooling, Value Assumptions and Ideologies in Curriculum, Curriculum Standards and Testing, Freedom/Authority and Curriculum

 

McDonnell, Lorraine M., Policymakers' Views of Student Assessment. Santa Monica, CA: Rand, 1994., Lorraine M. McDonnell

Annotation: Reports a CRESST/OERI study of views of state and national policy makers and other stakeholders on expectations of assessment policies, technical constraints, costs, and political effects of content and delivery standards.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Survey
Narrow Topic: Curriculum Standards and Testing, Evaluation of Instruction, Student Assessment

 

McDonnell, Lorraine M., "The Politics of Educational Accountability: Can the Clock Be Turned Back?" pp. 47-67 in Katherine E. Ryan and Lorrie A. Shepard, eds.. The Future of Test-Based Educational Accountability. New York: Routledge, 2008., Lorraine M. McDonnell

Annotation: Discusses why test-based accountability developed as a dominant policy idea; explains what would have to change to install an alternative approach.

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

 

McDonnell, Lorraine M., and M. Stephen Weatherford, "Evidence Use and the Common Core State Standards Movement: From Problem Definition to Policy Adoption," American Journal of Education, 120(November, 2013), 1-25., Lorraine M. McDonnell and M. Stephen Weatherford

Annotation: Describes how policy entrepreneurs use research at three stages of the policy process--problem definition, policy design, and policy enactment; reports interviews with state leaders of the Common Core movement about these policy process stages and the use of research evidence; concludes that research was often not used or was not available and that other evidence was also used.

Broad Topical Focus: Critique and Utilization of Curriculum Research and Inquiry, Curriculum Policies and Policy Making, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry, Historical Inquiry, Deliberative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Curriculum History, Knowledge Utilization, Curriculum and Politics, Curriculum Frameworks

 

McNeil, Linda M., Contradictions of Reform: Educational Costs of Standardized Testing. New York: Routledge, 2000., Linda M. McNeil

Annotation: Reports on the policies of the Perot reforms in Texas education and their negative consequences for children, learning, educators, and democracy; includes evidence from three schools in Houston.

Broad Topical Focus: Curriculum Change, Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry, Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Curriculum and Politics, Curriculum Standards and Testing

 

McNeil, Linda M., "Faking Equity: High-Stakes Testing and the Education of Latino Youth," pp. 57-111 in Angela Valenzuela, ed., Leaving Children Behind: How "Texas-Style" Accountability Fails Latino Youth. Albany, NY: State University of New York Press, 2005., Linda M. McNeil

Annotation: Analyzes data from the Texas Assessment of Academic Skills testing program and its use in the Texas accountability system to demonstrate phony evidence of student improvement in Texas.

Broad Topical Focus: Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Student Assessment, Program Audit/Evaluation, Curriculum Standards and Testing

 

Meens, David, and Kenneth R. Howe, "NCLB and Its Wake: Bad News for Democracy." Teachers College Record, 117(No.6, 2015), 1-44., David Meens and Kenneth R. Howe

Annotation: Examines the eclipse of local control through NCLB; relates democratic policy-making theory to the circumstances of NCLB and shows how NCLB undermines teaching children meaningful participation in democratic politics; offers a set of guidelines for assessing future federal education policies in terms of democratic principles; related articles and critiques follow this article.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Local Control of Schooling, Government Role in Educational Research & Development, Curriculum Standards and Testing, Curriculum History

 

Meyer, Heinz-Dieter, "The OECD as Pivot of the Emerging Global Educational Accountability Regime: How Accountable are the Accountants:" Teachers College Record, 116(No.9, 2014), 1-20., Heinz-Dieter Meyer

Annotation: Traces the history of OECD's work and influence in educational policy and practice across the world; examine the critiques of its positions on accountability and testing.

Broad Topical Focus: Curriculum Evaluation, Curriculum Policies and Policy Making
Source Discipline: Education
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Curriculum and Politics, Comparative Curriculum, Evaluation of Instruction, Student Assessment, Local Control of Schooling

 

Michael, Deanna L., and Sherman Dorn, "Accountability as a Means of Improvement: A Continuity of Themes," pp. 83-116 in Kathryn M. Borman and Sherman Dorn, eds., Educational Reform in Florida: Diversity and Equity in Public Policy. Albany, NY: State University of New York Press, 2007., Deanna L. Michael and Sherman Dorn

Annotation: Traces the historical development of the educational accountability system in Florida as enacted in the administration of Governor Bush (1999-2007); gives an appraisal of the system.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Evaluation
Source Discipline: Education
Mode of Inquiry in the Study: Historical Inquiry, Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Local Control of Schooling, Curriculum Standards and Testing, Student Assessment

 

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

 

Mintrop, Heinwich, and Gail L. Sunderman, "Predictable Failure of Federal Sanctions-Driven Accountability for School Improvement -- And Why We May Retain It Anyway," Educational Researcher, 38(june/July,2009), 353-364., Heinwich Mintrop and Gail L. Sunderman

Annotation: Summarizes results of studies on three questions: 1) Do sanctions-driven accountability systems produce the intended results in NCLB and other attempts? 2) Is it practical and can it be implemented? 3) Is it valued and legitimate?

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Evaluation
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum Standards and Testing, Evaluation of Instruction, Program Audit/Evaluation, Government Role in Educational Research & Development, Freedom/Authority and Curriculum, Ethical Issues in Curriculum, Student Assessment, Social Efficiency/Control, Local Control of Schooling, Curriculum Implementation

 

Mosher, Frederic A., "What NAEP Really Could Do." pp. 329 -340 in Lyle V. Jones and Ingram Olkin, eds., The Nation's Report Card: Evolution and Perspectives. Bloomington, IN: Phi Delta Kappa Educational Foundation, 2004., Frederic A. Mosher

Annotation: Discusses and critiques the changes and uses of NAEP's data reports over time; urges they not be turned into fodder for local accountabiltiy systems that assign rewards and punishments year-by-year.

Broad Topical Focus: Curriculum Evaluation, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Student Assessment, Curriculum and Politics

 

Newmann, Fred M., "Linking Restructuring to Authentic Student Achievement," Phi Delta Kappan , 72 (February, 1991), 458-463.*, Fred M. Newmann

Annotation: Presents criteria for authentic academic achievement and for substantive conversation in the curriculum.

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 Standards and Testing, Student Assessment, Teacher Planning

 

Newmann, Fred M., BetsAnn Smith, Elaine Allensworth, and Anthony S. Bryk, "Instructional Program Coherence: What It Is and Why It Should Guide School Improvement Policy," Educational Evaluation and Policy Analysis, 23(Winter, 2001), 297-321., Fred M. Newmann, BetsAnn Smith, Elaine Allensworth, and Anthony S. Bryk

Annotation: Reports a study of Chicago elementary schools and the relationship between strong instructional program coherence and student achievement.

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

 

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, When School Reform Goes Wrong. New York: Teachers College Press, 2007., Nel Noddings

Annotation: Critiques current features of curriculum and instruction policies and practices, especially the No Child Left Behind Act.

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

 

Oates, Tim, "Could Do Better: Using International Comparisons to Refine the National Curriculum in England," Curriculum Journal, 22(No.2, 2011), 121-150., Tim Oates

Annotation: Critiques the 2007 revision of the National Curriculum in England for incorporating the wrong lessons from international curriculum comparison studies; suggest appropriate lessons that could have been incorporated into it; reviews domestic research that also could have been incorporated and was not; identifies the problems thus created by the National Curriculum; calls for a new consideration in the 2011 revision.

Broad Topical Focus: Curriculum Change
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 Standards and Testing

 

Ohanian, Susan, "Goals 2000: What's in a Name?" Phi Delta Kappan, 81 (January, 2000), 345-355.*, Susan Ohanian

Annotation: Argues bluntly and forthrightly against the negative effects that testing is having on students and teachers; analyzes the politics of Goals 2000 legislation.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Development, Organization, Design, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Curriculum and Politics, Classroom Observation & Research, Freedom/Authority and Curriculum, Local Control of Schooling

 

Orfield, Gary, and Mindy L. Kornhaber, eds., Raising Standards or Raising Barriers? Inequality and High-Stakes Testing in Public Education. New York: The Century Foundation Press, 2001., Gary Orfield and Mindy L. Kornhaber

Annotation: Contains nine reports of studies on effects of using high-stakes tests and provides analyzes of the problems arising from their use.

Broad Topical Focus: Curriculum Evaluation, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum Standards and Testing

 

Padilla, Raymond V., "High-Stakes Testing and Educational Accountability as Social Constructions across Cultures," pp. 249-262 in Angela Valenzuela, ed., Leaving Children Behind: How "Texas-Style" Accountability Fails Latino Youth. Albany, NY: State University of New York Press, 2005., Raymond V. Padilla

Annotation: Contrasts accountability seen within the culture of measurement and within the culture of engagement.

Broad Topical Focus: Curriculum Evaluation, 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 Standards and Testing, Local Control of Schooling