Narrow Topic - Curriculum Theory Creation and Uses

 

Follow

 

Pring, Richard, "The Language of Curriculum Analysis," pp. 54-69 in Paul Hirst, et al., The Curriculum: The Doris Lee Lectures. London: University of London, Institute of Education, 1975. Reprinted pp. 163-179 in Richard Pring, Philosophy of Education: Aims, Theory, Common Sense, and Research. New York: Continuum, 2004., Richard Pring

Annotation: Argues for curriculum theorists to ground their theoretical work in curriculum practice; analyzes the work of Hirst, Young, and Bernstein; suggests that practical matters in curriculum have elements related to practical reasoning rather than to concepts describing the curriculum itself.

Broad Topical Focus: Curriculum Conceptions and Theories, Relation of Curriculum Research to Practice, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Curriculum Professors

 

Pring, Richard, "The Language of Curriculum Analysis," pp. 54-69 in The Curriculum: The Doris Lee Lectures, 1975. London: University of London Institute of Education, 1975., Richard Pring

Annotation: Critiques the way of conceiving of curriculum planning by Hirst, following the lead of Young and Bernstein; advances some proposals for new language for curriculum.

Broad Topical Focus: Curriculum Conceptions and Theories,Inquiry Language in Curriculum Research,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: Curriculum Development Strategies, Curriculum Theory Creation and Uses

 

Pruyn, Marc, and Luis M. Huerta-Charles, eds., Teaching Peter McLaren: Paths of Dissent. New York: Peter Lang, 2005., Marc Pruyn and Luis M. Huerta-Charles

Annotation: Presents ten essays giving McLaren's intellectual contributions and ways his ideas are used with students.

Broad Topical Focus: Curriculum Theorists, Curriculum Contexts and Societal Influences
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Collection of Studies
Narrow Topic: Curriculum Theory Creation and Uses, Value Assumptions and Ideologies in Curriculum

 

Quinn, Molly, ed., Complexifying Curriculum Studies: Reflections on the Generative and Generous Gifts of William E. Doll, Jr. New York: Routledge, 2019, Molly Quinn

Annotation: Contains 21 essays by Doll's colleagues and students that highlight the significance of his curricular and educational ideas and of his life and personality.

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: Collection of Studies
Narrow Topic: Curriculum Theory Creation and Uses

 

Quinn, Molly, and Jim Garrison, "The Curriculum Story or the Curriculum Word? Mythos and Logos at the Crossroads of the Postmodern," JCT, 17(Fall, 2001), 125-139., Molly Quinn and Jim Garrison

Annotation: Explores the battle between vision and logic (story and word) in curriculum theory.

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

 

Reid, William A., " 'Reconceptualist' and ' Dominant' Perspectives in Curriculum Theory," Journal of Curriculum and Supervision, 13(Spring, 1998), 267-296.*, William A. Reid

Annotation: Compares Pinar's and Jackson's views of curriculum theory and advocates a combination of both through dialogue.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Status Study
Narrow Topic: Curriculum Theory Creation and Uses, Value Assumptions and Ideologies in Curriculum

 

Reid, William A., "Rethinking Schwab: Curriculum Theorizing as a Visionary Activity," Journal of Curriculum and Supervision, 17 (Fall, 2001), 29-41.*, William A. Reid

Annotation: Points to a vision of curriculum theorizing projected by Schwab that has not come into being in curriculum studies though his 1969 'Practical' paper marked a turning point in the history of curriculum.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists, Curriculum Inquiry Guidelines, Curriculum Research and Inquiry-General
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum Theory Creation and Uses, Curriculum History

 

Reid, William A., "The Changing Curriculum: Theory and Practice," pp. 240-259 in William A. Reid and Decker F. Walker, eds., Case Studies in Curriculum Change: Great Britain and the United States. Boston: Routledge & Kegan Paul, 1975.*, William A. Reid

Annotation: Presents results of analysis of case studies in curriculum change in relation to several theoretical and practical categories of analysis.

Broad Topical Focus: Curriculum Development, Organization, Design,Curriculum Conceptions and Theories,Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Implementation, Curriculum Development Strategies, Curriculum Theory Creation and Uses

 

Roby, Thomas W., IV, "How Joe Schwab Thinks: A Review of 'The Practical' after 40 Years," Journal of Curriculum Theorizing, 24(No. 1, 2008), 85-89., Thomas W. Roby IV

Annotation: Explores the meaning and potential impact of Schwab's view of "The Practical."

Broad Topical Focus: Curriculum Theorists, Curriculum Conceptions and Theories, Curriculum Decision-making Processes
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 Deliberation, Curriculum Development Strategies

 

Rosenauer, Walter, "On a Locus of Origin of Educational Practices," Theory Into Practice, 22(Summer, 1983), 235-240., Walter Rosenauer

Annotation: Discusses the relation of theory and practice in education and dilemmas involved in deducing the latter from the former.

Broad Topical Focus: Relation of Curriculum Research to Practice, Curriculum Conceptions and Theories
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses

 

Safstrom, Carl Anders, "On the Way to a Postmodern Curriculum Theory--Moving from the Question of Unity to the Question of Difference," Studies in Philosophy and Education, 18(November, 1999), 221-233., Carl Anders Safstrom

Annotation: GIves a critique of curriculum theory related to the new sociology of education in Sweden and offers a version based on neo-pragmatic elements found in Habermas' communicative rationality; discusses the politics of difference and the differences in language requiring negotiation.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses

 

Sandlin, Jennifer A., "What Is(n't) Curriculum Studies?" Journal of Curriculum and Pedagogy, 5(WInter, 2008), 65-68., Jennifer A. Sandlin

Annotation: Contains a well elaborated statement on how the author (a professor of adult education) construes the field of curriculum studies and its purposes.

Broad Topical Focus: Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses

 

Sawand, Daiyo and Michael T. Caley, "Dissipative Structures: New Metaphors for Becoming in Education," Educational Researcher, 14(March, 1985), 13-19., Daiyo Sawand and Michael T. Caley

Annotation: Suggests the applicability of the metaphor of turbulance (destabilization and self-reorganization) to educational processes.

Broad Topical Focus: Inquiry Language in Curriculum Research
Source Discipline: Education
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses

 

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

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

Broad Topical Focus: Curriculum Policies and Policy Making; Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay; Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Frameworks, Curriculum Development Strategies, Content Selection and Organization, Curriculum Theory Creation and Uses, Comparative Curriculum

 

Schubert, William H., "Currere and Disciplinarity in Curriculum Studies: Possibilities for Educational Research," Educational Researcher, 38(March, 2009), 136-140., William H. Schubert

Annotation: Reviews and comments on Pinar's 2007 book, Intellectual Advancement through Disciplinarity; gives his own views on the work of AAACS's Canon Project (which he chaired) in light of Pinar's essay and comments on other related topics; in an exchange with Henderson and Kesson (in articles that follow) he further comments on their ideas and on Pinar's.

Broad Topical Focus: Curriculum Theorists, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Knowledge Generation

 

Schubert, William H., "Educationally Recovering Dewey in Curriculum," Current Issues in Education, 7(Fall, 1987), 1-32.*, William H. Schubert

Annotation: Reviews Dewey's contributions to curriculum theory, development, design, implementation, evaluation, change, and inquiry.

Broad Topical Focus: Curriculum Theorists, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Classics of Curriculum Literature, Curriculum Theory Creation and Uses

 

Schubert, William H.,"Growing Curriculum Studies: Contributions of Joao M. Paraskeva," Journal of the American Association for the Advancement of Curriculum Studies, 12(No. 1, 2017)., William H. Schubert

Annotation: Places the works of Paraskeva in the context of the work of other curriculum theorists of the recent past; comments on Paraskeva's insights as well as on the state of the curriculum field.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Curriculum History, Value Assumptions and Ideologies in Curriculum

 

Schubert, William H.,"Practitioners Influence Curriculum Theory: Autobiographical Reflections," Theory into Practice, 31(Summer, 1992), 236-244., William H. Schubert

Annotation: Summarizes several recent contributions to curriculum theory including that done by teachers (teacher lore) and by students (student lore); shows how curriculum inquiry is related to theory.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Knowledge Generation, Teacher Knowledge, Curriculum Theory Creation and Uses

 

Schubert, William H., George H. Willis, and Edmund C. Short, "Curriculum Theorizing: An Emergent Form of Curriculum Studies in the United States," Curriculum Perspectives, 4(May, 1984), 69-74., William H. Schubert, George H. Willis, and Edmund C. Short

Annotation: Summarizes the changing views of curriculum theorizing in the United States to date.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum History, Curriculum Theory Creation and Uses

 

Schubert, William H., and Georgiana Zissis, "Speculation on Curriculum from the Perspective of William James," Educational Theory, 38(Fall, 1988), 441-455., William H. Schubert and Georgiana Zissis

Annotation: Draws implications from the thought of William James for curriulum theory, practice, and research.

Broad Topical Focus: Curriculum Conceptions and Theories,Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry,Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses

 

Schwab, Joseph J., "The Practical: A Language for Curriculum ," School Review, 78(November, 1969), 1-23; Revised version published by Washington, DC: National Education Association, 1970; Reprinted pp. 287-321 in Ian Westbury and Neil J. Wilkof, eds., Science, Curriculum, and Liberal Education: Selected Essays by Joseph J. Schwab . Chicago: University of Chicago Press, 1978; also reprinted pp. 586-607 in James R. Gress, ed., Curriculum: An Introduction to the Field . Berkeley, CA: McCutchan, 1988. Also reprinted in Journal of Curriculum Studies, 45(5, 2013),591-621.*, Joseph J. Schwab

Annotation: Challenges the development of curriculum theories not based on empirical evidence; poses a practical orientation to curriculum theory development; and introduces arguments for ways in which the practical modes might function; known as Practical 1, it lays groundwork for The Practical 2,3, and 4.

Broad Topical Focus: Curriculum Research and Inquiry-General, Relation of Curriculum Research to Practice, Curriculum Decision-making Processes, Curriculum Conceptions and Theories, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum Deliberation, Curriculum Theory Creation and Uses

 

Scott, David, Critical Essays on Major Curriculum Theorists. New York: Routledge, 2008., David Scott

Annotation: Summarizes and critiques arguments for eleven curricular themes or ideas developed by eleven different curriculum theorists (Popham, Stenhouse, Hirst, Foucault, Apple, Bernstein, Vygotski, Bruner, Giroux, Schon, and John White).

Broad Topical Focus: Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Collection of Studies
Narrow Topic: Curriculum Theory Creation and Uses, Value Assumptions and Ideologies in Curriculum

 

Scott, Harry V., "A Primer of Curriculum Theory: Descriptive Theory," Educational Theory, 18(Spring, 1968), 118-124.*, Harry V. Scott

Annotation: Defines theory at three levels and discusses theorizing in curriculum and administration.

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 Theory Creation and Uses

 

Shapiro, Arthur, "A Theory and Practice of Curriculum," pp. 307-316 in Beverly Irby, Genevieve H. Brown, Rafael Lara Aiecio, and Shirley A. Jackson, Eds., THe Handbook of Educational Theories. Charlotte, NC: Information Age Publishers, 2013., Arthur Shapiro

Annotation: Defines and describes the uses of theories in education; explains why a theory of curriculum is necessary; asserts that a theory of curriculum is a theory of process (design/making); offers a theory of curriculum based on the author's 1995 book.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Decision-Making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Concpetual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Curriculum Implementation, Curriculum Theory Creation and Uses

 

Short, Edmund C., and Richard W. Grove, "Conceptual Schemes in Curriculum inquiry and Practice: A Critique," Curriculum and Teaching, 9(No. 1, !994), 3-13., Edmund C. Short and Richard W. Grove

Annotation: Analyzes five examples of conceptual schemes in curriculum for the central structural concept; presents guidelines for conducting theoretical inquiry in curriculum.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Conceptions and Theories, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum Theory Creation and Uses, Literature of Curriculum

 

Shulman, Lee S., "Joseph Jackson Schwab: 1909-1988," pp. 452-468 in Edward Shils, ed. Remembering the University of Chicago: Teachers, Scientists, and Scholars. Chicago: The University of Chicago Press, 1991., Lee S. Shulman

Annotation: Presents an analytic biography of Schwab's professional life and contributions as teacher and scholar.

Broad Topical Focus: Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum History, Curriculum Professors, Curriculum Theory Creation and Uses

 

Slabbert, Johannes A., and Annemarie Hattingh, " 'Where is the Post-modern Truth We Have Lost in Reductionist Knowledge?' A Curriculum Epitaph," Journal of Curriculum Studies, 38(December, 2006), 701-718., Johannes A. Slabbert and Annemarie Hattingh

Annotation: Discusses truth eradicated, truth revealed, the ethics of truth, the wholeness of truth, and constructing truth as bases for a future post-modern curriculum.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Value Assumptions and Ideologies in Curriculum, Ethical Issues in Curriculum

 

Slater, Graham B., "Breaking the Binds of Enclosure: Chet Bowers and the Commons in Educational Theory," Educational Studies, 55(5, 2019), 548-562., Graham B. Slater

Annotation: Elucidates Bowers' concepts of the commons and of enclosure; highlights Bowers' contributions to educational theory for his ecological, political, and pedagogical insights.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Theorists, Curriculum Contexts and Societal Influences
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Criticism of Schooling, Idelogy and School Knowledge, Curriculum Theory Creation and Uses

 

Slattery, Patrick, Curriculum Development in the Postmodern Era. Hamden, CT: Garland, 1995. 2nd ed., Routledge, 2006., Patrick Slattery

Annotation: Presents a postmodern conception of curriculum which is framed in a wide range of analyses of philosophical, historical, social, ecological, critical, multicultural, phenomenological, and curricular thought. 2nd edition adds much new material.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Inquiry Guidelines
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, Comparisons Among Inquiry Modes, Curriculum Theory Creation and Uses

 

Slattery, Patrick, "Toward an Eschatological Curriculum Theory," JCT: An Interdisciplinary Journal of Curriculum Studies, 9(Spring, 1992), 7-21. Reprinted pp. 278-288 in William F. Pinar, ed., Contemporary Curriculum Discourses: Twenty Years of JCT. New York: Peter Lang, 1999., Patrick Slattery

Annotation: Advocates a curriculum focused on an eschatological theology of hope.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Religious Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Curriculum Theory Creation and Uses

 

Smith, David S., "Curriculum Theory Revisited: A Comment and a Direction," Curriculum Perspectives, 4(October, 1984), 67-71., David S. Smith

Annotation: Comments on preceding articles and the bases for curriculum theory.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism,Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses

 

Smith, Mark K., "Curriculum Theory and Practice," The Encyclopedia of Informal Education, 1996, 2000. www.infed.org/biblio/b-curricu.htm, Mark K. Smith

Annotation: Stipulates four ways of conceiving curriculum and its contexts (as knowledge to be transmitted, as end- product, as process, as praxis); reviews work of curriculum theorists in relation to each of these; discusses these ideas in relation to informal education.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Definitions, Curriculum Theorists, Relation of Curriculum Research to Practice
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Curriculum Professors, Curriculum History

 

Stanley, William B., "Curriculum Theory and Education for Democracy," Journal of Curriculum and Pedagogy, 6(Summer, 2009), 44-56., William B. Stanley

Annotation: Analyzes the assumptions underlying the counter-socialization approach to education for democracy, critiques the position of the curriculum reconceptualists on this issue, and offers recommendations on the direction curriculum theory should take.

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

 

Stenhouse, Lawrence, "The Relevance of Practice to Theory," Theory Into Practice, 22 (Summer, 1983), 211-215., Lawrence Stenhouse

Annotation: Argues that knowledge of practice is essential for developing theory.

Broad Topical Focus: Curriculum Conceptions and Theories, Relation of Curriculum Research to Practice
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses

 

Stoughton, Charles R., ed., Issues in Curricululm Theory. Washington, DC: Univiersity Press of America, 1981., Charles R. Stoughton

Annotation: Presents 12 brief articles treating curriulum theory and several related topics as summarized in 1981.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Status Study
Narrow Topic: Curriculum Theory Creation and Uses

 

Straume, Ingerid, "Bildung from Paideia to the Modern Subject." In Oxford Research Encyclopedia of Education. Online 27 August 2020. https://doi.org/10.1093/acrefore/9780190264093.013.1417, Ingerid Straume

Annotation: Traces the meaning and influence of the idea of Bildung in education from its Greek origins through its German and Scandinavian manifestations; traces the conceptual tensions and paradoxes in these manifestations; analyzes each of these in great detail; discusses the possibilities of these concepts for our times.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Curriculum History, Curriculum Theory Creation and Uses

 

Streck, Danilo R., Enclides Redin, and Jaime Jose Zitkoski, eds., Paulo Freire Encyclopedia. Lanham, MD: Rowman & LIttlefield Publishers, 2012., Danilo R. Streck, Enclides Redin, and Jaime Jose Zitkoski

Annotation: Presents short treatments of over 200 words and concepts found in the writings of Freire; these are organized from A to Z and are written by a variety of Freire scholars (many from Brazil); authors privide direct quotations from Freire's many writings and add their own elucidations; contains a bibliography of Freire's books in Portuguese and English compiled by his wife.

Broad Topical Focus: Curriculum Theorists
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum Theory Creation and Uses, Comparative Curriculum, Curriculum and Politics, Conceptions of Teaching, Ethical Issues in Curriculum, Literature of Curriculum, Teaching/Learning Process, Value Assumptions and Ideologies in Curriculum

 

Taylor, Philip H., "The Metaphor as a Source of Curriculum Knowledge," pp. 9-14 in William H. Schubert and Ann L. Schubert, eds., Conceptions of Curriculum Knowledge: Focus on Students and Teachers. University Park, PA: College of Education, Pennsylvania State University, 1982., Philip H. Taylor

Annotation: Presents a typology of educational metaphors for use in curriculum and traces their use historically from 1905-1968.

Broad Topical Focus: Curriculum Conceptions and Theories,Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Content Analysis
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Curriculum History

 

Taylor, William, ed., Metaphors of Education . Portsmouth, NH: Heinemann Educational Books, 1984., William Taylor

Annotation: Includes essays by eight writers on the use of metaphors in education.

Broad Topical Focus: Curriculum Conceptions and Theories,Inquiry Language in Curriculum Research
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Collection of Studies
Narrow Topic: Curriculum Theory Creation and Uses

 

Teitelbaum, Kenneth, "Curriculum Theorizing," pp. 127-131 in Joe L. Kincheloe and Danny Weil, eds., Critical Thinking and Learning: An Encyclopedia for Parents and Teachers. Westport, CT: Greenwood Press, 2004., Kenneth Teitelbaum

Annotation: Defines the nature, goals, and processes of curriculum theorizing.

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

 

Thomas, Gary, Education and Theory: Strangers in Paradigms. New York: Open University Press, 2007., Gary Thomas

Annotation: Examines critically the tenacity with which education adheres to theory; chapter six explicitly critiques Strauss and Corwin's "grounded theory."

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Conceptions and Theories
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum Theory Creation and Uses

 

Thomas, Gary, "What's the Use of Theory?" Harvard Educational Review, 67 (Spring, 1997), 75-104.*, Gary Thomas

Annotation: Analyzes the uses of the term theory within educational inquiry and argues against its use in this context.

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

 

Torres, Carlos Alberto, First Freire: Early Writings in Social Justice Education. New York: Teachers College Press, 2014., Carlos Alberto Torres

Annotation: Interprets Freire's thought in personal and analytic terms; key themes in Freire's works are cited and documented from his many writings; thorough elucidation by one of Freire's closest friends and critics.

Broad Topical Focus: Curriculum Visions and Philosophies
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Alternatives in Education, Citizenship Education, Conceptions of Teaching, Curriculum and Politics, Democratic Education, Curriculum Theory Creation and Uses, Ethical Issues in Curriculum, Ideology and School Knowledge, Teaching/Learning Process

 

Torres, Carlos Alberto, "Interview with Henry A. Giroux," pp. 129-157 in Carlos Alberto Torres, Education, Power, and Personal Biography: Dialogues with Critical Educators. New York: Routledge, 1998., Carlos Alberto Torres

Annotation: Offers personal refections by Giroux on his own life and professional work.

Broad Topical Focus: Curriculum Theorists, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Professors, Curriculum and Politics, Curriculum Theory Creation and Uses

 

Triche, Stephen, "Gabriel Harvey's 16th Century Theory of Curriculum," Journal of Curriculum Theorizing, 29(No. 1, 2013),90-101., Stephen Triche

Annotation: Identifies the 1577 document Rhetor by Gabriel Harvey as an early work of curriculum theory; describes its contents and its orientation to curriculum as they relate to Nature, Art, and Exercise; discusses Harvey's work in relation to other 20th century curriculum theorists and to contemporary curriculum practice.

Broad Topical Focus: Curriculum Theorists, Curriculum Conceptions and Theories, Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Curriculum Aims and Objectives

 

Trueit, Donna, ed., Pragmatism, Post-Modernism, and Complexity Theory: The Fascinating Imaginative Realm of William E. Doll, Jr. New YorK: Routledge, 2012., Donna Trueit

Annotation: Reprints 26 of Doll's writings across forty years; organizied around his major themes and unique contributions.

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: Collection of Studies
Narrow Topic: Curriculum Theory Creation and Uses

 

Uljens, Michael, and Rose M. Ylimaki, "Non-affirmative Theory of Education and Foundation of Curriculum Studies, Didaktik, and Educational Leadership," Chapter 1, pp. 3-145 in Michael Uljens and Rose M. Ylimako, eds., Bridging Educational Leadership, Curriculum Theory, and Didaiktik: Non-affirmative Theory of Education. New York: Springer, 2017., MIcheal Uljens and Rose M. Ylimaki

Annotation: Provides an extensive exploration of the historical literature on theorizing educational leadership, curriculum, and Didaktik; makes a plea for bridging the work of all three types of theorizing; offers a non-affirmative theory of education as a framework for accomplishing this effort of bridging all three

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 Theory Creation and Uses

 

Unruh, Glenys, G., "Toward a Theory of Responsible Curriculum Development," pp. 277-292 in her Responsive Curriculum Development: Theory and Action . Berkeley: McCutchan, 1975., Glenys G. Unruh

Annotation: Provides a scientific curriculum theory of responsive curriculum development with a series of propositions and constructs.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses

 

Vallance, Elizabeth, "The Practical Uses of Curriculum Theory," Theory Into Practice, 21(Winter, 1982), 4-10., Elizabeth Vallance

Annotation: Discusses the practical uses of curriculum theory with stress on analysis of real situations.

Broad Topical Focus: Curriculum Conceptions and Theories, Relation of Curriculum Research to Practice
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, Teacher Knowledge

 

van den Akker, Jan, "Curriculum Perspectives: An Introduction," pp. 1-10 in Jan van den Akker, Wilmad Kuiper, and Uwe Hameyer, eds., Curriculum Landscapes and Trends. Dordrecht: Kluwer Academic Publishers, 2003., Jan van den Akker

Annotation: Conceptualizes curriculum levels, components, and development strategies in a spider web model.

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 Theory Creation and Uses, Curriculum Development Strategies

 

Van Manen, Max, "An Experiment in Educational Theorizing: The Utrecht School," Interchange, 10(No. 1, 1978/1979), 48-66., Manen Max Van

Annotation: Describes the contributions of the Utrecht School of theorizing in education and their use in the curriculum field.

Broad Topical Focus: Curriculum Conceptions and Theories, Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Comparative Curriculum

 

Van Manen, Max, "Edifying Theory, Serving the Good," Theory into Practice, 21 (Winter, 1982), 44-49., Manen Max Van

Annotation: Sets forth curriculum theory that edifies children through teachers' lives.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay,Normative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Values in the Classroom, Curriculum Theory Creation and Uses, Teaching/Learning Process

 

Walker, Decker F. "Curriculum Theory is Many Things to Many People," Theory into Practice, 21(Winter, 1982), 62-65.*, Decker F. Walker

Annotation: Distinguishes four types of curriculum theory.

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

 

Wallin, Jason J., A Deleuzian Approach to Curriculum: Essays on a Pedagogical Life. New York: Palgrave Macmillan, 2010., Jason J. Wallin

Annotation: Draws on the ideas of Giles Deleuze and others to critique several existing views of curriculum theory; puts forward and argues for a form of doing curriculum theory based on ontological experimentation and artistic innovation; explores a huge range of writers and the implications of their thought for this new view of curriculum theory.

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

 

Westbury, Ian, "Theory and Theorizing in Curriculum Studies," pp. 1-19 in Eva Forsberg, ed., Curriculum Theory Revisited (Research Reports No. 7). Uppsala, Sweden: Uppsala University, Studies in Educational Policy and Educational Philosophy, 2007., Ian Westbury

Annotation: Treats the topic from an international perspective.

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 Theory Creation and Uses

 

Whitson, James Anthony, "Is There No Outside of Curriculum-as-Text?" pp. 339-354 in Eero Ropo and Tero Autio, eds., International Conversations on Curriculum Studies: Subject, Society, and Curriculum. Rotterdam: Sense Publishers, 2009., James Anthony Whitson

Annotation: Discusses the differences between scholarly and popular conceptions of curriculum; examines the differences between curriculum-as-text and curriculum-as-life or -being; suggests implications for research and for practice.

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 Theory Creation and Uses, Value Assumptions and Ideologies in Curriculum, Curriculum Aims and Objectives, Curriculum as Experience

 

Winchester, Ian, "Concept Elucidation and Educational Issues," Curriculum Inquiry, 7(Winter, 1977), 331-342., Ian Winchester

Annotation: Critiques a study by Richard Derr on elucidation of the concept "curriculum." A response by Derr follows.

Broad Topical Focus: Curriculum Definitions, Curriculum Conceptions and Theories, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses

 

Wolfe, Michael P., and Caroline R. Pryor, eds., The Mission of a Scholar: Research and Practice: A Tribute to Nelson Haggerson. New York: Peter Lang, 2002, Michael P. Wolfe and Caroline R. Pryor

Annotation: Presents 14 articles on various modes of scholarship (from action research to critical to mytho-poetic, to bigraphical to hermenuetic and more) written in personal and autobiographical form by authors who practice these modes of scholarship; these essays honor Nelson Haggerson as a multifaceted curriculum scholar and bring aspects of his life and work to public view.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry, Philosophical Inquiry-Speculative Essay, Multiple/Mixed Forms of Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum Theory Creation and Uses, Curriculum as Experience, Knowledge Generation, Curriculum Professors, Comparisons Among Inquiry Modes

 

Wraga, William, "Curriculum Theory and Development and Public Policy Making," Journal of Curriculum and Pedagogy, 3(Summer, 2006), 83-87., William Wraga

Annotation: Sets an agenda for the academic curriculum field: renew its commitment to public curriculum matters; provide curriculum leaders with conceptual tools for coping with public curriculum problems; and offer practical recommendations for resolving such problems.

Broad Topical Focus: Curriculum as a Field of Practice and Study, Curriculum Theorists, Relation of Curriculum Research to Practice, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Curriculum Professors, Professionalization in Curriculum, Curriculum and Politics, Knowledge Linkage

 

Wraga, William G., "Arresting the Decline in Integrity of Curriculum Studies in the United States," pp. 99-110 in Joao M. Paraskeva and Shirley R. Steinberg, eds., Curriculum: Decanonizing the Field. New York: Peter Lang, 2016., William G. Wraga

Annotation: Argues that the scholarly field of Curriculum Studies has lost its integrity because it has focused on theoretical issues rather than on the needs of its constituents to enhance 1) curriculum development and the insights of curriculum practice, 2) the experiences of students, and 3) curriculum policy.

Broad Topical Focus: Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Status Study
Narrow Topic: Curriculum Development Strategies, Curriculum Theory Creation and Uses, Curriculum History, Curriculum Professors, Knowledge Generation

 

Wraga, William G., and Peter Hlebowitsh, "Toward a Renaissance in Curriculum Theory and Development in the U.S. A.," Journal of Curriculum Studies, 35(July, 2003), 425-437., William G. Wraga and Peter Hlebowitsh

Annotation: Offers ways to revitalize curriculum theory and development; three responses follow.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Curriculum Professors

 

Wright, Handel Kashope, "Nailing Jell-O to the Wall: Pinpointing Aspects of State-of-the-art Curriculum Theorizing," Educational Researcher, 29 (June-July, 2000), 4-13.*, Handel Kashope Wright

Annotation: Identifies five characteristics of contemporary curriculum theory and illustrates two of these (politics of difference and the struggle between traditionalists and the currently dominant reconceptualists) with data from the 1999 Division B-AERA program.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum Theory Creation and Uses

 

Young, Michael, "Curriculum Policies for a Knowledge Society," pp. 125-138 in Lyn Yates and Madeleine Grumet, eds., Curriculum in Today's World: Configuring Knowledge, Identities, Work, and Politics. World Yearbook of Education 2011. New York: Routledge, 2011., Michael Young

Annotation: Discusses issues surrounding curriculum theory and practice for a knowledge society.

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
Type of Study: Single Study
Narrow Topic: Comparative Curriculum, Curriculum Theory Creation and Uses, Curriculum Differentiation, Knowledge Utilization

 

Young, Michael, "Overcoming the Crisis in Curriculum Theory: A Knowledge-based Approach," Journal of Curriculum Studies, 45(No. 2, 2013), 101-118., Michael Young

Annotation: Calls for Curriculum Theory to return to a focus on access/entitlement to knowledge by students; describes bases for selecting "powerful" knowledge rather than powerless knowledge; provides principles for designing a knowledge-based curriculum; cites objections to as well as supports for this this type of curriculum; see a related essay by John White in New Visions for Education (online) - 5/11/12

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

 

Zhang, Hua, "William F. Pinar's Contributions to the World Curriculum Field," pp. 187-193 in Mary Aswell Doll, ed., The Reconceptualization of Curriculum Studies: A Festschrift in Honor of William F. Pinar. New York: Routledge, 2017., Hua Zhang

Annotation: Sums up Pinar's creative/intellectual and professional/personal contributions to the field of Curriculum Studies in general with some additional references to the Chinese and world-wide settings.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Historical Inquiry
Type of Study: Single Study
Narrow Topic: American/International Curriculum Organizations, Comparative Curriculum, Curriculum as Experience, Curriculum History, Curriculum Professors, Curriculum Theory Creation and Uses, Self-Knowledge