Narrow Topic - Knowledge Generation
Wolcott, Harry F., The Art of Fieldwork. Walnut Creek, CA: Altamira Press, 1995., Harry F. Wolcott
Annotation: Provides perspective on and methods for doing artful ethnographies.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Qualitative Research
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
Wolf, Fredric M., Meta-Analysis: Quantitative Methods for Research Synthesis. Beverly Hills, CA: Sage, 1986.*, Fredric M. Wolf
Annotation: Summarizes methods used in doing meta-analyses of quantitative research studies, cites illustrative studies, and sets forth criticisms of these methods.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation
Annotation: Explains roles of teacher researchers in doing action research in relation to teaching.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teacher Research
Wood, Patricia, "Action Research: A Field Perspective," Journal of Education for Teaching, 14(No. 2, 1988), 135-150.*, Patricia Wood
Annotation: Reports and evaluates the processes involved in a Wisconsin classroom action research project designed to promote cooperation.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Classroom Observation & Research
Annotation: Discusses life histories of teachers as a mode of contrasting self-knowledge by teachers; pleads the case for employing ethnographic studies of teachers' life histories to understand how teachers construct their pedagogical knowledge.
Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Phenomenological Inquiry, Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teacher Knowledge, Comparative Curriculum
Woods, Peter E., Sociology and the School: An Interactionist Viewpoint . London: Routledge and Kegan Paul, 1983., Peter E. Woods
Annotation: Explains the symbolic interactionist perspective and related research.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Woods, Peter, and Martyn Hammersley, "School Experience: Explorations in the Sociology of Education," pp. 9-27 in Peter Woods and Martyn Hammersley, eds., School Experience . New York: St. Martin's Press, 1977., Peter Woods and Martyn Hammersley
Annotation: Gives a brief explanation of the work done in the sociology of education and summarizes critical sociological studies in the authors' book.
Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Status Study
Narrow Topic: Knowledge Generation, Hidden Curriculum, Ideology and School Knowledge
Woods, Ronald G., and Robin Barrow, "Curriculum," pp. 23-46 in Ronald G. Woods and Robin Barrow, An Introduction to Philosophy of Education. London: Methuen, 1975., Ronald G. Woods and Robin Barrow
Annotation: Analyzes the nature of knowledge and its relation to curriculum.
Broad Topical Focus: Curriculum Conceptions and Theories,Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum and the Disciplines, Content Selection and Organization
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
Yanchar, Stephen C., and David D. Williams, "Reconsidering the Compatibility Thesis and Eclecticism: Five Proposed Guidelines for Method Use," Educational Researcher, 35(December, 2006), 3-12., Stephen C. Yanchar and David D. Williams
Annotation: Discusses issues inherent in mixed-methods research; posits guidelines for their use (contextual sensitivity, creativity, conceptual awareness, coherence, and critical reflection).
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Comparisons Among Inquiry Modes, Qualitative Research, Knowledge Generation
Yin, Robert K., Case Study Research: Design and Methods, 2nd ed. Newbury Park, CA: Sage, 1994., Robert K. Yin
Annotation: Gives guidance on designing, conducting, analyzing evidence, and composing reports of case study research.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Case Study
Narrow Topic: Knowledge Generation
Annotation: Reviews the literature on the dimensions of collaborative action inquiry in the context of adult education and reports an example from a VA project; draws implications for adult learning.
Broad Topical Focus: Curriculum Inquiry Guidelines, Relation of Curriculum Research to Practice, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Integrative Inquiry, Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teacher Research, Practical Knowledge
Young, Delton W., "Notes Toward a Phenomenology of Non-Verbal Communication," The Journal of Curriculum Theorizing, 1(Summer, 1979), 78-87., Delton W. Young
Annotation: Presents a phenomenological account of non-verbal communication by the participants.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Young, Michael F. D., Bringing Knowledge Back In: From Social Constructivism to Social Realism in the Sociology of Education. New York: Routledge, 2008., Michael F. D. Young
Annotation: Contains fifteen essays on various aspects of the sociology of knowledge; several offer implications for curriculum.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Collection of Studies
Narrow Topic: Content Selection and Organization, Curriculum and the Disciplines, Knowledge Generation
Young, Michael F. D., The Curriculum of the Future: Form the 'New Sociology of Education' to a Critical Theory of Learning. Bristol, PA: The Falmer Press, 1998., Michael F. D. Young
Annotation: Updates twelve of the author's earlier articles on the sociology of knowledge, the 14-19 academic/vocational curriculum in England and Wales, and the nature of the curriculum in the learning society.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation, Comparative Curriculum
Young, Michael, and Johan Muller, "From the Sociology of Knowledge to the Sociology of Professional Knowledge," pp. 3-17 in Michael Young and Johan Muller, eds., Knowledge, Expertise, and the Professions. New York: Rutledge, 2014., Michael Young and Johan Muller
Annotation: Discusses research in sociology of professional knowledge and its relation to professional practice; makes some distinctions between professional knowledge and theory of knowledge; examines knowledge specialized to conceptual generality, and knowledge to a contextual purpose; draws on work of Schon and Bernstein.
Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Higher Education Curriculum, Knowledge Generation, Practical Knowledge, Teacher Knowledge
Zaharlick, Amy, "Ethnography in Anthropology and Its Value for Education," Theory into Practice, 31(Spring, 1992), 116-125., Amy Zaharlick
Annotation: Describes the goals and procedures for doing ethnographic inquiry in anthropology and discusses its use in education.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Annotation: Summarizes action research work in English-speaking countries and describes variations across this work.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry, Action Inquiry
Type of Study: Research Synthesis
Narrow Topic: Comparative Curriculum, Knowledge Generation
Zeichner, Kenneth M., "Action Research: Personal Renewal and Social Reconstructionism," pp. 68-84 in his Teacher Education and the Struggle for Social Justice. New York: Routledge, 2009., Kenneth M. Zeichner
Annotation: Explains the nature of action research generally and highlights its use in teachers's professional development, school change, and knowledge generated by practitioners for teacher education; argues for its place in the struggle for social justice.
Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Action Inquiry
Type of Study: Single Study
Narrow Topic: Practical Knowledge, Teacher Knowledge, Knowledge Generation, In-service Teacher Development
Zuber-Skerritt, Ortrim,ed., New Directions in Action Research. Bristol, PA: Falmer Press, 1996., Ortrim Zuber-Skerritt
Annotation: Includes 10 articles on critical action research by experienced researchers from Australia, New Zealand, and the United Kingdom.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation, Comparative Curriculum