Narrow Topic - Knowledge Generation
Gowin, D. Bob, and Jason Millman, "Research Methodology--A Point of View," Review of Educational Research, 39(December, 1969), 553-560.*, D. Bob Gowin and Jason Millman
Annotation: Analyzes the context for inquiry (scene and phenomena of interest, telling questions, principles of evidence, key concepts and conceptual systems, basic assumptions, and presuppositions), methods of work, products, and values related to these dimensions of research.
Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research and Inquiry-General
Source Discipline: Education
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation
Graham, Robert J., "Currere and Reconceptualism: The Progress of the Pilgrimage 1975-1990," Journal of Curriculum Studies, 24(January-February, 1992), 27-42.*, Robert J. Graham
Annotation: Reviews the work done by the reconceptualists in curriculum over a 15 year period.
Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research Domains and Structure, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Curriculum History, Knowledge Generation
Graham, Robert J., Reading and Writing the Self: Autobiography in Education and the Curriculum. New York: Teachers College Press, 1991., Robert J. Graham
Annotation: Explores the problems and possibilities of autobiography in English Language Education and in curriculum generally; relates the discussion broadly to the genre of autobiography and more specifically to the work of Pinar, Grumet, and others in Curriculum Studies.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Self-Knowledge
Graue, Beth, "The Transformative Power of Reviewing," Educational Researcher, 35(December, 2006), 36-41., Beth Graue
Annotation: Explores the purposes, the processes, and the ethics involved in doing peer reviews of research articles for publication and of other scholarly work.
Broad Topical Focus: Publication Outlets for Curriculum Research and Inquiry, Critique and Utilization of Curriculum Research and Inquiry, Curriculum Research and Inquiry-General
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Annotation: Shows the limitations of Eisner's method of educational criticism in light of data from three case studies.
Broad Topical Focus: Curriculum Evaluation,Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism,Aesthetic Inquiry and Curriculum Criticism
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Annotation: Deals with the many modes of consciousness and the pursuit of meaning.
Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Inquiry Guidelines, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Knowledge Generation
Annotation: Traces the evolution of epistemological bases for making knowledge claims from Plato to postmodern philosophers and the implications for contemporary educational research.
Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research and Inquiry-General
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry, Multiple/Mixed Forms of Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum, Philosophical Schools
Greene, Maxine, "Metaphors and Multiples: Representation, the Arts, and History," Phi Delta Kappan, 78 (January, 1997), 387-394., Maxine Greene
Annotation: Sets forth the distinction between Enlightment (singular) and multiple views of knowledge and illustrates these representations in the arts and history.
Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Philosophical Schools, Curriculum and the Disciplines, Knowledge Generation, Art Education, Social Studies
Green, Judith L., Gregory Camilli, and Patricia B. Elmore, eds., Handbook of Complementary Methods in Education Research. Mahwah, NJ: Lawrence Erlbaum, 2006., Judith L. Green, Gregory Camilli, and Patricia B. Elmore
Annotation: Gives guidelines on over40 kinds of research methods or approaches to educational inquiry; updates the second edition (1997) or Complementary Methods for Research in Education.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation
Annotation: Describes a cooperative researcher-practitioner project in curriculum development and research--Middle-School Mathematics Applications Project (MMAP) 1991-1996.
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, Curriculum Development Strategies, Mathematics, Materials Development and Evaluation
Annotation: Reports a four-year project among 25 teacher research groups in British Columbia to engage in action inquiry with the aid of supportive supervisors who engage in pedogogical tasks with these teachers.
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, Teacher Research, Supervision of Instruction, Comparative Curriculum
Grove, Richard W., "An Analysis of the Constant Comparative Method," Qualitative Studies in Education, 1(No. 3, 1988), 273-279.*, Richard W. Grove
Annotation: States and contrasts two methods of analzying qualitative data--those of Glaser and Strauss and of Lincoln and Guba.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Qualitative Research
Grove, Richard W., and Edmund C. Short, "Theoretical Inquiry: Components and Structure," pp. 211-224 in Edmund C. Short, ed., Forms of Curriculum Inquiry . Albany, NY: SUNY Press, 1991.*, Richard W. Grove and Edmund C. Short
Annotation: Describes the processes of theoretical inquiry in curriculum.
Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Grumet, Madeleine. Amy Anderson, and Chris Osmon, "Finding Form for Curriculum Research," pp. 136-156 in Kathleen Gallagher, ed., The Methodological Dilemma: Creative, Critical, and Collaborative Approaches to Qualitative Research. New York: Rutledge, 2008., Madeleine Grumet, Amy Anderson, and Chris Osmon
Annotation: Suggests three ways curriculum may be studied: as a cultural object, as an event, and as a researcher's subjectivity--each with its appropriate form of qualitative method; case studies are included to illustrate these points.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Qualitative Research
Annotation: Describes the method of autobiography or reflexive analysis with students in teacher education.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry, Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum as Experience, Teacher Education
Grumet, Madeleine R., "Bodyreading," pp. 453-473 in William F. Pinar, ed., Contemporary Curriculum Discourses . Scottsdale, AZ: Gorsuch Scarisbrick, 1988., Madeleine R. Grumet
Annotation: Shows how student meanings are amenable to phenomenological and feminist analysis.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry, Aesthetic Inquiry and Curriculum Criticism
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum as Experience, Reading
Annotation: Describes value and process of using the autobiographical method of inquiry in curriculum.
Broad Topical Focus: Curriculum Inquiry Guidelines, Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Self-Knowledge
Grumet, Madeleine R., "The Politics of Personal Knowledge," Curriuclum Inquiry, 17(Fall, 1987), 319-329., Madeleine R. Grumet
Annotation: Describes experience in doing narrative inquiry and autobiography.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry, Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum as Experience, Curriculum and Politics
Grundy, Shirley, Curriculum: Product or Praxis? Philadelphia: Falmer Press, 1987., Shirley Grundy
Annotation: Examines curriculum as praxis and critical practice in relation to teachers' work.
Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Grundy, Shirley, "Three Modes of Action Research," Curriculum Perspectives, 2(October, 1982), 23-34.*, Shirley Grundy
Annotation: Discusses technical, practical, and emancipatory modes of action research.
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, Value Assumptions and Ideologies in Curriculum
Annotation: Identifies and discusses criteria for trustworthiness of naturalistic studies.
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, Comparisons Among Inquiry Modes, Value Assumptions and Ideologies in Curriculum, Qualitative Research
Guba, Egon G., "Relativism," Curriculum Inquiry, 22(Spring, 1992), 17-23., Egon G. Guba
Annotation: Describes issues surrounding relativism in educational research; one of four related aticles.
Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research and Inquiry-General
Source Discipline: Education
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum
Annotation: Describes the nature and use of naturalistic inquiry in educational evaluation along with a look at related methodological problems.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Ethnographic Inquiry, Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Guba, Egon G., and Yvonna S. Lincoln, "Epistemological and Methodological Bases of Naturalistic Inquiry," Educational Communication and Technology Journal, 30 (Winter, 1982), 233-252.*, Egon G. Guba and Yvonna S. Lincoln
Annotation: Sets forth the differences between rationalistic and naturalistic paradigms of inquiry.
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, Comparisons Among Inquiry Modes, Value Assumptions and Ideologies in Curriculum, Qualitative Research
Guba, Egon G. and Yvonna S. Lincoln, Fourth Generation Evaluation. Newbury Park, CA: Sage Publications, 1989., Egon G. Guba and Yvonna S. Lincoln
Annotation: Focuses on evaluation as responsive focusing and explains matching constructivist methodology.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Gudmundsdottir, Sigrun, "Story-maker, Story-teller: Narrative Structures in Curriculum," Journal of Curriculum Studies , 23 (May-June, 1991), 207-218., Sigrun Gudmundsdottir
Annotation: Gives examples of pedagogical content knowledge of two teachers presented in their narratives.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teacher Knowledge, Teacher Education
Gudmundsdottir, Sigrun, "The Teller, the Tale, and the One Being Told: The Narrative Nature of the Research Interview," Curriculum Inquiry, 26 (Fall, 1996), 293-306., Sigrun Gudmundsdottir
Annotation: Examines issues related to interviewer and interviewee in narrative inquiry and the interpretation of interview reports.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Habermas, Jurgen, Toward a Rational Society: Student Protest, Science, and Politics . Boston: Beacon Press, 1970., Jurgen Habermas
Annotation: Provides a translation of six essays by Habermas published in German in 1968 and 1969 concerning the topic as evidenced in Germany.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation
Hafernik, Johnnie Johnson, Dorothy S. Messerschmitt, and Stephanie Vandrick, "Collaborative Research: Why and How?" Educational Researcher, 26(December, 1997), 31-35., Johnnie Johnson Hafernik, Dorothy S. Messerschmitt, and Stephanie Vandrick
Annotation: Rercommends collaborative research and writing; discusses porcesses and advantages.
Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Haggerson, Nelson, and Andrea Bowman, eds., Informing Educational Policy and Practice Through Interpretive Inquiry. Lancaster, PA: Techromic Publishing Co., 1992., Nelson Haggerson and Andrea Bowman
Annotation: Gives eleven examples of interpretive studies of educational practices plus commentaries on the value of interpretive inquiry and its uses.
Broad Topical Focus: Curriculum Inquiry Guidelines, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Education
Mode of Inquiry in the Study: Ethnographic Inquiry, Phenomenological Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation
Haggerson, Nelson L., Jr., Expanding Curriculum Research and Understanding: A Mytho-Poetic Perspective. New York: Peter Lang, 2000., Nelson L. Haggerson Jr.
Annotation: Presents 16 essays by the author spanning the years 1982-2000 related to the topic; the introduction and chapter 16 give autobiographical information about the author.
Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum Conceptions and Theories, Curriculum Theorists, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Multiple/Mixed Forms of Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation
Annotation: Describes the processes of philosophical criticism in curriculum.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Annotation: Sets forth four paradigms for use in curriculum study--rational/theoretical, mythological/practical, evolutionary/transformational, and normative/critical.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum
Hameyer, Uwe, Karl Frey, and Henning Haft, eds., Handbuch Der Curriculum-Forschung, (Handbook of Curriculum Research ). Weinheim and Basel: Beltz Verlag, 1983., Uwe Hameyer, Karl Frey, and Henning Haft
Annotation: Contains a comprehensive review of empirical and theory-oriented curriculum research carried out in German-speaking countries from 1970-1981; in ten sections with 69 articles.
Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum Research Domains and Structure, Defining Curriculum Research Questions, Curriculum as a Field of Practice and Study, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry, Scientific/Empirical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation, Comparative Curriculum, Literature of Curriculum
Hammack, Floyd M., "Ethical Issues in Teacher Research," Teachers College Record, 99(Winter, 1997), 247-265., Floyd M. Hammack
Annotation: Identifies and examines ethical issues in teacher research, especially when participants of the research are the teacher's own students.
Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Enactment and Teaching
Source Discipline: Education
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Ethical Issues in Curriculum, Teacher Research, Knowledge Generation
Ham, Maryellen C., "Enhancing Supervisory Effectiveness through Collaborative Action Research," Peabody Journal of Education, 64(Spring, 1987), 44-56., Maryellen C. Ham
Annotation: Explains collaborative research methods used in three studies of supervisory effectiveness, with implications.
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, Supervision of Instruction
Hannay, Lynne M., "Action Research: A Natural for the Curriculum Process," Peabody Journal of Education, 64(Spring, 1987), 24-43., Lynne M. Hannay
Annotation: Describes three action research studies on the curriculum process.
Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Hansgen, Richard A., "Can Education Become A Science?" Phi Delta Kappan 72(May, 1991): 689-694., Richard A. Hansgen
Annotation: Examines and challenges the basis for the position that education can become a science.
Broad Topical Focus: Critique and Utilization of Curriculum Research and Inquiry, Curriculum Research and Inquiry-General, Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Annotation: Analyzes the differences between formal research knowledge and practical teacher knowledge and illustrates the virtues of (and gives examples of) blurring this distinction.
Broad Topical Focus: Relation of Curriculum Research to Practice
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Knowledge Utilization, Practical Knowledge, Teacher Knowledge
Annotation: Describes the processes of deliberative inquiry in curriculum.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Deliberative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum Deliberation
Harris, Wendall V., Interpretive Acts: In Search of Meaning . Oxford, England: Clarendon Press, 1988., Wendall V. Harris
Annotation: Explores speech acts with discourse analysis and hermeneutic interpretation.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Hermeneutic Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Discourse Analysis
Annotation: Gives a thorough treatment of the purposes, processes, and analytic techniques required in doing high quality literature reviews in connection with masters and doctoral dissertation research.
Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Hartoonian, H. Michael, "Ethics and Education: Toward an Epistemology for Quality," BSCS Journal, 3(February, 1980), 15-20.*, H. Michael Hartoonian
Annotation: Analyzes the nature of quality and how we can know quality.
Broad Topical Focus: Inquiry Language in Curriculum Research
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Normative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Hauser-Cram, Penny, "Some Cautions in Synthesizing Research Studies," Educational Evaluation and Policy Analysis, 5(Summer, 1983), 155-162., Penny Hauser-Cram
Annotation: Raises some technical questions about doing meta-analysis.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Annotation: Sets forth conceptions of curriculum activity on which historical work might be done.
Broad Topical Focus: Curriculum Inquiry Guidelines, Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Historical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum History, Curriculum Specialists in Schools
Heap, James L., "The Status of Claims in 'Qualitative' Educational Research," Curriculum Inquiry, 25 (Fall, 1995), 271-292., James L. Heap
Annotation: Analyzes the differences between empirical, logic, and normative claims in quantitative and qualitative research.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum, Qualitative Research
Hedges, Larry, and Ingram Olkin, "Meta Analysis: A Review and a New View," Educational Researcher, 15(October, 1986), 14-21., Larry Hedges and Ingram Olkin
Annotation: Reviews four books on meta-analysis (Light & Pillemar, 1984; Harris, 1984, Rosenthal, 1984; and Hunter, Schmidt,& Jackson, 1982).
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation
Annotation: Identifies issues in problem formulation, in data collection and evaluation, and in data analysis and interpretation.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Status Study
Narrow Topic: Knowledge Generation
Hemmings, Annette, "Great Ethical Divides: Bridging the Gap Between Institutional Review Boards and Researchers," Educational Researcher, 35(May, 2006), 12-18., Annette Hemmings
Annotation: Discusses challenges and strategies related to IRB procedures, with special attention to ethnographic and qualitative research.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Ethical Issues in Curriculum, Qualitative Research
Annotation: Describes types and elements of eductional development in a research and development conceptualization; describes a change support approach and a product development approach.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Development as Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum Development Strategies
Henderson, James G., and Kathleen R. Kesson, "Curriculum Work at the Intersection of Pragmatic Inquiry, Deliberation, and Fidelity," Educational Researcher, 38(March, 2009), 132-136., James G. Henderson and Kathleen R. Kesson
Annotation: Reviews and critiques Pinar's 2007 book, Intellectual Advancement through Disciplinarity; compares Pinar's views with their own views on advancement of the field of curriculum studies in the context of a democratic society.
Broad Topical Focus: Curriculum Theorists, Curriculum as a Field of Practice and Study
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 Theory Creation and Uses, Knowledge Generation, Knowledge Utilization
Henderson, James G., and Kathleen R. Kesson, "The Arts of Inquiry: Toward Holographic Thinking," pp. 41-66 in their Curriculum Wisdom: Educational Decisions in Democratic Societies. Upper Saddle River, NJ: Pearson Educational, 2004., James G. Henderson and Kathleen R. Kesson
Annotation: Sets forth seven interrelated modes of inquiry needed for gaining the capacity for curriculum wisdom (techne, poesis, praxis, dialogos, phronesis, polis, and theoria).
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Hendry, Petra Munro, and Ann G. Winfield, "Bringing Out the Dead: Curriculum History as Memory," Journal of Curriculum Theorizing, 29(No. 1, 2013), 1-24., Petra Munro Hendry and Ann G. Winfield
Annotation: Introduces a series of papers in curriculum history that disrupt the prevailing orientation assumed by most contemporary historians working in the curriculum field; describes some of the alternative perspectives and methodological procedures taken by the authors of these papers.
Broad Topical Focus: 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
Herda, Ellen A., Research Conversations and Narrative: A Critical Hermenuetic Orientation in Participating Inquiry. Westport, CT: Praeger, 1999., Ellen A. Herda
Annotation: Describes a protocal for field-based hermeneutic inquiry and its research implications; draws a clear contrast between positivist and a critical hermenuetic orientation to research; traces the philosophical contributions of Heidegger, Gadamer, Habermas, and Ricoeur to hermenuetic inquiry.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Hermeneutic Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum
Annotation: Sets forth methods of phenomenological mapping and intentional interaction.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Annotation: Argues for shared cooperative inquiry with persons from five bases.
Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research and Inquiry-General
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum
Hershusius, Louis, and Keith Ballard, eds., From Positivism to Interpretativism and Beyond: Tales of Transformation in Educational and Social Research (The Mind-Body Connection). New York: Teachers College Press, 1996., Louis Hershusius and Keith Ballard
Annotation: Relates personal experiences of researchers who have become persuaded of the need to shift their research interests from the postivist perspective to the interpretivist perspective and beyond.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum
Hess, Frederick, ed., When Research Matters: How Scholarship Influences Education Policy. Cambridge, MA: Harvard Education Press, 2008., Frederick Hess
Annotation: Contains eleven articles summarizing and assessing the status of educational research and its use by policy-makers; takes up topics such as federal research organizations in education, NCLB, out-of-field teachers, public opinion, the courts, school administrator decision-making, demand for/consumers of/and political influence on educational research.
Broad Topical Focus: Curriculum Research and Inquiry-General, Relation of Curriculum Research to Practice, Curriculum Policies and Policy Making
Source Discipline: Education
Mode of Inquiry in the Study:
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation, Knowledge Utilization, Knowledge Linkage
Hirst, Paul H., and R. S. Peters, "Philosophy," pp. 1-16 in their The Logic of Education. Routledge & Kegan Paul, 1970/ Routledge, 2012., Paul H. Hirst and R. S. Peters
Annotation: Explains the nature an use of conceptual analysis in the literature of philosophical inquiry.
Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry--Conceptual Analysis, Theoretical/Conceptual Inquiry
Type of Study: Single Sudy
Narrow Topic: Knowledge Generation, Philosophical Schools
Hirst, Paul H., and Patricia White, "The Analytic Tradition in Philosophy of Education: An Historical Perspective," pp. 1-12 in Paul H. Hirst and Patricia White, eds., Philosophy of Education: Major Issues in the Analytic Tradtion: Volume I. Routledge, 1998., Paul H. Hirst and Patricia White
Annotation: Describes the rise and development of the analytic tradition in philosophy of education in the 20th century and its relation to academic philosophy.
Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Conceptions and Theories
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry--Conceptual Analysis, Theoretical/Conceptual Inquiry
Type of Study: Single Sudy
Narrow Topic: Knowledge Generation, Discourse Analysis
Hjalmarson, Margaret A., and Richard A. Lesh, "Engineering and Design Research: Intersections for Education Research and Design," pp. 96-110 in Anthony E. Kelly, Richard A. Lesh, and John Y. Beck, eds., Handbook of Design Research Methods in Education. New York: Routledge, 2008., Margaret A. Hjalmarson and Richard A. Lesh
Annotation: Describes the parallels between engineering design processes and products and educational design processes and products.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Development as Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum Development Strategies, Materials Development and Evaluation
Annotation: Discusses the disunity of the field of curriculum scholarship and argues for restoring its unity around practical curriculum questions.
Broad Topical Focus: Curriculum as a Field of Practice and Study, Curriculum Research and Inquiry-General, Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Holland, Patricia, and Noreen B, Garman, "Macdonald and the Mythopoetic,"Journal of Curriculum Theorizing, 9(Summer, 1992), 45-72.*, Patricia Holland and Noreen B. Garman
Annotation: Expands Macdonald's views on mythopoetic language in curriculum inquiry by demonstrating the powers of the mythopoetic-reflexive, moral, controlling, and evocative.
Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists, Inquiry Language in Curriculum Research, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Philosophical Inquiry-Speculative Essay, Hermeneutic Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum, Comparisons Among Inquiry Modes
Annotation: Expands Macdonald's views on mythopoetic language in curriculum inquiry by demonstrating the powers of the mythopoetic--reflexive, moral, controlling, and evocative.
Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists, Curriculum Inquiry Guidelines, Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay, Hermeneutic Inquiry
Type of Study: Single Study
Narrow Topic: Comparisons Among Inquiry Modes, Knowledge Generation, Value Assumptions and Ideologies in Curriculum
Hollingsworth, Sandra, ed., International Action Research: Casebook for Educational Reform. Bristol, PA: Falmer Press, 1997., Sandra Hollingsworth
Annotation: Provides 27 articles on various perspectives on action research written by a wide range of international action research experts.
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
Hollingsworth, Sandra, and Hugh Sockett, eds., Teacher Research and Educational Reform. 93rd Yearbook of the National Society of Education, Part I. Chicago: The University of Chicago Press, 1994., Sandra Hollingsworth and Hugh Sockett
Annotation: Reports the prospects and challenges to the teacher as inquirer and action researcher as a contributor to educational reform.
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, Teacher Research
Holly, Peter, "Action Research: Cul-de-sac or Turnpike?" Peabody Journal of Education, 64(Spring, 1987), 71-100., Peter Holly
Annotation: Reviews the potential uses of action research as addressed in the literature of this mode of research.
Broad Topical Focus: Curriculum Inquiry Guidelines, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Annotation: Gives an overview of the nature and procedures involved in doing content analysis.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Content Analysis
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Annotation: Specifies the stages of evaluation in developing products at educational laboratories.
Broad Topical Focus: Curriculum Evaluation, Curriculum Inquiry Guidelines
Source Discipline: All Fields
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Development as Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Materials Development and Evaluation
Hopkins, David, A Teacher's Guide to Classroom Research, 2nd. ed. Bristol, PA: Open University Press, 1993., David A. Hopkins
Annotation: Provides practical guidance for using action research to improve classroom and school practice.
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
Hopkins, David, A Teacher's Guide to Classroom Research . Milton Keynes, UK: Open University Press, 1985., David A. Hopkins
Annotation: Gives an introduction to action research for teachers.
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
House, Ernest, R., "Realism in Research," Educational Researcher , 20 (August-September, 1991), 2-9; 25., Ernest R. House
Annotation: Compares standard view of scientific research based on causation with the realist view of science.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry, Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum
Annotation: Introduces analytic, psychosocial, and ontological hermeneutics.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Hermeneutic Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Howe, Kenneth, and Margaret Eisenhart, "Standards for Qualitative (and Quantitative) Research: A Prolegomenon," Educational Researcher, 19(May, 1990), 2-9.*, Kenneth Howe and Margaret Eisenhart
Annotation: Discusses general questions related to standards for research quality and rigor in educational studies: deference to experts in method, focus on an educational issue, applicability to both qualitative and quantitative approaches, be driven by the research question used correctly, cohere with theory.
Broad Topical Focus: Curriculum Inquiry Guidelines, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Education
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Qualitative Research, Value Assumptions and Ideologies in Curriculum
Howe, Kenneth R., "Against the Quantitative-Qualitative Incompatibility Thesis or Dogmas Die Hard," Educational Researcher, 17(November, 1988), 10-16.*, Kenneth R. Howe
Annotation: Shows the close relation between two paradigms of inquiry with respect to data, design and analysis, interpretation of results, and epistemological issues.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Qualitative Research, Value Assumptions and Ideologies in Curriculum
Howe, Kenneth R., "Getting Over the Quantitative Qualitative Debate," American Journal of Education, 100(February, 1992), 236-256.*, Kenneth R. Howe
Annotation: Describes a critical social research model applicable to educational research which overcomes the split between quantitative and qualitative methods.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum
Howe, Kenneth R., "The Interpretive Turn and the New Debate in Education," Educational Researcher, 27(November, 1998), 13-20.*, Kenneth R. Howe
Annotation: Distinguishes among postmodernist and transformationist forms of interpretivism in the context of educational research.
Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research and Inquiry-General
Source Discipline: Education
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum
Howe, Kenneth R., "Two Dogmas of Educational Research," Educational Researcher, 14(October, 1985), 10-18.*, Kenneth R. Howe
Annotation: Shows how, when positivist and postpositivist dogmas of educational research are set aside, general criteria for evaluating research can apply to all research.
Broad Topical Focus: Curriculum Inquiry Guidelines, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Education
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum
Howe, Kenneth R., Eric Bredo, R. Burke Johnson, and Linda C. Tillman,"Epistemology, Methodology, and Education Sciences," Educational Researcher, 38(August/September, 2009), 428-466., Kenneth R. Howe, Eric Bredo, R. Burke Johnson, and Linda C. Tillman
Annotation: Treats alternatives to positivist views on educational research; a series of scholars comment on these ideas and Howe responds.
Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research and Inquiry-General
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Multiple/Mixed Forms of Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum
Howe, Kenneth R., and Michele S. Moses, "Ethics in Educational Research," pp. 21-59 in Asghar Iran-Nejad and P. David Pearson, eds., Review of Research in Education, 24,1999. Washington, DC: American Educational Research Association, 1999., Kenneth R. Howe and Michele S. Moses
Annotation: Reviews a wide variety of ethical considerations related to the conduct of educational research.
Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research and Inquiry-General
Source Discipline: Education
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry, Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation, Ethical Issues in Curriculum
Huberman, A. Michael, Nanette S. Levinson, Ronald G. Havelock, and Pat L. Cox, "Interorganizational Arrangements: An Approach to Educational Practice Improvement," Knowledge: Creation, Diffusion, Utilization, 3(September, 1981), 5-22., A. Michael Huberman, Nanette S. Levinson, Ronald G. Havelock, and Pat L. Cox
Annotation: Describes how knowledge organizations are linked in attempts to improve educational practice.
Broad Topical Focus: Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Utilization, Knowledge Linkage, Knowledge Generation
Huberman, Michael, "Steps Toward an Integrated Model of Research Utilization," Knowledge: Creation, Diffusion, Utilization, 8(June, 1987), 586-611., Michael Huberman
Annotation: Sets forth a proposed model of the utilization of research knowledge.
Broad Topical Focus: Curriculum Conceptions and Theories, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Annotation: Describes phases in doing and analyzing life-history narratives, along with reporting some examples.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Huebner, Dwayne, "Notes Toward a Framework for Curriculum Inquiry," Journal of Curriculum and Supervision, 6 (Winter, 1991), 145-161.*, Dwayne Huebner
Annotation: Distinguishes theoretical and ideological inquiry in curriculum; instructional and agential curricular events; and the relationships among these concepts.
Broad Topical Focus: Curriculum Research Domains and Structure, Curriculum Inquiry Guidelines, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum Theory Creation and Uses, Value Assumptions and Ideologies in Curriculum
Huenecke, Dorothy, "What is Curriculum Theorizing? What Are Its Implications for Practice?" Educational Leadership, 39(January, 1982), 290-294.*, Dorothy Huenecke
Annotation: Distinguishes between structural, generic, and substantive theorizing in curriculum.
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
Annotation: Reports a phenomenological study of persons encountering each other as persons.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation, Curriculum as Experience, Self-Knowledge
Hultgren, Francine H., and Donna L. Comer, eds., Alternative Modes of Inquiry in Home Economics Education , 1989 Yearbook of Home Economics Educators Association. Manchester, MO: Glencoe Publishing, 1989., Francine H. Hultgren and Donna L. Comer
Annotation: Discusses three modes of inquiry--empirical/analytic science, interpretive science, and critical science--and their interrelationships.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation, Home Economics
Hunter, John E., and Frank L. Schmidt, Methods of Meta-Analysis: Correcting Error and Bias in Research Findings . Newbury Park, CA: Sage, 1990., John E. Hunter and Frank L. Schmidt
Annotation: Provides techniques for doing meta-analysis of correlational and experimental studies and discusses related issues.
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
Hunter, John E., Frank L. Schmidt, and Gregg B. Jackson, Meta-Analysis: Cumulating Research Findings Across Studies . Beverly Hills, CA: Sage, 1982., John E. Hunter, Frank L. Schmidt, and Gregg B. Jackson
Annotation: Summarizes the conducting of meta-analyses.
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: Summarizes procedures for creating syntheses of research in curriculum development with an example from science curriculum.
Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Knowledge Generation, Science
Hustler, D., A. Cassidy, and E. C. Cuff, eds., Action Research in Classrooms and Schools . Winchester, MA: Allen and Unwin, 1986., D. Hustler, A. Cassidy, and E. C. Cuff
Annotation: Contains 22 articles from the United Kingdom treating issues, case studies, and two major projects.
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
Annotation: Traces the content available in general sources on efficient action (and the formulation of praxiology) and notes the applicability for curriculum praxiology.
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
Jackson, Gregg B., "Methods for Integrative Reviews," Review of Educational Research, 50(Fall, 1980), 438-460., Gregg B. Jackson
Annotation: Examines the process of creating integrative reviews intended to infer generalizations about substantive issues from a set of studies bearing on those issues.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation
Jackson, Philip W., "The Functions of Educational Research," Educational Researcher, 19(October, 1990), 3-9.*, Philip W. Jackson
Annotation: Gives a critique of Cronbach and Suppes (1969), a review of newer research methods in education, and a plea for researchers to communicate with various audiences for their work.
Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum Inquiry Guidelines, Defining Curriculum Research Questions
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay, Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Knowledge Linkage, Knowledge Utilization
Annotation: Compares six traditions of qualitative research on five methodological dimensions.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Qualitative Research, Comparisons Among Inquiry Modes
Jacob, Evelyn, "Qualitative Research Traditions: A Review," Review of Educational Research, 57(Spring, 1987), 1-50.*, Evelyn Jacob
Annotation: Reviews and compares in detail five qualitative research traditions--ecological psychology, holistic ethnography, cognitive anthropology, ethnography of communication, and symbolic interactionism. Related articles appear in 58(Summer,1988),231-250; in 59(Summer, 1989), 229-235; and in Educational Researcher, 17(January-February, 1988), 16-24.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation, Qualitative Research
Jalongo, Mary Renck, and Joan P. Isenberg, Teachers' Stories: From Personal Narrative to Professional Insight. San Francisco: Jossey-Bass, 1995., Mary Renck Jalongo and Joan P. Isenberg
Annotation: Presents excerpts from many teachers' narratives about their teaching and professional lives; stories are grouped by topic with some methodological guides for each; contains extensive references and samples of teachers' narratives.
Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teacher Knowledge
Annotation: Reports a study of a professor's view of his curriculum that contains both propositional and tacit knowledge; accompanied by an analysis of issues in ethnographic research.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Case Study
Narrow Topic: Knowledge Generation
Janesick, Valerie J., "Ethnographic Inquiry: Understanding Culture and Experience," pp. 101-119 in Edmund C. Short, ed., Forms of Curriculum Inquiry . Albany, NY: SUNY Press, 1991. *, Valerie J. Janesick
Annotation: Describes the processes of ethnographic inquiry in curriculum.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Janesick, Valerie J., Oral History for the Qualitative Researcher: Choreographing the Story. New York: Guiford Publications, 2010., Valerie J. Janesick
Annotation: Provides a vision of what doing oral history should be like and many practical techniques and examples of gathering, analyzing, and reporting oral history stories; cites many digital and other resources.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Narrative Inquiry, Historical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation