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Popkewitz, Thomas S. Paradigm and Ideology in Educational Research: Social Functions of the Intellect . Philadelphia: Falmer, 1984., Thomas S. Popkewitz

Annotation: Presents essays on various paradigms of educational research (scientific, qualitative, evaluative, etc.)

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research and Inquiry-General, Relation of Curriculum Research to Practice
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

 

Popkewitz, Thomas S., "Paradigms in Educational Science: Different Meanings and Purpose to Theory," Journal of Education (Boston University), 162(Winter, 1980), 28-46.*, Thomas S. Popkewitz

Annotation: Compares the empirical-analytic, the symbolic science, and the critical science paradigms of educational research.

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

 

Popkewitz, Thomas S., and Lynn Fendler, Critical Theories in Education: Changing Terrains of Knowledge and Politics. New York: Routledge, 1999., Thomas S. Popkewitz and Lynn Fendler

Annotation: Explores systematically and from competing intellectual traditions the changing terrain of critical theoretical work in education.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum, Curriculum and Politics

 

Popkewitz, Thomas S., B. Robert Tabachnick, and Kenneth M. Zeichner, "Dulling the Senses: Research in Teacher Education," Journal of Teacher Education, 30 (September-October, 1979), 52-60., Thomas S. Popkewitz, B. Robert Tabachnick, and Kenneth M. Zeichner

Annotation: Discusses the dominant research paradigm used in teacher education research, its effects and limitations, and suggests an alternative critical research stance.

Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teacher Education

 

Popp, Jerome A., "On the Autonomy of Educational Inquiry," Educational Studies, 5 (Winter, 1974-75), 197-204., Jerome A. Popp

Annotation: Advocates looking at practical educational problems using disciplinary theories to help choose variables to examine rather than to use them to generate knowledge as done traditionally in the disciplines.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research and Inquiry-General, Defining Curriculum Research Questions
Source Discipline: Education
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Practical Knowledge

 

Popp, Jerome A., "Paradigms in Educational Inquiry," Educational Theory, 25 (Winter, 1975), 28-39., Jerome A. Popp

Annotation: Discusses solutions to practical problems and the place of philosophical inquiry in this; urges choice among paradigms of educational inquiry.

Broad Topical Focus: Curriculum Research and Inquiry-General,Curriculum Research Domains and Structure,Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism,Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Knowledge Generation, Practical Knowledge

 

Popp, Jerome A., "Practice and Malpractice in Philosophy of Education," Educational Studies, 9(Fall, 1978), 275-294., Jerome A. Popp

Annotation: Asks what is the point of philosophizing; distinguishes between inquiry aimed at practical and at theoretical understanding; explores the scientific and value aspects of philosophical inquiry in education.

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

 

Porter, Andrew C., Curriculum Assessment," pp. 141-159 in Judith L. Green, Gregory Camilli, and Patricia B. Elmore, eds., Handbook of Complementary Methods in Education Research. Mahwah, NJ: Lawrence Erlbaum, 2006., Andrew C. Porter

Annotation: Discusses procedures for doing curriculum assessment.

Broad Topical Focus: Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

Posner, George J., "Making Sense of Diversity: The Current State of Curriculum Research," Journal of Curriculum and Supervision, 4(Summer, 1989), 340-361.*, George J. Posner

Annotation: Differentiates 21 types of curriculum research questions that fall into six categories.

Broad Topical Focus: Curriculum Research Domains and Structure, Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

Posner, George J., "The Use of Construct Validation Procedures in Curriculum Research," Curriculum Theory Network, 11(Spring, 1973), 34-46., George J. Posner

Annotation: Reports on a dissertation study of research procedures for use in evaluating constructs relevant to people, processes, and products in curriculum.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

Posner, George J., "Tools for Curriculum Research and Development: Potential Contributions from Cognitive Science," Curriculum Inquiry, 8(Winter, 1978), 311-340., George J. Posner

Annotation: Explores cognitive science as an approach to research in curriculum, including use of semantic networking, content analysis, and changing conceptual states of learners.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research Domains and Structure, Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

Posner, George V., "Curriculum Research: Domains of the Field," The Journal of Curriculum Theorizing, 1(Winter, 1979), 80-92.*, George V. Posner

Annotation: Presents and discusses nine domains of curriculum research that interrelate planning/development and teaching/learning in an input, process, output model.

Broad Topical Focus: 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

 

Potter, Jonathan, and Margaret Wetherell, Discourse and Social Psychology: Beyond Attitudes and Behavior. London: Sage, 1987., Jonathan Potter and Margaret Wetherell

Annotation: Presents a multi-faceted discussion of discourse analysis as a research technique.

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, Discourse Analysis

 

Prain, Vaughan, "Textualizing Your Self in Research: Some Current Challanges," Journal of Curriculum Studies, 29(January-February, 1997), 71-85., Vaughan Prain

Annotation: Explores the question of textual authority in postmodern researchers' use of self in autobiographical or first-person inquiry.

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

 

Pritchard, Ivor A., "Travelers and Trolls: Practitioner Research and Institutional Review Boards," Educational Researcher, 31(April, 2002), 3-13., Ivor A. Pritchard

Annotation: Discusses ethical issues related to action research with special attention given to issues confronted by Institutional Review Boards.

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, Ethical Issues in Curriculum

 

Quantz, Richard A., and Terence W. O'Connor, "Writing Critical Ethnography: Dialogue, Multivoicedness and Carnival in Cultural Texts," Educational Theory, 38 (Winter, 1988), 95-109., Richard A. Quantz and Terence W. O'Connor

Annotation: Discusses issues related to doing critical ethnography drawing on work of Bakhtin.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Ethnographic Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

Special Issue: Exploring Qualitative/Quantitative Research Methodologies in Education, Anthropology and Education Quarterly, 8(May, 1977)., Anthropology and Education Quarterly

Annotation: Provides the papers from a 1976 conference on the use of both methodologies in educational research.

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, Qualitative Research, Comparisons Among Inquiry Modes

 

Ratcliffe, John W., "Notions of Validity in Qualitative Research Methodology," Knowledge: Creation, Diffusion, Utilization, 5(December, 1983), 147-167., John W. Ratcliffe

Annotation: Analyzes the notions of validity in relation to methodologies of qualitative research.

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, Qualitative Research

 

Reason, Peter, "Living as Part of the Whole: The Implications of Participation," Journal of Curriculum and Pedagogy, 2(Winter, 2005), 35-41., Peter Reason

Annotation: Discusses participation as a method of inquiry, having political, educative, ontological, epistemological, ontological, aesthetic, and spiritual imperatives.

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, Democratic Education

 

Reason, Peter, and Hilary Bradburg, eds., Handbook of Action Research: Participative Inquiry and Practice. Thousand Oaks, CA: Sage, 2001., Peter Reason and Hilary Bradburg

Annotation: Porvides 43 articles on the grounds for, practice in, exemplars of, and skills related to action research.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation

 

Reason, Peter, and John Rowan, "Afterword," pp. 485-492 in Peter Reason and John Rowan, eds., Human Inquiry . New York: John Wiley and Sons, 1980.*, Peter Reason and John Rowan

Annotation: Distinguishes between old and new paradigm research in both character and procedure.

Broad Topical Focus: Curriculum Research and Inquiry-General
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

Reason, Peter, and John Rowan, eds., Human Inquiry: A Sourcebook of New Paradigm Research . New York: John Wiley and Sons, 1981., Peter Reason and John Rowan

Annotation: Presents papers on human inquiry regarding human experience.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation, Curriculum as Experience

 

Reid, William A., "Essay Review: The State of Curriculum Inquiry," Journal of Curriculum Studies, 24(March-April, 1992), 165-177.*, William A. Reid

Annotation: Discusses the direction curriculum inquiry has taken in recent years as revealed in the book on Forms of Curriculum Inquiry edited by E. C. Short in 1991.

Broad Topical Focus: Curriculum as a Field of Practice and Study, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Theoretical/Conceptual Inquiry, Multiple/Mixed Forms of Inquiry
Type of Study: Status Study
Narrow Topic: Knowledge Generation

 

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., "What is Curriculum Research?," pp. 90-98 in Philip H. Taylor and Jack Walton, eds., The Curriculum: Research Innovation and Change . London: Ward Lock Educational, 1973.*, William A. Reid

Annotation: Sets forth categories of curriculum research that deserve inquiry.

Broad Topical Focus: Curriculum Research Domains and Structure,Curriculum Research and Inquiry-General,Defining Curriculum Research Questions,Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

Reinharz, Shulamit, "Phenomenology as a Dynamic Process," Phenomenlogy + Pedagogy, 1(No. 1, 1983), 77-79., Shulamit Reinharz

Annotation: Describes the characteristics of phenomenological inquiry.

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

 

Rescher, Nicholas, Empirical Inquiry . Totowa, NJ: Rowman and Littlefield, 1982., Nicholas Rescher

Annotation: Provides a guide to conducting empirical inquiry.

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

 

Richards, Monica, " A Teacher's Action Research Study: The 'Bums' of 8H," Peabody Journal of Education, 64(Winter, 1987), 65-79., Monica Richards

Annotation: Gives a report of low achievers and teachers' motivation strategies.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Case Study
Narrow Topic: Knowledge Generation, Teaching/Learning Process

 

Richardson, Virginia, "The Doctorate in Education," pp. 251-267 in Chris M. Golde and George E. Walker, eds., Envisioning the Future of Doctoral Education: Preparing Stewards of the Discipline [Carnegie Essays on the Doctorate]. San Francisco: Jossey-Bass, 2006., Virginia Richardson

Annotation: Provides an overview of the Ph.D. degree in Education (both a field of study and an enterprise); discusses issues in these programs within three categories (formal knowledge, practical knowledge, and beliefs); contains a table outlining knowledge and habits of mind that are associated with seven outcomes of research preparation.

Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum as a Field of Practice and Study
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Programs of Study in Curriculum and Instruction, Education as a Field of Study, Practical Knowledge, Value Assumptions and Ideologies in Curriculum

 

Richards, Robert E., and Edmund C. Short, "Curriculum Inquiry From a Religious Perspective: Two Views," The Journal of Curriculum Theorizing, 3(Summer, 1981), 209-222., Robert E. Richards and Edmund C. Short

Annotation: Gives two perspectives on what religious inquiry is; discusses curriculum inquiry in relation to religious inquiry.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Religious Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

Richek, Margaret A., "Problems in Communicating Theory-Based Research to Practitioners," pp. 48-52 in her " 'Spiteful Tracts Compete against Surveys,' The Use of Reading Research," Curriculum Inquiry, 9(Spring, 1979), 45-57.*, Margaret A. Richek

Annotation: Discusses factors that inhibit practitioners' use of theory-based research and suggests ways practitioners can contribute to theory-based research.

Broad Topical Focus: Critique and Utilization of Curriculum Research and Inquiry, Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Utilization, Reading, Knowledge Generation

 

Richey, J., and J. Klein, "Developmental Research Methods: Creating Knowledge from Instructional Design and Development Practice," Journal of Computing in Higher Education, 16(No. 2, 2005). 23-38., J. Richey and J. Klein

Annotation: Outlines the steps and methods in developmental research for product design, evaluation, validation, model development, model use, and model validation.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Development as Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

Rich, Robert F., "Knowledge Synthesis and Problem-Solving," pp. 287-312 in Spencer A. Ward and Linda J. Reed, eds., Knowledge Structure and Use: Implications for Synthesis and Interpretation . Philadelphia: Temple University Press, 1983., Robert F. Rich

Annotation: Gives a thorough review of knowledge synthesis and seven problem-solving models; poses a knowledge synthesis model.

Broad Topical Focus: Curriculum Decision-making Processes, 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

 

Rich, Robert F., "The Pursuit of Knowledge," Knowledge: Creation, Diffusion, Utilization, 1(September, 1979), 6-30.*, Robert F. Rich

Annotation: Gives the history of the production and utilization of knowledge from 17th century to the present.

Broad Topical Focus: Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Knowledge Linkage, Knowledge Utilization, Value Assumptions and Ideologies in Curriculum

 

Rich, Robert F., and Neal M. Goldsmith, "The Management and Utilization of Research and Development," Knowledge: Creation, Diffusion, Utilization, 3(March, 1982), 415-436., Robert F. Rich and Neal M. Goldsmith

Annotation: Discusses the problems and means of managing the research and utilization of R & D efforts.

Broad Topical Focus: Critique and Utilization of Curriculum Research and Inquiry, 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, Knowledge Linkage, Knowledge Utilization

 

Ricoeur, Paul, "The Model of the Text: Meaningful Action Considered as Text," in J. B. Thompson, ed., Paul Ricoeur: Hermeneutics and the Human Sciences . Cambridge: Cambridge University Press, 1981., Paul Ricoeur

Annotation: Explains basics of textual interpretation, considered broadly.

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

 

Riessman, Catherine Kohler, Narrative Analysis. Newbury Park, CA: Sage, 1993.*, Catherine Kohler Riessman

Annotation: Describes and illustrates five levels of narrative representation in sociological research.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Qualitative Research

 

Rizo, Felipe M., "The Controversy About Quantification in Social Research: An Extension of Gage's 'Historical' Sketch," Educational Researcher , 20 (December, 1991), 9-12., Felipe M. Rizo

Annotation: Traces the history of the eptisemological issues between quantitative and qualitative approaches to research.

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

 

Rizvi, Fazal, "Global Mobility and the Challenges of Educational Research and Policy," pp. 268-289 in Thomas S. Popkewitz and Fazal Rizvi, eds., Globalization and the Study of Education. 108th Yearbook of the National Society for the Study of Education, Volume II. Malden, MA: Wiley-Blackwell, 2009., Fazal Rizvi

Annotation: Discusses the mobility of people, technology, and business across the globe and the implications of this mobility for educational research and policy; centered around the concept of transnationalization of people.

Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum Policies and Policy Making
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum

 

Roberts, Douglas A., "The Place of Qualitative Research in Science Education," Journal of Research in Science Teaching, 19(No. 4, 1982), 277-292.*, Douglas A. Roberts

Annotation: Discusses quantitative and qualitative arguement patterns against a backdrop of an analysis of Pepper's four world hypotheses-- formism, mechanism, contextualism, and organicism.

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

 

Robinson, Viviane, Problem-Based Methodology: Research for the Improvement of Practice. New York: Pergamon, 1993., Viviane Robinson

Annotation: Outlines research on practice that employs theories of action in a problem-based methodology using dialogue.

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

 

Robinson, Viviane M. J., "Methodology and the Reseachr-Practice Gap," Educational Researcher, 27(January-February, 1998), 17-26.*, Viviane M. J. Robinson

Annotation: Proposes a problem-based methodology of research in which practices are treated as solutions to practical problems and explained by inquiry into the problem-solving processes that gave rise to them.

Broad Topical Focus: Curriculum Inquiry Guidelines, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Education
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Knowledge Linkage

 

Rogers, Dwight L., George W. Noblit, and Phyllis Ferrell, "Action Research as an Agent for Developing Teachers' Communicative Competence," Theory Into Practice, 29(Summer, 1990), 179-184., Dwight L. Rogers, George W. Noblit, and Phyllis Ferrell

Annotation: Presents an example of action research related to change in teacher competence.

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 Knowledge

 

Rogers, Vincent R., "Qualitative and Aesthetic Views of Curriculum and Curriculum Making," pp. 103-117 in Alex Molnar, ed., Current Thought on Curriculum, 1985 ASCD Yearbook. Alexandria, VA: Association for Supervision and Curriculum Development, 1985., Vincent R. Rogers

Annotation: Describes the dominant mode of curriculum evaluation and alternative qualitative approaches with examples.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Qualitative Research

 

Rogers, W. Todd, "Research in Education: The Need for Diversity," CSSE News, 13(May, 1986), 7-9., W. Todd Rogers

Annotation: Argues for using various forms in inquiry 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: Single Study
Narrow Topic: Knowledge Generation

 

Rosario, Jose, "'Aesthetics and the Curriculum:' Persistency, Traditional Modes, and a Different Perspective," The Journal of Curriculum Theorizing, 1(Winter, 1979), 136-154., Jose Rosario

Annotation: Discusses need for inquiry into how schooling contributes to aesthetic meaning in children.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Development, Organization, Design, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Aesthetics and Curriculum

 

Rosenthal, Robert, Meta-Analytic Procedures for Social Science Research . Beverly Hills, CA: Sage, 1984., Robert Rosenthal

Annotation: Presents a formal treatment of procedures for doing meta-analysis of social science research.

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

 

Ross, Dorene D., "Action Research for Preservice Teachers: A Description of Why and How," Peabody Journal of Education, 64(Spring, 1987), 131-150., Dorene D. Ross

Annotation: Reviews the literature on the topic and on guidelines for action research in preservice teacher education.

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 Education

 

Ross, Dorene Doerre, "An Introduction to Curriculum Criticism," Journal of Thought, 19(Summer, 1984), 47-60. Reprinted pp. 162-174 in Robert S. Sherman and Rodman B. Webb, eds., Qualitative Research in Education: Focus and Methods. Philadelphia: Falmer, 1988.*, Dorene Doerre Ross

Annotation: Reviews the process of doing aesthetic criticism in curriculum.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

Rossi, Peter H., "Assessing Organizational Capacity for Educational R & D in an Academic Institution," Educational Researcher, 5(April, 1976), 3-10., Peter H. Rossi

Annotation: Explains a variety of issues related to the topic with implications.

Broad Topical Focus: Curriculum Research and Inquiry-General
Source Discipline: Education
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Organization Theory, Education as a Field of Study

 

Rossman, Gretchen B., and Sharon F. Rallis, Learning in the Field: An Introduction to Qualitative Research. Thousand Oaks, CA: Sage, 1998., Gretchen B. Rossman and Sharon F. Rallis

Annotation: Describes the step-by-step process of doing qualitative research in education, with examples of descriptive, evaluative, and action research.

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

 

Rothberg, Donald, "Spiritual Inquiry," ReVision, 17(2,1995), 2-12, Donald Rothberg,

Annotation: Defines spiritual inquiry, explains five methods for doing it, and cites work using each method; discusses contrasts between spiritual inquiry and other kinds of inquiry.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Relgious Inquiry
Type of Study: SIngle
Narrow Topic: Knowledge Generation, Religious & Private Schooling

 

Rowan, John, "A Dialectical Paradigm for Research," pp. 93-112 in Peter Reason and John Rowan, eds., Human Inquiry . New York: John Wiley and Sons, 1981.*, John Rowan

Annotation: Puts forth an approach to human inquiry that relies on multiple types of questions and multiple cycles of data gathering.

Broad Topical Focus: Curriculum Inquiry Guidelines, Defining Curriculum Research Questions
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Hermeneutic Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Comparisons Among Inquiry Modes

 

Rudduck, Jean, "A Case for Case Records?: A Discussion of Some Aspects of Lawrence Stenhouse's Work in Case Study Methodology," pp. 101-119 in Robert G. Burgess, ed., Strategies of Educational Research: Qualitative Methods. Philadelphia: Falmer Press, 1985., Jean Rudduck

Annotation: Sets forth a thorough treatment of the topic.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

Rutkowski, David, Leslie Rutkowski, and Gjert Langfelt, "Reading Economics, Thinking Education: The Relevance--and Irrelevance--of Economic Theory for Curriculum Research," Journal of Curriculum Studies, 44(No. 2 2012), 165-192., David Rutkowski, Leslie Rutkowski, and Gjert Langfelt

Annotation: Reviews 85 published studies that examined the political, the programmatic, and the practical in relation to curriculum theory by methods of economic research.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation

 

Ryan, Alan G., "Program Evaluation within the Paradigms," Knowledge: Creation, Diffusion, Utilization, 10(September, 1988), 25-47.*, Alan G. Ryan

Annotation: Analyzes systematically the differences between the empirical-analytic, the interpretive, and the critical-theoretical paradigms of program evaluation research.

Broad Topical Focus: Curriculum Evaluation,Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Evaluative Inquiry,Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

Sabia, Daniel R., Jr., and Jerald Wallulis, eds., Changing Social Science: Critical Theory and Other Critical Perspectives . Albany, NY: State University of New York Press, 1983., Daniel R. Sabia Jr. and Jerald Wallulis

Annotation: Explains aspects of critical social science in some detail.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation

 

Sadler, D. Royce, "The Origins and Functions of Evaluative Criteria," Educational Theory, 35(Summer, 1985), 285-297., D. Royce Sadler

Annotation: Analyzes several aspects of the evaluative criteria found in the 1981 Standards by the Joint Committee on Standards for Educational Evaluation.

Broad Topical Focus: Curriculum Evaluation,Curriculum Policies and Policy Making,Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

Sagor, Richard, How to Conduct Collaborative Action Research. Alexandria, VA: Association for Supervision and Curriculum Development, 1993., Richard Sagor

Annotation: Describes collaboration, problem formulation, data collection and analysis, and reporting of results of action research and how to put it into action.

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

 

Sagor, Richard, The Action Research Guidebook: A Four-Step Process for Educators and School Teams. Thousand Oaks, CA: Corwin, 2005., Richard Sagor

Annotation: Gives teachers heuristic procedures and model forms for planning and data gathering in a four-step practical how-to-do-it manual; gives rationale for each step in the action research process.

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

 

Sanders, Donald P., "Educational Inquiry as Developmental Research," Educational Researcher, 10(March, 1981), 8-13.*, Donald P. Sanders

Annotation: Presents the elements of developmental research in education.

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

 

Sanders, James R., "Curriculum Evaluation Research," pp. 212-213 in Torsten Husen and Thomas N. Postlethwaite, eds., International Encyclopedia of Education. Supplement Volume One. New York: Pergamon, 1988., James R. Sanders

Annotation: Notes questions evaluation research should address, methods for doing such research, how reports can be tailored to various audiences, and needed research on the use of evaluation research.

Broad Topical Focus: Curriculum Evaluation, Defining Curriculum Research Questions, Curriculum Inquiry Guidelines, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry, Evaluative Inquiry
Type of Study: Status Study
Narrow Topic: Knowledge Generation

 

Sanger, Jack, "Awakening a Scream of Consciousness: The Critical Group in Action Research," Theory Into Practice, 29(Summer, 1990), 174-178., Jack Sanger

Annotation: Presents an example of action research by a group working on grading at CARE in East Anglia.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry, Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Comparative Curriculum, Marking

 

Santos, Bonaventura de Sousa, "Ecologies of Knowledge," pp. 185-211 in Bonaventura de Sousa Santos, Epistemologies of the South: Justice Against Epistemicide. New York: Rutledge, 2014., Bonaventura de Sousa Santos

Annotation: Make the case that epistemologies other than those generated by European and North American philosophers (e. g., those from the Global South) should be included in an "ecology of knowledge"; refers chiefly to non-scientific knowledges such as those based on the experience of persons and on various practice (especially of local knowledge and by subaltern groups); extensive explication of the concept is presented; offers thirteen observations as a basis for bringing about such an ecology of knowledge; the book containing this chapter discusses the concept of cognitive justice and its implications world-wide.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Contexts and Societal Influences
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry, Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum and the Disciplines, Value Assumptions and Ideologies in Curriculum, Practical Knowledge, Knowledge Utilization, Ideology and School Knowledge, Content Selection and Organization

 

Sardo-Brown, Deborah, "Elementary Teachers' Perceptions of Action Research," Action in Teacher Education, 14(Summer, 1992), 55-59., Deborah Sardo-Brown

Annotation: Describes action research studies of nine elementary teachers and these teachers' perceptions of the classroom research process.

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, Classroom Observation & Research, Teacher Research

 

Scharta, Michael, ed., Qualitative Voices in Educational Research. Philadelphia: Falmer Press, 1993., Michael Scharta

Annotation: Gives examples of qualitative research studies in education where "voice" is highlighted.

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, Qualitative Research

 

Scheffler, Israel, "Philosophy and the Curriculum," pp. 31-41 in his Reason and Teaching . Indianapolis, IN: Bobbs-Merrill, 1973., Israel Scheffler

Annotation: Describes the analytic form of thought and related issues as they apply to various subjects in the curriculum; discusses philosophical inquiry processes as applied to education.

Broad Topical Focus: Curriculum Inquiry Guidelines,Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Philosophical Inquiry-Ampliative Criticism,Normative Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, School Subjects, Knowledge Generation

 

Schmuck, Richard A., Practical Action Research for Change. Arlington Heights, IL: Skylight Training and Publishing, 1997., Richard A. Schmuck

Annotation: Describes the action research process and gives workbook exercises.

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

 

Schoenfeld, Alan H., "What Doesn't Work: The Challenge and Failure of the What Works Clearinghouse to Conduct Meaningful Reviews of Studies of Mathematics Curricula," Educational Researcher, 35(March, 2006), 13-21., Alan H. Schoenfeld

Annotation: Reports the author's experience in critiquing the Clearinghouse's work in synthesizing research on mathematics curricula; draws implications about governmental ideology affecting integrity of inquiry; related articles follow.

Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum Inquiry Guidelines, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry, Integrative Inquiry, Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Government Role in Educational Research & Development, Knowledge Utilization, Value Assumptions and Ideologies in Curriculum, Mathematics

 

Schon, Donald A., "The Theory of Inquiry: Dewey's Legacy to Education, Curriculum Inquiry, 22(Summer, 1992), 119-139., Donald A. Schon

Annotation: Illustrates reflection-in-action as transactional inquiry and offers an epistemology of design.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Development as Inquiry, Theoretical/Conceptual Inquiry, Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

Schrag, Francis, "Conceptions of Knowledge," pp. 268-301 in Philip W. Jackson, ed., Handbook of Research on Curriculum. New York: Macmillan,1992., Francis Schrag

Annotation: Reviews six traditions in education concerning knowledge (apprenticeship, philosophical, rhetorical, scientific, psychotherapeutic, mystical); summarizes the conceptualization, selection, and organization of knowledge in curriculum; traces attempts to distinguish kinds of knowledge; and gives an overview of critical sociology of knowledge.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum, Philosophical Schools, Content Selection and Organization

 

Schrag, Francis, "In Defense of Positivist Research Paradigms," Educational Resercher, 21 ( June-July, 1992), 5-8., Francis Schrag

Annotation: Defends the use of empirical comparisons between policies and practices during educational trials.

Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum Research Domains and Structure, Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in 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., "Curriculum Inquiry," pp. 399-419 in F. Michael Connelly, Ming Fang He, and JoAnn Phillion, eds., The SAGE Handbook of Curriculum and Instruction. Los Angeles: Sage Publications, 2008., William H. Schubert

Annotation: Reviews several decades of inquiry in curriculum related to practical inquiry, evaluation, existentialist perspectives, hidden curriculum, critical theory, teacher action research, reconceptualist theorizing, and curriculum history; the diversity of substantive topics addressed in this research is also illustrated; both the form and the substance of curriculum inquiry are treated alongside four paradigmatic perspectives (empirical-analytic, hermeneutic, critical, and post-modern).

Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum Inquiry Guidelines, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Knowledge Generation

 

Schubert, William H., "Curriculum Research Controversy: A Special Case of a General Problem," Review Journal of Philosophy & Social Science, 7(Nos. 1 & 2, 1982), 216-235. Reprinted in Journal of Curriculum and Supervision, 1(Winter, 1986), 132-147.*, William H. Schubert

Annotation: Contrasts theoretic research with naturalistic research and describes procedures for practical inquiry.

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 History, Comparisons Among Inquiry Modes

 

Schubert, William H., "Philosophical Inquiry: The Speculative Essay," pp. 61-76 in Edmund C. Short, ed., Forms of Curriculum Inquiry . Albany, NY: SUNY Press, 1991.*, William H. Schubert

Annotation: Describes the processes of the synthetic and speculative philosophical essay in curriculum.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

Schubert, William H., "Possible Directions for the Study of Curriculum History," pp. 60-62 in Murry R. Nelson, ed., Papers of the Society for the Study of Curriculum History: 1980 and 1982. DeKalb, IL: College of Education, Northern Illinois University, 1983., William H. Schubert

Annotation: Assesses the state of currculum history as represented by SSCH.

Broad Topical Focus: Defining Curriculum Research Questions, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Status Study
Narrow Topic: Knowledge Generation, Curriculum History, American/International Curriculum Organizations

 

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., "Review of Ph. D. Dissertation by Francine H. Hultgren: Reflecting on the Meaning of Curriculum Through a Hermeneutic Interpretation of Student-Teaching Experiences in Home Economics," Phenomenology+Pedagogy, 1(No. 1, 1983), 96-100., William H. Schubert

Annotation: Critiques this dissertation.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry, Hermeneutic Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum as Experience

 

Schubert, William H., "The Return of Curriculum Inquiry from Schooling to Education," Curriculum Inquiry, 12(Summer, 1982), 221-232.*, William H. Schubert

Annotation: Reviews domains of curriculum inquiry that could address non-school phenomena that relate to curriculum.

Broad Topical Focus: Curriculum Research Domains and Structure, Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

Schubert, William H., and Ann Lynn Schubert, "Curriculum Inquiry: Alternative Paradigms," pp. 222-227 in Torsten Husen and Thomas N. Postlethwaite, eds. International Encyclopedia of Education, Supplement Volume One. New York: Pergamon, 1988., William H. Schubert and Ann Lynn Schubert

Annotation: Describes and traces the rise of various inquiry paradigms in curriculum research, including the empirical-analytic, the hermenuetic, the critical, and the substantive

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation

 

Schuck, Robert F., and Nelson Haggerson, "Astride a Starwave: A Quantum Perspective of the Disciplines of Education," Action in Teacher Education , 13 (Spring, 1991), 57-63.*, Robert F. Schuck and Nelson Haggerson

Annotation: Discusses three models of inquiry - rational, mythological, and evolutionary.

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

 

Schulz, Renate, Interpreting Teacher Practice: Two Continuing Stories. New York: Teachers College Press, 1997., Renate Schulz

Annotation: Provides narratives of two teachers' teaching along with reflections on the problem of narrative inquiry and of collaborative research.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Practical Knowledge

 

Schutz, Richard E., "Learning About the Costs and Instruction about the Benefits of Research and Development in Education," Phi Delta Kappan, 60(April, 1979), 3-7.*, Richard E. Schutz

Annotation: Describes the formal R & D process used to develop products for use in schools.

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, Educational Stages of Development

 

Schutz, Richard E., "Methodological Issues in Curriculum Research," Review of Educational Research, 39(June, 1969), 359-366., Richard E. Schutz

Annotation: Identifies difficulties in seeking scientific knowledge rather than technology (development) in curriculum and in aiming for systematic, coherent knowledge rather than conjuctive (problem-centered) research.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research and Inquiry-General, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation

 

Schutz, Richard E., "The Conduct of Development In Education." Occassional Paper 14. Bloomington, IN: Phi Delta Kappa Research Service Center, 1972., Richard E. Schutz

Annotation: Shows the steps in the development process in education and distinguishes this process from the research process.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research and Inquiry-General
Source Discipline: Education
Mode of Inquiry in the Study: Development as Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

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

 

Schwab, Joseph J., "The Structure of the Natural Science," pp. 39-46 in G. W. Ford and Lawrence Pugno, eds., The Structure of Knowledge and the Curriculum. Chicago: Rand McNally, 1964., Joseph J. Schwab

Annotation: Describes the substantive structures and the short-term and long-term syntax of the scientific disciplines.

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

 

Schwandt, Thomas A., "A Diagnostic Reading of Scientifically Based Research for Education," Educational Theory, 55(No. 3, 2005), 285-305., Thomas A. Schwandt

Annotation: Notes the reascendance of the market model of educational research and shows why adherence to this ideology is devaluing other forms of research that should affect practice; three related articles appear in this issue of Educational Theory.

Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum Inquiry Guidelines, Critique and Utilization of Curriculum Research and Inquiry, Relation of Curriculum Research to Practice
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Comparisons Among Inquiry Modes, Education as a Field of Study, Government Role in Educational Research & Development, Knowledge Utilization, Practical Knowledge, Qualitative Research, Value Assumptions and Ideologies in Curriculum

 

Schwandt, Thomas A., Evaluation Practice Reconsidered. New York: Peter Lang, 2002., Thomas A. Schwandt

Annotation: Sets forth a view of evaluation as moral/political/interactive practice (not a technical skill) requiring judgment, wisdom, and practical application of understanding, of evaluation as praxis.

Broad Topical Focus: Curriculum Evaluation, Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Practical Knowledge, Ethical Issues in Curriculum, Program Audit/Evaluation, Value Assumptions and Ideologies in Curriculum

 

Scott, David, Education, Epistemology, and Critical Realism. New York: Routledge, 2010., David Scott

Annotation: Explores systematically and in detail various processes of knowledge generation and related epistemic issues; analyzes arguments and criteria for educational judgments; makes the case for a critical realist approach to knowledge and its application to education; presents implications for curriculum.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research and Inquiry-General
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Comparisons Among Inquiry Modes, Knowledge Generation

 

Scriven, Michael, "Conceptual Revolution in Evaluation," pp. 167-179 in Marvin C. Alkin, ed., Evaluation Roots: A Wider Perspective of Theorists' Views and Influence, 2nd ed. Thousand Oaks, CA: Sage, 2013., Michael Scriven

Annotation: Presents Scriven's state-of-the-art view of the process and discipline of Evaluation; a revised and fuller version of this article entitled, "The Foundation and Future of Evaluation," appears in pp. 11-44 in Stewart I. Donaldson, ed.,The Future of Evaluation in Society. Charlotte, NC: Information Age Publishing, 2013.

Broad Topical Focus: Curriculum Evaluation, Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Evaluative Inquiry
Type of Study: Status Study
Narrow Topic: Knowledge Generation, Program Audit/Evaluation, Evaluation of Instruction, Student Assessment, Teacher Evaluation

 

Scriven, Michael, "Self-referent Research," Educational Researcher, 9(April, 1980), 7-11.*, Michael Scriven

Annotation: Discusses the need to examine the results of research and related approaches in order to rethink what should be researched and how; related article in June, 1980, issue.

Broad Topical Focus: Curriculum Research Domains and Structure, Defining Curriculum Research Questions, Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Theoretical/Conceptual Inquiry, Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

Seguel, Mary Louise, "Reflections on the Field of Curriculum History," pp. 63-65 in Murry R. Nelson, ed., Papers of the Society for the Study of Curriculum History: 1980 and 1982 . DeKalb, IL: College of Education, Northern Illinois University, 1983., Mary Louise Seguel

Annotation: Gives a brief overview of the questions that should be raised about the founders of the curriculum field.

Broad Topical Focus: Curriculum Inquiry Guidelines, Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum History

 

Seidman, I.E., Interviewing as Qualitative Research: A Guide for Researchers in Education and the Social Science. New York: Teachers College Press, 1991., I.E. Seidman

Annotation: Provides practical guidance on the use of interview techniques in phenonenological inquiry.

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

 

Shaker, Paul, and Craig Kridel, "The Return to Experience: A Reconceptualist Call," Journal of Teacher Education , 40 (January-February, 1989), 2-8.*, Paul and Shaker and Craig Kridel

Annotation: Reviews the development and impact of the reconceptualist movement in curriculum and its potential in teacher education.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Change, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation, Curriculum as Experience, Teacher Education, Psychology and Curriculum

 

Shapiro, H. Svi, "Beyond the Sociology of Education: Culture, Politics, and the Promise of Educational Change," Educational Theory, 38(Fall, 1988), 415-430., H. Svi Shapiro

Annotation: Reviews the literature on the new sociology of education and radical educational theory and poses an agenda for political support for educational change.

Broad Topical Focus: Curriculum Change, Curriculum Contexts and Societal Influences
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum and Politics

 

Shapiro, H. Svi, "Educational Research, Social Change and the Challenge to Methodology: A Study in the Sociology of Knowledge," Phenomenology+Pedagogy, 1(No., 2, 1983), 127-139.*, H. Svi Shapiro

Annotation: Describes the rise of phenomenological research, its attributes, and its prospects.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Comparisons Among Inquiry Modes

 

Shavelson, Richard J., "Contributions of Educational Research to Policy and Practice: Constructing, Challenging, Changing Cognition," Educational Researcher, 17(October, 1988), 4-11; 22.*, Richard J. Shavelson

Annotation: Presents purposes and procedures for deriving research knowledge from practice if it is to inform policy and practice.

Broad Topical Focus: Curriculum Policies and Policy Making, Relation of Curriculum Research to Practice, Curriculum Research Domains and Structure
Source Discipline: Education
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Knowledge Utilization, Psychology and Curriculum

 

Shaver, James P., "The Productivity of Educational Research and the Applied-Basic Research Distinction," Educational Researcher, 8(January, 1979), 3-9., James P. Shaver

Annotation: Critiques the applied-research approach to educational research and suggests it can be just as scientific as basic research; draws implications for training educational researchers.

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, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

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