Narrow Topic - Teaching/Learning Process
Annotation: Focuses on inclusive teaching practices used to respond to diversity among learners and on implications for school organizational arrangements and teacher behaviors.
Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Exceptional Education, Teaching/Learning Process
Applebee, Arthur N., Curriculum as Conversation: Transforming Traditions of Teaching and Learning. Chicago: The University of Chicago, 1996., Arthur N. Applebee
Annotation: Proposes a conception of curriculum as conversation with attendent options for alternative patterns of design and related pedogogy; examples are from models in the curriculum of English but principles are applicable more generally.
Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Teaching/Learning Process, English, Content Selection and Organization
Aschner, Mary Jane McCue, "Meaning and Thinking," pp. 74-92 in James B. Macdonald and Robert R. Leeper, eds., Language and Meaning . Washington, DC: Association for Supervision and Curriculum Development, 1966., Mary Jane McCue Aschner
Annotation: Describes two types of meaning--attached and "taken-in" meaning; relates this to recent studies of classroom teaching.
Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Psychology and Curriculum, Teaching/Learning Process
Annotation: Provides a succinct but penetrating overview of Paulo Freire's ideas on critical pedagogy.
Broad Topical Focus: Curriculum Theorists
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry, Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Practical Knowledge, Teaching/Learning Process
Awbrey, Maureen Jessen, "A Teacher's Action Research Study of Writing in the Kindergarten: Accepting the Natural Expression of Children," Peabody Journal of Education, 64(Winter, 1987), 33-64., Maureen Jessen Awbrey
Annotation: Gives an example of action research on the topic.
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, Teaching/Learning Process, Early Childhood Curriculum
Ayers,William, Therese Quinn, David O. Stovall, and Libby Scheiern, "Teachers' Experience of Curriculum, Policy, Pedagogy, and Situation," pp. 306-326 in F. Michael Connelly, Ming Fang He, and JoAnn Phillion, eds., The SAGE Handbook of Curriculum and Instruction. Los Angeles: Sage Publications, 2008., William Ayers, Therese Quinn, David O. Stovall, and Libby Scheiern
Annotation: Cites research on the topic classified by various research approaches; major categories include policy and curriculum, curriculum and pedagogy, and situations of resistance and justice.
Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Teacher Knowledge, Practical Knowledge, Curriculum and Politics, Teaching/Learning Process, Values in the Classroom
Ball, Deborah Loewenberg, and David K. Cohen, "Reform by the Book: What Is - or Might Be - the Role of Curriculum Materials in Teacher Learning and Instructional Reform?" Educational Researcher, 25 (December, 1996), 6-8; 14. *, Deborah Loewenberg Ball and David K. Cohen
Annotation: Summarizes what is known from research on curriculum materials and identifies how curriculum materials could be designed so they serve better both students and teachers.
Broad Topical Focus: Curriculum Guides, Plans, Documents, Materials, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Materials Development and Evaluation, Textbooks, Teaching/Learning Process
Barab, Sasha A., and Wolff-Michael Roth, "Curriculum-Based Ecosystems: Supporting Knowing from an Ecological Perspective," Educational Researcher, 35(June/July, 2006), 3-13., Sasha A. Barab and Wolff-Michael Roth
Annotation: Offers an ecological focal point for curriculum design using affordance networks, effectivity sets, and life-worlds.
Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Knowledge Generation, Curriculum Frameworks, Curriculum Aims and Objectives, Curriculum as Experience, Curriculum as Environment, Teaching/Learning Process, Practical Knowledge
Barone, Tom, Touching Eternity: The Enduring Outcomes of Teaching. New York: Teachers College Press, 2001., Tom Barone
Annotation: Gives a literary reconstruction of an art teacher's work and influence as portrayed by the writer and several of the teacher's former students; the last chapter reflects upon issues inherent in the reconstruction process as postmodern research.
Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Education
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism, Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Art Education, Teaching/Learning Process, Curriculum Aims and Objectives, Curriculum as Experience, Authority of Teacher
Bereiter, Carl, and Marlene Scardamalia, "Cognition and Curriculum," pp. 517-542 in Philip W. Jackson, ed., Handbook of Research on Curriculum. New York: Macmillan, l992., Carl Bereiter and Marlene Scardamalia
Annotation: Reviews the recent research in cognitive science for planning instruction and curriculum.
Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Teaching/Learning Process, Teacher Planning, Content Selection and Organization, Psychology and Curriculum
Berlak, Ann, and Harold Berlak, "Toward a Nonhierarchical Approach to School Inquiry and Leadership," Curriculum Inquiry, 13(Fall, 1983), 267-294., Ann Berlak and Harold Berlak
Annotation: Casts a series of dilemmas around which critical inquiry may be used; gives an illustration in a hypothetical elementary school setting.
Broad Topical Focus: Curriculum Research Domains and Structure, Curriculum Inquiry Guidelines, Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teaching/Learning Process
Berman, Louise M., and Jessie A. Roderick, "The Relationship Between Curriculum Development and Research Methodology," Journal of Research and Development in Education, 6(Spring, 1973), 3-13., Louise M. Berman and Jessie A. Roderick
Annotation: Proposes research procedures for studying transactive teaching-learning situations; proposes six characteristics of curriculum design based on this view.
Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Inquiry Guidelines, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teaching/Learning Process
Annotation: Conceptualizes five stages of the negotiation process involved in curriculum planning, teaching, learning, and evaluation.
Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Conceptions of Teaching, Teaching/Learning Process, Content Selection and Organization, Democratic Education
Bowers, Norman D., "Psychological Forces Influencing Curriculum Decisions," Review of Educational Research, 33(June, 1963), 268-277., Norman D. Bowers
Annotation: Examines the learning process and learning outcomes in relation to curriculum decision making.
Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Teaching/Learning Process, Psychology and Curriculum
Britzman, Deborah P.,"Structures of Feeling in Curriculum and Teaching," Theory into Practice, 31(Summer, 1992), 252-258., Deborah P. Britzman
Annotation: Describes agency and identity in teaching from a critical perspective.
Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Teaching/Learning Process
Brown, Stephen I., "Discovery and Teaching a Body of Knowledge," Curriculum Theory Network, 5(No. 3, 1976), 191-218., Stephen I. Brown
Annotation: Discusses the epistemological issues in knowing and teaching a body of disciplined knowledge.
Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Normative Inquiry
Type of Study: Single Study
Narrow Topic: Teaching/Learning Process, Knowledge Linkage, Curriculum and the Disciplines
Brubacher, John W., Charles W. Case, and Timothy G. Reagan, Becoming a Reflective Educator: How to Build a Culture of Inquiry in the Schools. Newbury Park, CA: Corwin Press, 1994., John W. Brubacher, Charles W. Case, and Timothy G. Reagan
Annotation: Gives cases of teachers doing inquiry in schools and classrooms.
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, Teaching/Learning Process, Teacher Research
Annotation: Analyzes the role of content knowledge in teaching and in teacher education.
Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Curriculum and the Disciplines, Teacher Education, Teaching/Learning Process
Buchmann, Margret, "The Use of Research Knowledge in Teacher Education and Teaching," American Journal of Education, 92(August, 1984), 421-439., Margret Buchmann
Annotation: Analyzes knowledge utilization in the curriculum of schools and of teacher education.
Broad Topical Focus: Curriculum Development, Organization, Design
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: Knowledge Utilization, Teaching/Learning Process, Teacher Education, Practical Knowledge, Content Selection and Organization
Carson, Terrance R., and Dennis J. Sumara, eds., Action Research as a Living Practice. New York: Peter Lang, 1997., Terrance R. Carson and Dennis J. Sumara
Annotation: Contains 22 accounts of action research as efforts to alter perception and action in practice.
Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Phenomenological Inquiry, Action Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum as Experience, Knowledge Generation, Teaching/Learning Process
Clandinin, D. Jean, "Personal Practical Knowledge: A Study of Teachers' Classroom Images," Curriculum Inquiry, 15(Winter, 1985), 361-385., D. Jean Clandinin
Annotation: Reports a study of teachers' personal practical knowledge in the classroom and the images used to characterize the classroom.
Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry, Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Knowledge, Practical Knowledge, Teaching/Learning Process
Annotation: Describes uses and advantages of curriculum contracts negotiated with students.
Broad Topical Focus: Curriculum Guides, Plans, Documents, Materials
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Teaching/Learning Process
Common, Dianne L., "Curriculum Language," The Educational Forum, 48(Spring, 1984), 343-352., Dianne L. Common
Annotation: Shows the significance and place of assertive language (curriculum as imitation) and of emotive language (curriculum as imagination) in curriculum enactment.
Broad Topical Focus: Curriculum Enactment and Teaching, Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Teaching/Learning Process
Daniels, Le Roi B., "What Psychology Can Do for Education," Canadian Journal of Education, 13(Winter, 1988), 52-64., Le Roi B. Daniels
Annotation: Draws on the analysis of three concepts (persons, intentions, and reception) to build an interdisciplinary research approach to pedagogy.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Teaching/Learning Process, Psychology and Curriculum
Darling-Hammond, Linda, "The Right to Learn and the Advancement of Teaching: Research, Policy, and Practice for Demoncratic Education," Educational Researcher, 25 (August-September, 1996), 5-17.*, Linda Darling-Hammond
Annotation: Discusses the role of research, policy, and practice in the development of learning as democratic education.
Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Research Domains and Structure, Defining Curriculum Research Questions, Relation of Curriculum Research to Practice
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Status Study
Narrow Topic: Teaching/Learning Process, Democratic Education, Knowledge Generation, Knowledge Utilization, In-service Teacher Development
del Pilar O'Cadiz, Maria, Pia Lindquist Wong, and Carlos Alberto Torres, "Creating the Popular Public Schools," pp. 71-105, and "Reorienting the Curriculum: The Interdisciplinary Project," pp. 107-134, in their Education and Democracy: Paulo Freire, Social Movements, and Educational Reform in Sao Paulo. Boulder, CO: Westview PRess, 1998., Maira del Pilar O'Cadiz, Pia Lindquist Wong, and Carlos Alberto Torres
Annotation: Describes the principles and creation of the Popular Public School in Sao Paulo, Brazil, under the direction of Freire as Secretary of Education, 1989-1991; describes three phases of curriculum development employed in the Interdisciplinary Project, the centerpiece of the curriculum.
Broad Topical Focus: Curriculum Theorists, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Teaching/Learning Process, Curriculum and Politics
Dewey, John, The Child and the Curriculum. Chicago: The University of Chicago Press, 1902., John Dewey
Annotation: Discusses the interrelationship between the child and the curriculum and draws inferences from this view for teaching and learning.
Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Classics of Curriculum Literature, Curriculum History, Teaching/Learning Process
DiVesta, Francis J., "An Evolving Theory of Instruction," Educational Technology, 12(August, 1972), 34-39.*, Francis J. DiVesta
Annotation: Describes dynamic systems model of instruction and learning.
Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Conceptions of Teaching, Teaching/Learning Process
Doll, William E., Jr., "Curriculum and Change: Piaget's Organismic Origins," The Journal of Curriculum Theorizing, 5(Spring, 1983), 4-61., William E. Doll Jr.
Annotation: Explains three views of change plus one based on Piaget's view of change; draws implications for curriculum; followed by five articles critiquing this article.
Broad Topical Focus: Curriculum Change, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Psychology and Curriculum, Teaching/Learning Process
Doll, William E., Jr., "Play and Mastery: A Structuralist View," The Journal of Curriculum Theorizing, 2(Winter, 1980), 209-226., William E. Doll Jr.
Annotation: Shows the advantages of the knowledge-construct view of knowing vs those of a knowledge-copy view of knowing.
Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Psychology and Curriculum, Teaching/Learning Process
Annotation: Traces the history of eductional methods from Ramus to Comenius to scientific methods and their appearance in education; proposes a new conception of education method for curriculum design and instruction that is dynamic, transformative, interactive, and practical.
Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Enactment and Teaching, Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum History, Curriculum Theory Creation and Uses, Conceptions of Teaching, Curriculum as Experience, Teaching/Learning Process, Value Assumptions and Ideologies in Curriculum
Duchastel, Philippe C., and Paul F. Merrill, "The Effects of Behavioral Objectives on Learning: A Review of Empirical Studies," Review of Educational Research, 43 (Winter, 1973), 53-68., Philippe C. Duchastel and Paul F. Merrill
Annotation: Summarizes empirical studies on several aspects of the use of behavioral objectives.
Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum Aims and Objectives, Teaching/Learning Process
Annotation: Identifies aims, objectives, scope, sequence, transactions, and evaluation.
Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Evaluation, Curriculum Conceptions and Theories, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Status Study
Narrow Topic: Content Selection and Organization, Curriculum Aims and Objectives, Teaching/Learning Process
Annotation: Describes teacher-researchers in Stenhouse's Humanities Project, Ford Teaching Project, and Quality of Learning Project in England from perspective of Elliott's personal involvement.
Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Theorists, Curriculum Change
Source Discipline: Education
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Teacher Research, Teaching/Learning Process, Comparative Curriculum, Teacher Education
Annotation: Describes the possibilities for studying teaching and learning from the perspective of the sociology of knowledge; ends with some specific questions for research.
Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Research Domains and Structure, Defining Curriculum Research Questions
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Teaching/Learning Process
Annotation: Addresses the social-political context of classroom management in a study of four schools (1973-1975); describes beating the system and student perceptions on opposition.
Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Teaching/Learning Process
Franklin, Barry M., ed., When Children Don't Learn: Student Failure and the Culture of Teaching. New York: Teachers College Press, 1998., Barry M. Franklin
Annotation: Reports several qualitative studies of student failure and teacher failure.
Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Collection of Studies
Narrow Topic: Student Assessment, Teaching/Learning Process
Gardner, Howard, and Veronica Boix-Mansilla, "Teaching for Understanding in the Disciplines--and Beyond," Teachers College Record, 96(Winter, 1994), 198-218., Howard Gardner and Veronica Boix-Mansilla
Annotation: Poses forms of disciplinary knowledge that make up a currriculum for understanding.
Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum and the Disciplines, Teaching/Learning Process
Annotation: Traces the history of devleopments in multicultural curriculum and instruction since Brown v. Board of Education fifty years ago.
Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum Integration, Multicultural Education, Teaching/Learning Process, Multiethnic Adaptation
Annotation: Contrasts the discourse of management and control with the discourse of relevance and with the discourse of cultural politics.
Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Curriculum and Politics, Teaching/Learning Process
Giroux, Henry A., "Critical Theory and Rationality in Citizenship Education," Curriculum Inquiry, 10(Winter, 1980), 329-366., Henry A. Giroux
Annotation: Contrasts three modes of rationality (technical, hermeneutic, and emancipatory) in relation to citizenship education; proposes a theory of citizenship education involving actual experiences engaged in by students.
Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Citizenship Education, Teaching/Learning Process, Hidden Curriculum, Ideology and School Knowledge
Annotation: Discusses the tension between teachers work under control ideology and teachers as intellectuals.
Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Teaching/Learning Process, Teacher Knowledge, Authority of Teacher
Annotation: Outlines Freire's approach to educational reform, pointing out cultural context, theory of knowledge, and theory of domination; calls for modification when applied to educational settings different from Freire's.
Broad Topical Focus: Curriculum Enactment and Teaching,Curriculum Change,Curriculum Conceptions and Theories,Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism,Critical Inquiry
Type of Study: Single Study
Narrow Topic: Teaching/Learning Process
Giroux, Henry A., "Pedagogy, Pessimism, and the Politics of Conformity: A Reply to Linda McNeil," Curriculum Inquiry, 1(Fall, 1981), 211-222., Henry A. Giroux
Annotation: Replies to McNeil's critique of his article in this journal 10(4), 1980.
Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Citizenship Education, Hidden Curriculum, Teaching/Learning Process, Ideology and School Knowledge, Criticism of Schooling
Annotation: Describes the older approaches to the hidden curriculum and argues that certain elements needed to develop a critical pedagogy are missing.
Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Teaching/Learning Process, Curriculum and Politics
Annotation: Reprints and expands an article from McGill Journal of Education, Fall, 1981.
Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Hidden Curriculum, Teaching/Learning Process, Curriculum and Politics
Annotation: Analyzes various theories of reproduction and resistance and concludes a new theory is needed for a crtical science of schooling; outlines such a theory in which power, resistance, and human agency can become central elements in a struggle for social practice in schools and society.
Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Development, Organization, Design
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Teaching/Learning Process
Annotation: Elaborates a theory of instructional design.
Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Research Synthesis
Narrow Topic: Conceptions of Teaching, Teaching/Learning Process, Psychology and Curriculum, Materials Development and Evaluation, Teacher Planning
Glass, Ronald David, "On Paulo Freire's Philosophy of Praxis and the Foundations of Liberation Education," Educational Researcher, 30(March, 2001), 15-25., Ronald David Glass
Annotation: Presents a thorough summary and critique of Freire's philosophy of education.
Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Philosophical Schools, Teaching/Learning Process
Annotation: Analyzes the conception and impact on teacher professionalization of the 1988 California History-Social Science Framework.
Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Enactment and Teaching, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Frameworks, Social Studies, Content Selection and Organization, Curriculum Implementation, Teacher Planning, Teaching/Learning Process, Authority of Teacher, Local Control of Schooling
Grant, S. G., Alison Derme-Insinna, Jill Gradwell, Ann Marie Lauricella, Lynn Pullano, and Kathryn Tzetzo, "Juggling Two Sets of Books: A Teacher Responds to the New York State Global History Exam," Journal of Curriculum and Supervision, 17(Spring, 2002), 232-255., S. G. Grant, Alison Derme-Insinna, Jill Gradwell, Ann Marie Lauricella, Lynn Pullano, and Kathryn Tzetzo
Annotation: Explores a teacher's difficulties in interpreting a new New York state global history curriculum and exam.
Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Implementation, Curriculum Standards and Testing, Social Studies, Teaching/Learning Process, Evaluation of Instruction
Greene, Maxine, "Consciousness and the Public Space: Discovering a Pedagogy," Phenomenology + Pedagogy, 3(No. 2, 1985), 69-83., Maxine Greene
Annotation: Argues for teachers to interact with the public community to pursue freedom, critical understanding, and transformation.
Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Teaching/Learning Process, Curriculum and Politics
Grollios, Georgios, Paulo Freire and the Curriculum. Boulder, CO: Paradigm Publishers, 2009., Georgios Grollios
Annotation: Gives a comprehensive analysis and elucidation of Freire's ideas on education and curriculum; examines the contexts in which his ideas were formulated and the settings in which he put them into practice; differentiates his perspective on curriculum planning from other historic and contemporary perspectives.
Broad Topical Focus: Curriculum Theorists, Curriculum Conceptions and Theories
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, Teaching/Learning Process, Content Selection and Organization
Hansen, David T., "Curriculum and the Idea of a Cosmopolitan Inheritance," Journal of Curriculum Studies, 40(June, 2008), 289-312., David T. Hansen
Annotation: Traces the history of the idea of the cosmopolitan and various conceptions of cosmopolitanism; contrasts these ideas with other "isms," suggests that a cosmopolitan-oriented curriculum need not conflict with organizing curriculum content or structures but can affect the understanding or world inheritance of that content; discusses the contours of cosmopolitan sensibility and how to educate for it.
Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Value Assumptions and Ideologies in Curriculum, Teaching/Learning Process
Hansen, David T., Mary Erina Driscoll, and Rene V. Arcilla, eds., A Life in Classrooms: Philip W. Jackson and the Practice of Education. New York: Teachers College Press, 2007., David T. Hansen, Mary Erina Driscoll, and Rene V. Arcilla
Annotation: Presents eleven essays in honor of the professional life and work of Philip W. Jackson; including analyses of several of his writings, including Life in Classrooms, and his several works on Dewey; chapter 9 focuses on his contributions to Curriculum Studies.
Broad Topical Focus: Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Collection of Studies
Narrow Topic: Curriculum Professors, Teaching/Learning Process, Classics of Curriculum Literature
Annotation: Suggests the role of cultural interruption in school and curriculum change.
Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: In-service Teacher Development, Value Assumptions and Ideologies in Curriculum, Teaching/Learning Process
Hargreaves, Andy, Lorna Earl, Shawn Moore, and Susan Manning, Learning to Change: Teaching Beyond Subjects and Standards. San Francisco: Jossey-Bass, 2000., Andy Hargreaves, Lorna Earl, Shawn Moore, and Susan Manning
Annotation: Reports a study of 29 teachers facing reforms in standards, assessment, and curriculum integration; gives their experiences and reactions to these changes in a broad context of research on the process of change in education.
Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Curriculum Integration, Teaching/Learning Process
Heap, James L., "Discourse in the Production of Classroom Knowledge: Reading Lessons," Curriculum Inquiry, 15(Fall, 1985), 247-279., James L. Heap
Annotation: Presents a study of reading lessons and the constitutive activities that are seen as knowledge in these lessons.
Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Reading, Teaching/Learning Process, Discourse Analysis, Comparative Curriculum
Holt, Maurice, "It's Time to Start the Slow School Movement," Phi Delta Kappan, 84(December, 2002), 265-271., Maurice Holt
Annotation: Argues against curricula that emphasize uniformity, predictability, and measurability of process and results (characteristic of "fast food" and pressured schools) and argues for programs that allow time for thought, discovery, and in-depth learning.
Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design, Curriculum Evaluation
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 Aims and Objectives, Teaching/Learning Process, Evaluation of Instruction, Value Assumptions and Ideologies in Curriculum
Annotation: Describes the history of the monitorial system in Europe and elsewhere.
Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Administration, Leadership, Finance
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Teaching/Learning Process, Comparative Curriculum
Annotation: Presents a thoroughly elucidated, carefully justified general theory of curriculum and pedagogy involving negotiation and shared ownership of curriculum; contains several elaborate diagrams that capsulize aspects of the general theory.
Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Enactment and Teaching, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Teaching/Learning Process, Conceptions of Teaching, Curriculum Development Strategies, Curriculum Implementation
Janesick, Valerie J., "Of Snakes and Circles: Making Sense of Classroom Group Process through a Case Study," Curriculum Inquiry, 12 (Summer, 1982), 161-189.*, Valerie J. Janesick
Annotation: Describes an ethnographic study of a teacher's classroom from the teacher's perspective.
Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Case Study
Narrow Topic: Teaching/Learning Process, Classroom Observation & Research
Jardine, David W., Sharon Friesen, and Patricia Clifford, Curriculum in Abundance. Mahwah, NJ: Lawrence Erlbaum, 2006., David W. Jardine, Sharon Friesen, and Patricia Clifford
Annotation: Illuminates the potential of a curriculum in abundance rather than the deadliness of the current curriculum of scarcity; in his foreword to these essays, W. F. Pinar highlights the significance of this metaphoric vision of curriculum as presented by the authors.
Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Visions and Philosophies, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Collection of Studies
Narrow Topic: Curriculum Aims and Objectives, Content Selection and Organization, Teaching/Learning Process
Annotation: Gives a history of impact of graded schools and textbooks on American education.
Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Teaching/Learning Process, Textbooks, Curriculum History
Kaufmann, David, Susan Moore Johnson, Susan M. Kardos, Edward Liu, and Heather G. Peske, " 'Lost at Sea': New Teachers' Experiences with Curriculum and Assessment," Teachers College Record, 104(March, 2002), 273-300., David Kaufmann, Susan Moore Johnson, Susan M. Kardos, Edward Liu, and Heather G. Peske
Annotation: Documents teachers' experiences in implementing and assessing the Massachusetts curriculum frameworks with little or no guidance.
Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Frameworks, Curriculum Standards and Testing, Teaching/Learning Process, Evaluation of Instruction
Kennedy, Mary, "Parsing the Practice of Teaching," Journal of Teacher Education, 67(January-February, 2016), 6-17., Mary Kennedy
Annotation: Presents an alternative 5-step way of defining what teachers do, the first of which is "portraying the curriculum"; describes this process as "live events", "activity flows", and judgements on "good portrayals" for which criteria can be prescribed.
Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Teaching/Learning Process, Teacher Education
Kilpatrick, William H., A Reconstructed Theory of the Educative Process . New York City: Bureau of Publication, Teachers College, Columbia, 1935., William H. Kilpatrick
Annotation: Gives a view of the educative process aligned with progressive principles.
Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Teaching/Learning Process, Classics of Curriculum Literature
Kimpston, Richard D., Howard Y. Williams, and William S. Stockton, "Ways of Knowing and the Curriculum," The Educational Forum, 56(Winter, 1992), 153-172., Richard D. Kimpston, Howard Y. Williams, and William S. Stockton
Annotation: Sets forth four learning paradigms (association, correspondence, coherence, recognition), each with two subtypes, and provides a matrix analyzing each of these by six questions, including implications for curriculum planning.
Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Visions and Philosophies, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Teaching/Learning Process
Annotation: Esplains why teaching is so difficult and limited under NCLB guidelines; advises teachers on how to teach under repressive conditions (after becoming aware of how knowledge is produced, how power shapes the curriculum, and how a critical perspective can assist); urges teachers to be developers.
Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Conceptions of Teaching, Curriculum Development Strategies, Freedom/Authority and Curriculum, Government Role in Educational Research & Development, Ideology and School Knowledge, Local Control of Schooling, Social Efficiency/Control, Teacher Planning, Teacher Research, Teaching/Learning Process, Values in the Classroom
Kirylo, Peter D., Paulo Freire: The Man from Recifi. New York: Peter Lang, 2011., Peter D. Kirylo
Annotation: Explicates Freire's life and work (1921-1997) throughout his pre-exile years, his exile years, and the years following his return to Brazil; summarizes the influence that his own experiences had and that others' thinking had on his conception of critical education and pedagogy; analyzes the various themes found in his writings and his practice of education; presents the views of numerous scholars on Freire's legacy and his use of liberation theology and critical pedagogy; contains lengthy interviews with James A. Cone and with Freire's second wife Nita; opens with a foreword by Donald Macedo and a preface by Shirley Steinberg and concludes with an afterword by Peter McLaren; quotes and exposes the reader to most of Freire's writings and ideas apart from having to read original sources.
Broad Topical Focus: Curriculum Theorists, Curriculum Visions and Philosophies
Source Discipline: Education
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Historical Inquiry, Critical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Classics of Curriculum Literature, Conceptions of Teaching, Curriculum History, Curriculum Theory Creation and Uses, Teaching/Learning Process, Value Assumptions and Ideologies in Curriculum, Curriculum and Politics
Annotation: Analyzes Kilpatrick's work and publications on the project method; concludes that he did not originate the idea, that he sought to popularized an approach to method that even Kilpatrick came to believe was not wisely labeled as "project method", and that critics justifiably argued was flawed.
Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Enactment and Teaching, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Classics of Curriculum Literature, Curriculum as Experience, Curriculum History, Freedom/Authority and Curriculum, Literature, Teaching/Learning Process
Kvernbekk, Tone, "The Concept of Evidence in Evidence-Based Practice," Educational Theory, 61(No.5, 2011), 515-532., Tone Kvernbekk
Annotation: Gives a philosophical analysis of the concept of evidence as employed in the phrase "evidence-based practice"; argues against the limited conception of evidence as employed in studies using randomized controlled trials; shows four possible relationships evidence can have to epistemic truth and to practice based on research evidence.
Broad Topical Focus: Relation of Curriculum Research to Practice, Curriculum Research and Inquiry-General
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Knowledge Linkage, Teaching/Learning Process, Government Role in Educational Research & Development
Lamberg, Teruni D., and James A. Middleton, "Design Research Perspectives on Transitioning from Individual Microgenetic Interviews to a Whole-Class Teaching Experiment," Educational Researcher, 38(May, 2009), 233-245., Teruni D. Lamberg and James A. Middleton
Annotation: Provides a description of a compleat cycle of design research and illustrates its use in a study of ways students conceptualize their understanding of factions as quotients enroute to developing iterations of whole-class teaching procedures for this topic.
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, Mathematics, Teaching/Learning Process
LeCompte, Margaret D., and Kathleen Bennett DeMarrais, "The Disempowering of Empowerment: Out of the Revolution and into the Classroom," Educational Foundations, 6(Summer, 1992), 5-31., Margaret D. LeCompte and Kathleen Bennett DeMarrais
Annotation: Traces origins of empowerment and its uses and misuses in education.
Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Teaching/Learning Process
Annotation: Describes in a phemomenological mode three teachers' experience of classroom problem-solving activities.
Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Education
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Teaching/Learning Process
Annotation: Describes teachers' use of all-structured problems within J. D. Sinnott's concept of "relativistic operations".
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, Teaching/Learning Process
Lundgren, Ulf P. and M. A. Colliander, "Curriculum Pacing," pp. 1233-1235 in T. Husen and T. N. Postlethwaite, eds., International Encyclopedia of Education . New York: Pergamon, 1984., Ulf P. Lundgren and M. A. Colliander
Annotation: Discusses the notion of pacing and time factors in curriculum construction and implementation.
Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Content Selection and Organization, Teaching/Learning Process
Macdonald, James B., "Myths About Instruction," Educational Leadership, 22(May, 1965), 571-576; 609-617., James B. Macdonald
Annotation: Discusses six myths of instruction which have been used wrongly to prescribe instructional practices.
Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Teaching/Learning Process
Annotation: Pulls together implications for a possible curriculum based on his analysis (earlier in the book) of Socratic forms of dialectics-dialogues; shows how this model differs from today's knowledge-based forms of standardized education; sums up the nature of an education based on question-worthy normative assumptions and Socratic dialogue.
Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Curriculum as Experience, Teaching/Learning Process, Ethical Issues in Curriculum, Self-Knowledge, Values in the Classroom, Authority of Teacher
May, Wanda T., "Constructing History in a Graduate Curriculum Class," Curriculum Inquiry , 21 (Summer, 1991), 163-191., Wanda T. May
Annotation: Explores teachers' constructions of historical knowledge and other perceptions in a graduate curriculum class.
Broad Topical Focus: Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry, Hermeneutic Inquiry
Type of Study: Single Study
Narrow Topic: Programs of Study in Curriculum and Instruction, Curriculum History, Teaching/Learning Process
McCaslin, Mary, and Thomas L. Good, "The Informal Curriculum," pp. 622-670 in David C. Berliner and Robert C. Calfee, eds., Handbook of Educational Psychology. New York: Macmillan, 1996., Mary McCaslin and Thomas L. Good
Annotation: Summarizes what is known about the informal aspects of enacting the curriculum.
Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Teaching/Learning Process
McClintock, Robert, "Toward a Place for Study in a World of Instruction," Teachers College Record, 73(December, 1971), 161-205., Robert McClintock
Annotation: Traces the significance of "study" in the history of education as opposed to "teaching" and "instruction"; the author begins with contributions of Erasmus and Montaigne and provides some possibilities for recovering "study" in the "schooling" of the future.
Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Proposals in Coherent Form, Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry, Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Criticism of Schooling, Conceptions of Teaching, Teaching/Learning Process
Annotation: Sets forth a deliberationist view of teachers at work with classroom curriculum in contrast to a traditional view related to the overt and the hidden curriculum.
Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation, Teaching/Learning Process
McEwan, Hunter, and Kieran Egan, eds., Narrative in Teaching, Learning, and Research. New York: Teachers College Press, 1995., Hunter McEwan and Kieran Egan
Annotation: Collects 13 chapters on narrative in teaching, in learning, and in the study of teaching and learning.
Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Education
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Collection of Studies
Narrow Topic: Teaching/Learning Process
Annotation: Presents a model for examining teachers' views of student differences in classrooms and the way they attend to these differences.
Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Differentiation, Teaching/Learning Process
Nunan, Ted, Countering Educational Design . New York : Nichols,1983., Ted Nunan
Annotation: Raises theoretical and practical issues involved in educational design.
Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum Development Strategies, Philosophical Schools, Ideology and School Knowledge, Teaching/Learning Process
Annotation: Uncovers the factors in one high school's science classes that work against high quality science teaching and learning; illustrates curriculum-as-hybrid form of school knowledge.
Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Case Study
Narrow Topic: Content Selection and Organization, Ideology and School Knowledge, Science, Teaching/Learning Process
Palonsky, Stuart B., 900 Shows a Year: A Look at Teaching from the Teacher's Side of the Desk . New York: Random House, 1986., Stuart B. Palonsky
Annotation: Reports classroom examples of teachers' teaching and their perspectives on their teaching.
Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Teaching/Learning Process, Classroom Observation & Research
Phillips, D. C., "John Dewey's The Child and the Curriculum: A Century Later," The Elementary School Journal, 98(May, 1998), 403-414., D. C. Phillips
Annotation: Offers a 100th anniversary review and critique of Dewey's essay.
Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Classics of Curriculum Literature, Teaching/Learning Process, Curriculum History
Annotation: Elucidates the European concept of pedagogy; distinguishes normative/dogmatic, humanistic, empirical/analytic, and critical pedagogy; notes the potential of action research for studying pedagogy.
Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Action Inquiry
Type of Study: Single Study
Narrow Topic: Teaching/Learning Process, Ethical Issues in Curriculum
Pope, Denise Clark, Doing School: How We Are Creating a Generation of Stressed Out, Materialistic, and Miseducated Students. New Haven, CT: Yale University Press, 2001., Denise Clark Pope
Annotation: Reports research on five successful California high school students and how they cope and succeed; ideals of the school are replaced by the learning of deception, hostility, and anxiety.
Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Curriculum as Experience, Teaching/Learning Process
Annotation: Describes pedagogical research in the Soviet Union and its commitments to dialectical materialism; reviews inquiry procedures in this research; describes educational psychology and didactics.
Broad Topical Focus: Relation of Curriculum Research to Practice, Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Conceptions of Teaching, Comparative Curriculum, Teaching/Learning Process, Curriculum and Politics, Teacher Education, Value Assumptions and Ideologies in Curriculum
Annotation: Poses the concept of curricular task as a basis for suggesting inquiry questions.
Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Teaching/Learning Process
Posner, George J., Kenneth A Strike, Peter W. Hewson, and William A. Gertzog, "Accommodation of a Scientific Conception: Toward a Theroy of Conceptual Change," Science Education, 66( April, 1982), 211-227.*, George J. Posner, Kenneth A. Strike, Peter W. Hewson, and William A. Gertzog
Annotation: Reports evidence of accommodation by students of science of various scientific conceptions.
Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Psychology and Curriculum, Teaching/Learning Process, Science
Annotation: Presents a clear analysis of the similarities and differences between Dewey's and Foucault's philosophical positions: argues that Dewey goes farther down the road that both traveled.
Broad Topical Focus: Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Teaching/Learning Process, Self-Knowledge, Ethical Issues in Curriculum, Conceptions of Teaching, Character Education, Curriculum and Politics, Social Efficiency/Control, Value Assumptions and Ideologies in Curriculum
Provenzo, Eugene F., Jr., The Difference Engine: Computing, Knowledge, and the Transformation of Learning. Lanham, MD: Rowman & Littlefield, 2012., Eugene F. Provenzo Jr.
Annotation: Reviews the nature of computing and related technology and its changing role in accessing and reconfiguring knowledge; provides a broad general philosophical treatment of this topic; draws implications for education in K-12 and higher education; gives introduction to language of the hypertext age and examples of a variety of current technologies.
Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Computers and Technology as Subjects, Teaching/Learning Process
Raths, James D., "Teaching Without Specific Objectives," Educational Leadership, 28(April, 1971), 714-720., James D. Raths
Annotation: Explains alternatives to specifying objectives for teaching.
Broad Topical Focus: Curriculum Development, Organization, Design,Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry,Normative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Teaching/Learning Process
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
Annotation: Argues that curriculum should focus on the individual's "making of oneself" or assisting with unfolding his/her identity and life; implications of this view are drawn; illustrations are presented from a Puerto Rican memoir.
Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Ethical Issues in Curriculum, Teaching/Learning Process
Rose, Edward, and David Hawkins, "The Schooling Machine and Mechanisms of Education," pp. 78-89 in Edward Rose, ed., Forms and Formulations of Education. Lincoln, NE: Nebraska Curriculum Development Center, University of Nebraska, 1976., Edward Rose and David Hawkins
Annotation: Argues for research on knowing and coming to know in the classroom.
Broad Topical Focus: Curriculum Enactment and Teaching, Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Teaching/Learning Process