Narrow Topic - Value Assumptions and Ideologies in Curriculum

 

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Schubert, William H., "Recalibrating Educational Research: Toward a Focus on Practice," Educational Researcher, 9(January, 1980), 17-31.*, William H. Schubert

Annotation: Describes practical inquiry and its various forms.

Broad Topical Focus: Curriculum Inquiry Guidelines, Relation of Curriculum Research to Practice, Curriculum Research and Inquiry-General, Curriculum Research Domains and Structure, Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry, Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Practical Knowledge

 

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

 

Schwarz, Gretchen, and Lee Ann Cavener, "Outcome-based Education and Curriculum Changes: Advocacy, Practice, and Critique," Journal of Curriculum and Supervision, 9(Summer, 1994), 326-338., Gretchen Schwarz and Lee Ann Cavener

Annotation: Reports experience in Oklahoma with outcome-based education and gives reasons for its failure there.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Curriculum Aims and Objectives, Value Assumptions and Ideologies in Curriculum

 

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

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

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

 

Scott, David, "Six Curriculum Discourses: Contestation and Edification," pp. 31-42 in Alex Moore, ed., Schooling, Society, and Curriculum. New York: Routledge, 2006., David Scott

Annotation: Identifies and critically appraises six discourses within which curriculum policies and policy-making are conducted: foundationalism, conventionalism, instrumentalism, technical rationality, critical pedagogy, and postmodernism.

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

 

Sears, James T., "The Second Wave of Curriculum Theorizing: Labyrinths, Orthodoxies, and Other Legacies of the Glass Bead Game," Theory into Practice, 31(Summer, 1992), 210-218., James T. Sears

Annotation: Reviews reconceptualist curriculum theory.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists, Relation of Curriculum Research to Practice, Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Status Study
Narrow Topic: Curriculum History, Value Assumptions and Ideologies in Curriculum

 

Seddon, Terri, "Curriculum History: A Map of Key Issues," Curriculum Perspectives, 9(October, 1989), 1-16.*, Terri Seddon

Annotation: A thorough review of the state-of-the-art of doing curriculum history published in English. Discusses focus, boundaries, conceptions, and theory.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research Domains and Structure, Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Status Study
Narrow Topic: Curriculum History, Comparative Curriculum, Value Assumptions and Ideologies in Curriculum

 

Selden, Steven, "Conservative Ideology and Curriculum," Educational Theory, 27 (Summer, 1977), 205-222., Steven Selden

Annotation: Reviews the history of conservative ideologies and curriculum from the nineteenth century to the present and their appearance in the eugenics movement of the early twentieth century.

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: Value Assumptions and Ideologies in Curriculum, Curriculum History

 

Selden, Steven, "Curricular Metaphors: From Scientism to Symbolism," Educational Theory, 25(Summer, 1975), 243-262., Steven Selden

Annotation: Contrasts scientism and symbolization as bases for orienting thought and language in curriculum, drawing on philosophers such as Cassier and Langer.

Broad Topical Focus: Curriculum Conceptions and Theories,Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Value Assumptions and Ideologies in Curriculum

 

Sensoy, Ozlem, and Robin DiAngelo, Is Everyone Really Equal? An Introduction to Key Concepts in Social Justice Education. New York: Teachers College Press, 2012., Ozlem Sensoy and Robin DiAngelo

Annotation: Explains basic concepts for developing critical social literacy, including prejudice, oppression, power, privilege, and white supremacy; provides guidelines and examples for implementing social justice education.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Multicultural Education, Curriculum and Politics, Ethical Issues in Curriculum, Ideology and School Knowledge, Value Assumptions and Ideologies in Curriculum

 

Shacklock, Geoffrey, John Smyth, and Robert Hattam, "The Effects of an Advanced Skills Teacher Classification on Teachers' Work: From Storied Accounts to Policy Insights," Journal of Curriculum and Supervision, 13(Summer, 1998). 357-372.*, Geoffrey Shacklock, John Smyth, and Robert Hattam

Annotation: Reports an Australian study of the difference between teachers' natural discourse and an imposed discourse by policy-makers.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Comparative Curriculum, Teacher Knowledge, Value Assumptions and Ideologies in Curriculum

 

Shaker, Paul, and Elizabeth E. Heilman,"The Changing Vision of Education in Our Democratic Society," pp. 1-15 in their Reclaiming Education for Democracy: Thinking Beyond No Child Left Behind. New York: Routledge, 2008., Paul Shaker and Elizabeth E. Heilman

Annotation: Examines, critically, origins of recent education policy in the U. S. and introduces nine related essays on various aspects of this topic.

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

 

Shapiro, H. Svi, ed., Education and Hope in Troubled Times: Visions of Change for Our Children's World. New York: Routledge, 2009., H. Svi Shapiro

Annotation: Contains 19 articles by leading educators on challenges and possibilities facing American education; each offers a vision with practical curricular suggestions.

Broad Topical Focus: Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Collection of Studies
Narrow Topic: Alternatives in Education, Curriculum Aims and Objectives, Value Assumptions and Ideologies in Curriculum, Criticism of Schooling

 

Shapiro, H. Svi, "Shaping the Educational Imagination: Class, Culture, and the Contradiction of the Dominant Ideology," The Journal of Curriculum Theorizing, 4(Summer, 1982), 153-165., H. Svi Shapiro

Annotation: Discusses education in the U. S. as the result of complex interactions among ideological perspectives; gives instances.

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: Ideology and School Knowledge, Value Assumptions and Ideologies in Curriculum

 

Sharp, Rachel, and Anthony G. Green, Education and Social Control. London: Routledge and Kegan Paul, 1975., Rachel Sharp and Anthony G. Green

Annotation: Presents a study of an English progressive primary school and the constraints of ideology at work in it.

Broad Topical Focus: Curriculum Policies and Policy Making, 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, Social Efficiency/Control, Comparative Curriculum

 

Shkedi, Asher, "Can the Curriculum Guide Both Emancipate and Educate Teachers?" Curriculum Inquiry, 28(Summer, 1998), 209-229.*, Asher Shkedi

Annotation: Reports an empirical study of the use of three alternative forms of a curriculum guide (in Israeli classes in Bible) to determine how teachers distinguish the approaches and what differences they see in autonomy allowed them.

Broad Topical Focus: Curriculum Guides, Plans, Documents, Materials
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Comparative Curriculum, Teacher Knowledge, Freedom/Authority and Curriculum

 

Short, Edmund C., "A Historical Look at Curriculum Design," Theory Into Practice, 25(Winter, 1986), 3-9.*, Edmund C. Short

Annotation: Analyzes the value differences behind six curriculum.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Proposals in Coherent Form, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Historical Inquiry, Normative Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Value Assumptions and Ideologies in Curriculum

 

Short, Edmund C., "Review of Curriculum Theory, edited by Alex Molnar and John A. Zahorik," Texas Tech Journal of Education, 5(No. 3, 1978), 227-131., Edmund C. Short

Annotation: Provides a review and critique of the papers in this book.

Broad Topical Focus: Curriculum Conceptions and Theories,Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism,Philosophical Inquiry-Speculative Essay,Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Psychology and Curriculum, Value Assumptions and Ideologies in Curriculum

 

Short, Edmund C., "Shifting Paradigms: Implications for Curriculum Research and Practice," pp. 34-53 in Jeffrey Glanz and Linda Behar-Horenstein, eds., Paradigm Debates in Curriculum and Supervision: Modern and Postmodern Perspectives. Westport, CT: Bergin & Garvey, 2000.*, Edmund C. Short

Annotation: Examines the effect of changes in the way curriculum practice is now being conceived on the way curriculum research is being conceived; reviews the way curriculum research paradigms and domains of curriculum knowledge have shifted.

Broad Topical Focus: Relation of Curriculum Research to Practice, Critique and Utilization of Curriculum Research and Inquiry, Curriculum Research Domains and Structure, Curriculum Research and Inquiry-General
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Utilization, Curriculum History, Curriculum Deliberation, Knowledge Generation, Value Assumptions and Ideologies in Curriculum

 

Shulman, Lee S., "Disciplines of Inquiry in Education: An Overview," Educational Researcher, 10(June/July, 1981), 5-12; 23.*, Lee S. Shulman

Annotation: Discusses various methods of inquiry in education and related issues involved in choosing among them.

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

 

Sichel, Betty, "Forms of Knowledge or the Unity of Knowledge," pp. 45-55 in Mary Anne Raywid, ed., Philosophy of Education 1972, Proceedings of the 28th Annual Meeting of the Philosophy of Education Society. Edwardsville, IL: Studies in Philosophy and Education, Southern Illinois University, 1972., Betty Sichel

Annotation: Discusses the difference between the separate disciplines curriculum and one based on awe, wonderment, and unity.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Curriculum and the Disciplines, Value Assumptions and Ideologies in Curriculum, Content Selection and Organization

 

Singhm, Mano, Quest for Truth: Scientific Progress and Religious Beliefs. Bloomington, IN: Phi Delta Kappa International, 2000., Mano Singhm

Annotation: Articulates the method and nature of truth characteristic of science; contrasts this with religious truth; explores the conflict between creationism and evolution; discusses a way of teaching science consistent with his analysis of scientific knowledge.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry, Religious Inquiry, Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Value Assumptions and Ideologies in Curriculum, Science, Knowledge Generation

 

Sipe, Lawrence, and Susan Constable, "A Chart of Four Contemporary Research Paradigms: Metaphors for the Modes of Inquiry," TABOO: The Journal of Culture and Education, 1(1996), 153-163.*, Lawrence Sipe and Susan Constable

Annotation: Provides a series of metaphors that represent distinctions among positivist, interpretivist, critical theory, and deconstructivist research paradigms.

Broad Topical Focus: Curriculum Inquiry Guidelines, Inquiry Language in Curriculum Research
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum

 

Skelton, Alan, "Studying Hidden Curriculum: Developing a Perspective in the LIght of Postmodern Insights," Curriculum Studies, 5(No.2, 1997), 177-193., Alan Skelton

Annotation: Provides an overview of research into the hidden curriculum; discusses ways of moving beyond current research paradigms.

Broad Topical Focus: Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Hidden Curriculum, Value Assumptions and Ideologies in Curriculum

 

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

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

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

 

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

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

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

 

Slattery, Patrick "A Postmodern Vision of Time and Learning: A Response to the National Education Commission Report, Prisoners of Time," Harvard Educational Review, 65(WInter, 1995), 612-633.*, Patrick Slattery

Annotation: Critiques the view of time in curriculum as something to be restructured more efficiently in favor of a view of time as something infused with meaning and grounded in the present, cosmic, and quantum in its qualitites, integrated with self and place.

Broad Topical Focus: Curriculum Administration, Leadership, Finance, Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Time on Task, Teaching/Learning Process, Curriculum as Experience

 

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

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

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

 

Slattery, Patrick, "Postmodernism as a Challenge to Dominant Representations of Curriculum," pp. 132-151 in Jeffrey Glanz and Linda S. Behar-Horenstein, eds., Paradigm Debates in Curriculum and Supervision: Modern and Postmodern Perspectives. Wesport, CT: Bergin & Garvey, 2000., Patrick Slattery

Annotation: Explains and argues for a postmodern paradigm for curriculum scholarship and offers implications.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Research and Inquiry-General
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum

 

Slattery, Patrick, and Dana Rapp, Ethics and the Foundations of Education: Teaching Convictions in a Postmodern World. Boston: Allyn & Bacon, 2003., Patrick Slattery and Dana Rapp

Annotation: Addresses from critical, activist, and postmodern perspectives several particular examples of ethical, hermeneutic, aesthetic, theological, and ecological issues facing curriculum and takes a stand on them.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Development, Organization, Design, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Ethical Issues in Curriculum, Values in the Classroom

 

Smith, David Geoffrey, "Hermenuetic Scholar," pp. 183-200 in Michael P. Wolfe and Caroline R. Pryor, eds., The Mission of the Scholar: Research and Practice: A Tribute to Nelson Haggerson. New York: Peter Lang, 2002., David Geoffrey Smith

Annotation: Describes the key features of hermenuetic inquiry and the author's interest in understanding and confronting globlization and market values in education.

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: Curriculum and Politics, Value Assumptions and Ideologies in Curriculum

 

Smith, John K., "Quantitative Versus Qualitative Research: An Attempt to Clarify the Issue," Educational Researcher, 12(March, 1983), 6-13.*, John K. Smith

Annotation: Compares two approaches to educational research on various dimensions.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum, Qualitative Research

 

Smith, John K., "The Evaluator/Researcher as Person vs. the Person as Evaluator/Researcher," Educational Researcher, 17(March, 1988), 18-23.*, John K. Smith

Annotation: Outlines two views of what it means to be a person and discusses them in relation to issues of relativism and research methods.

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

 

Smyth, John, "Exploring the Critical Politics of Teaching," pp. 65-74 in Michael P. Wolfe and Caroline R. Pryor, eds., The Mission of the Scholar: Research and Practice: A Tribute to Nelson Haggerson. New York: Peter Lang, 2002., John Smyth

Annotation: Explains how the author as a critical scholar seeks to unmask the injustices constructed around teacher's work; suggests ways to counter these with alternative discourses and actions.

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, Criticism of Schooling, Value Assumptions and Ideologies in Curriculum

 

Soltis, Jonas F., "On the Nature Educational Research," Educational Researcher, 13(December, 1984), 5-10.*, Jonas F. Soltis

Annotation: Contrasts empirical, interpretive, critical, and normative inquiry in education.

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

 

Spring, Joel, Political Agendas for Education: From the Religious Right to the Green Party, 3rd ed. Mahwah, NJ: Lawrence Erlbaum, 2005., Joel Spring

Annotation: Describes compassionate conservatism, new-conservatism, and new democrats and their respective education agendas.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Curriculum History, Value Assumptions and Ideologies in Curriculum

 

Spring, Joel, A New Paradigm for Global School Systems: Education for a Long and Happy Life. Mahwah, NJ: Lawrence Erlbaum, 2007., Joel A. Spring

Annotation: Proposes a global curriculum focusing on "a long and happy life" rather than on economic/human capital as the overriding educational goal of schools around the globe.

Broad Topical Focus: Curriculum Proposals in Coherent Form, 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, Content Selection and Organization, Value Assumptions and Ideologies in Curriculum

 

Stables, Andrew, "Perspectives on Subject Choice: The Case for a Humane Liberalism in Curriculum Planning," Journal of Curriculum Studies, 29 (March-April, 1997), 197-208., Andrew Stables

Annotation: Explores the advantages and problems of permitting students to choose their own curriculum subjects.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Differentiation, Value Assumptions and Ideologies in Curriculum

 

Stanley, William B., Curriculum for Utopia: Social Reconstructionism and Critical Pedagogy in the Postmodern Era. Albany, NY: SUNY Press, 1992., William B. Stanley

Annotation: Analyzes the role of reconstructionism in critical pedogogy and relates this to past and present tradtions of educational theory.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Enactment and Teaching, 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: Ideology and School Knowledge, Value Assumptions and Ideologies in Curriculum, Curriculum Aims and Objectives, Philosophical Schools

 

Starratt, Robert J., "Curriculum Theory: Controversy, Challenge, and Future Concerns," pp. 16-35 in William Pinar, ed., Heightened Consciousness, Cultural Revolution, and Curriculum Theory. Berkeley, CA: McCutchan, 1974.*, Robert J. Starratt

Annotation: Comments on the conflicts among curriculum theorists, on the challenge posed by Schwab, and on future concerns.

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

 

Steedman, Philip H., "Curriculum and Knowledge Selection," pp. 119-139 in Landon E. Beyer and Michael W. Apple, eds., The Curriculum: Problems, Politics, and Possibilities. Albany, NY: State University of New York Press, 1988., Philip H. Steedman

Annotation: Outlines and critiques traditional conceptualization of the relation between curriculum and knowledge; also examines several alternatives from the new sociology that are competing to replace this view.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum and the Disciplines, Value Assumptions and Ideologies in Curriculum

 

Stein, Sandra J., The Culture of Education Policy. New York: Teachers College Press, 2004., Sandra J. Stein

Annotation: Reports a study of critical and ideological assumptions found in the discourse surrounding the passage and implementation of ESEA and NCLB.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences
Source Discipline: Education
Mode of Inquiry in the Study: Ethnographic Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Discourse Analysis, Government Role in Educational Research & Development, Local Control of Schooling, Curriculum and Politics, Curriculum Implementation, Value Assumptions and Ideologies in Curriculum

 

St. Maurice, Henry, "Two Rhetorics of Cynicism in Curriculum Deliberation, or Two Riders in a Barren Landscape," Educational Theory, 43(Spring, 1993), 147-159., Maurice Henry St.

Annotation: Traces the history of two forms of cynicism and illustrates them with educational examples in historical and contemporary curriculum deliberation.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation, Value Assumptions and Ideologies in Curriculum

 

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

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

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

 

Strike, Kenneth, "An Epistemology of Practical Research," Educational Researcher, 8(January, 1979), 10-16.*, Kenneth Strike

Annotation: Provides a model of practical research that utilizes the methods of practical reasoning and integrates facts and values.

Broad Topical Focus: Curriculum Inquiry Guidelines, Relation of Curriculum Research to Practice
Source Discipline: Curriculum
Mode of Inquiry in the Study: Deliberative Inquiry, Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum Deliberation, Value Assumptions and Ideologies in Curriculum

 

Strike, Kenneth A., "Dialogue, Religion, and Tolerance: How to Talk to People Who Are Wrong About (Almost) Everything," pp. 59-69 in James T. Sears and James C . Casper, eds., Curriculum, Religion, and Public Education: Conversations for an Enlarging Public Square. New York: Teachers College Press, 1998.*, Kenneth A. Strike

Annotation: Addresses how religious differences can be adjudicated through dialogue based on six basic principles.

Broad Topical Focus: Curriculum Decision-making Processes
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Curriculum and Politics, Curriculum Deliberation, Freedom/Authority and Curriculum

 

Strike, Kenneth A., "On the Expressive Potential of Behaviorist Language," American Educational Research Journal, 11(Spring, 1974), 103-120.*, Kenneth A. Strike

Annotation: Sets forth an argument against behaviorism as a theory of language and its implications for oppressive educational practice.

Broad Topical Focus: Inquiry Language in Curriculum Research, Curriculum Research and Inquiry-General
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Ethical Issues in Curriculum

 

Strike, Kenneth A., "Schools as Communities: Four Metaphors, Three Models, and a Dilemma or Two," Journal of Philosophy of Education, 34(Novermber, 2000), 617-642., Kenneth A. Strike

Annotation: Suggests and analyzes four conceptualizations of community as metaphor for schools and criticizes them in terms of blended embodiment in three different forms(comprehensive doctrine schools, deliberative democratic schools, and liberation of the mind schools).

Broad Topical Focus: Curriculum Visions and Philosophies
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Curriculum Aims and Objectives

 

Strike, Kenneth A., Small Schools and Strong Communities: A Third Way of School Reform. New York: Teachers College Press, 2010., Kenneth A. Strike

Annotation: Contrasts standards, choice, and community paradigms for school reform; sets forth and argues for the merits of the school community model built around a shared educational project and characterized by coherence, cohesion, care, and connection; a theory of curriculum is presented with examples of schools already possessing these characteristics, including some small schools.

Broad Topical Focus: Curriculum Proposals in Coherent Form, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Frameworks, Curriculum Standards and Testing, Value Assumptions and Ideologies in Curriculum

 

Subedi, Binaya, "Decolonizing the Curriculum for Global Perspectives," Educational Theory, 63(No. 6, 2013), 621-638., Binaya Subedi

Annotation: Critiques Eurocentric ideology or the deficit approach used in global curricula as well as the accommodations approach which claims to be the corrective to the former approach; advocates and argues for the decolonization or contrapuntal approach.

Broad Topical Focus: Critique and Utilization of Curriculum Research and Inquiry, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Criticism of Schooling, Character Education, Content Selection and Organization, Curriculum Aims and Objectives, Ideology and School Knowledge, Value Assumptions and Ideologies in Curriculum

 

Sumara, Dennis, and Brent Davis, "Interrupting Heteronormativity," Curriculum Inquiry, 29(Summer, 1999), 191-208., Dennis Sumara and Brent Davis

Annotation: Explores the role of curriculum theory in interrupting straight norms embedded in curriculum.

Broad Topical Focus: Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum

 

Sumara, Dennis, and Brent Davis, "Interrupting Heteronormativity: Toward a Queer Curriculum Theory," Curriculum Inquiry, 29(Summer, 1999), 191-208., Dennis Sumara and Brent Davis

Annotation: Argues for an approach to theorizing curriculum that could challenge the normativity of heterosexuality in curriculum.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Normative Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum

 

Tangerud, Hans, and Erik Wallin, "Values and Contextual Factors in School Improvement," Journal of Curriculum Studies, 18(January-March, 1986), 45-61., Hans Tangerud and Erik Wallin

Annotation: Analyzes several aspects and strategies of school improvement, including those with open-ended and/or closed-ended pedagogies.

Broad Topical Focus: Curriculum Contexts and Societal Influences,Curriculum Change,Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Teaching/Learning Process

 

Tanner, Daniel, and Laurel N. Tanner, "Emancipation from Research: The Reconceptualist Prescription," Educational Researcher, 8(June, 1979), 8-12., Daniel Tanner and Laurel N. Tanner

Annotation: Rebuts Pinar's stance on reconceptualists in curriculum in 7(8), 1978.

Broad Topical Focus: Curriculum Conceptions and Theories,Curriculum Theorists,Curriculum Research Domains and Structure,Curriculum Research and Inquiry-General,Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism,Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Criticism of Schooling

 

Taubman, Peter, "Teaching Without Hope: What is Really at Stake in the Standards Movement, High Stakes Testing, and the Drive for 'Practical Reforms'," Journal of Curriculum Theorizing, 16(Fall, 2000), 19-33., Peter Taubman

Annotation: Identifies a series of assumptions underlying these reforms and critiques their implicit hopefulness.

Broad Topical Focus: Curriculum Policies and Policy Making
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 Standards and Testing

 

Taubman, Peter M., "Gender and Curriculum: Discourse and the Politics of Sexuality," The Journal of Curriculum Theorizing, 4(Winter, 1982), 12-87., Peter M. Taubman

Annotation: Theorizes about gender and the curriculum, the sexual revolution, Foucault's analysis, the organization of sexuality, and what a de-gendered society would be like.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Value Assumptions and Ideologies in Curriculum

 

Taylor, William, "Power and the Curriculum," pp. 7-21 in Colin Richards, ed., Power and the Curriculum: Issues in Curriculum Studies . Nafferton, England: Nafferton Books, 1978 / Walkergate Press, 1979.*, William Taylor

Annotation: Relates the new criticism to the politics of the curriculum.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Enactment and Teaching, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Value Assumptions and Ideologies in Curriculum

 

Teitelbaum, Kenneth, Schooling for 'Good Rebels': Socialism, American Education, and the Search for Radical Curriculum. New York: Teachers College Press, 1995., Kenneth Teitelbaum

Annotation: Examines curriculum of Socialist Sunday schools of the early twentieth century.

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: Curriculum History, Value Assumptions and Ideologies in Curriculum, Curriculum and Politics, Religious & Private Schooling

 

Teitelbaum, Kenneth N., "Contestation and Curriculum: The Efforts of American Socialists, 1900-1920," pp. 32-55 in Landon E. Beyer and Michael W. Apple, eds., The Curriculum: Problems, Politics, and Possibilities. Albany, NY: State University of New York Press, 1988., Kenneth N. Teitelbaum

Annotation: Describes the socialist schools of this period and their curricula.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Value Assumptions and Ideologies in Curriculum, Religious & Private Schooling

 

Thiessen, Dennis, "Teachers and their Curriculum--Change Orientations," pp. 132-145 in Geoffrey Milburn, Ivor F. Goodson, and Robert J. Clark, eds., Re-Interpreting Curriculum Research: Images and Arguments . Philadelphia: Falmer, 1989., Dennis Thiessen

Annotation: A study of teachers' curriculum change constructs in four orientations.

Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Comparative Curriculum

 

Thiessen, Dennis, "Understanding the Multiple 'Realities' of Construed Curriculum Change," Curriculum Perspectives , 10 (October, 1990), 34-48.*, Dennis Thiessen

Annotation: Reports a qualitative study of educators views of curriculum change with interpretations in four distinct orientations.

Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Implementation, Comparative Curriculum, Value Assumptions and Ideologies in Curriculum

 

Thigpen, Carol, "Meiklejohn and Maritain: Two Views on the End of Progressive Education,' Teachers College Record, 96(Fall, 1994), 87-101., Carol Thigpen

Annotation: Gives the views of Meiklejohn and Maritain on Dewey's philosophy of education and identifies the curriculum that corresponds to each of their views.

Broad Topical Focus: Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Value Assumptions and Ideologies in Curriculum

 

Tholfsen, Trygve R., "The Ambiguous Virtues of the Study of History," Teachers College Record, 79(December, 1977), 245-257., Trygve R. Tholfsen

Annotation: Describes the advantages of the study of history.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry,Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Social Studies, Value Assumptions and Ideologies in Curriculum

 

Thomas, Hywel, "Education and the Maximization of Welfare: A Response to 'Curricular Yogis and Cost-Benefit Commissars'," Journal of Curriculum Studies, 15(January-March, 1983), 73-82., Hywel Thomas

Annotation: Responds to O'Keeffe's article in 13 (3), 1981; analyzes implications for curriculum of policies designed to maximize the economic benefit from educational spending.

Broad Topical Focus: Curriculum Policies and Policy Making, Defining Curriculum Research Questions, Curriculum Administration, Leadership, Finance
Source Discipline: Curriculum
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

 

Thomas, Thomas F., and William H. Schubert, "Recent Curriculum Theory: Proposals for Understanding, Critical Praxis, Inquiry, and Expansion of Conversation," Educational Theory, 47(Spring, 1997), 261-285.*, Thomas F. Thomas and William H. Schubert

Annotation: Reviews and critques three books-- Understanding Curriculum (Pinar, et al.), Curriculum for Utopia (Stanley), and Studying Curriculum (Goodson).

Broad Topical Focus: Curriculum Research Domains and Structure, Curriculum Inquiry Guidelines, Curriculum Conceptions and Theories, Curriculum Theorists, Curriculum Contexts and Societal Influences, Relation of Curriculum Research to Practice, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay, Multiple/Mixed Forms of Inquiry
Type of Study: Status Study
Narrow Topic: Classics of Curriculum Literature, Curriculum History, Value Assumptions and Ideologies in Curriculum

 

Tienken, Christopher H., "The Social Reform Landscape Reloaded: More Fraud, Myths, and LIes, 2nd Ed. Rowman & Littlefield, 2021., Christopher H. Tienken

Annotation: Critiques a wide range of policies and practices that dominate current education reforms by corporate elites; challenges numerous myths supporting these reforms; argues for return to democratic and localized policies and practices that support true education.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry - Ampliative Criticism, Theoretical/Conceptual Inquiry, Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Criticisms of Schooling, Curriculum Standards and Testing, Curriculum and Poitics, Freedom/Authority and Curriculum, Ideology and School Knowledge, Local Control of Schooling, Value Assumptions and Ideologies in Curriculum

 

Toll, Cathy A., "Critical and Postmodern Perspectives on School Change," Journal of Curriculum and Supervision, 16(Summer, 2001), 345-367.*, Cathy A. Toll

Annotation: Examines the limitations of modernist approaches to school reform (both conservative and liberal) and highlights the potential of postmodern and critical perspectives on school reform.

Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Value Assumptions and Ideologies in Curriculum

 

Torbert, William R., "Why Educational Research Has Been So Uneducational: The Case for a New Model of Social Science Based on Collaborative Inquiry," pp. 141-151 in Peter Reason and John Rowan, eds., Human Inquiry . New York: John Wiley and Sons, 1981.*, William R. Torbert

Annotation: Describes collaborative inquiry approaches and assumptions.

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

 

Triche, Stephen S., Reconceiving Curriculum: An Historical Approach. Ph. D. Dissertation, Louisiana State University, 2002., Stephen S. Triche

Annotation: Analyzes the changing views of 20th century curriculum theorists from Tyler to Pinar; outlines the origins of the technological rationale for curriculum from Ramus to Descartes; elucidates Wittgenstein's treatment of language as a form of life (not of logical analysis) and draws implications for curriculum and teaching.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum History, Curriculum as Experience, Discourse Analysis, Value Assumptions and Ideologies in Curriculum

 

Tuthill, Doug, and Patricia Ashton, "Improving Educational Research Through Development of Educational Paradigms," Educational Researcher, 12(December, 1983), 6-14., Doug Tuthill and Patricia Ashton

Annotation: Discusses the competing paradigms of educational research and ways of resolving their differences.

Broad Topical Focus: Curriculum Inquiry Guidelines,Curriculum Research and Inquiry-General
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: Knowledge Generation, Value Assumptions and Ideologies in Curriculum

 

Ubbelohde, Robert Allen, "A Neo-Conservative Approach in Curriculum," pp. 22-34 in Alex Molnar and John A. Zahorik, eds., Curriculum Theory . Washington, DC: ASCD, 1977.*, Robert Allen Ubbelohde

Annotation: Identifies assumptions of a neo-conservative view of curriculum.

Broad Topical Focus: Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Philosophical Schools

 

Uhrmacher, P. Bruce, "The Curriculum Shadow," Curriculum Inquiry, 27(Fall, 1997), 317-329., P. Bruce Uhrmacher

Annotation: Posits a descriptor of curriculum called "curriculum shadow" that refers to what is disdained by the curriculum; illustrated with examples.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Definitions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum

 

Vallance, Elizabeth, "A Second Look at Conflicting Conceptions of Curriculum," Theory Into Practice, 25(Winter, 1986), 24-30., Elizabeth Vallance

Annotation: Reviews and critiques the 1973 categories of curriculum conceptions (Eisner and Vallance, 1973) and adds two new conceptions.

Broad Topical Focus: Curriculum Definitions,Curriculum Conceptions and Theories,Curriculum Proposals in Coherent Form
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: Value Assumptions and Ideologies in Curriculum

 

Vallance, Elizabeth, "Curriculum as a Field of Practice," pp. 154-164 in Fenwick W. English, ed., Fundamental Curriculum Decisions , 1983 ASCD Yearbook. Alexandria, VA: Association for Supervision and Curriculum Development, 1983., Elizabeth Vallance

Annotation: Identifies major questions and common threads related to curriculum development; describes curriculum as a field of practice and draws implications for training curriculum practitioners.

Broad Topical Focus: Curriculum as a Field of Practice and Study, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Status Study
Narrow Topic: Practical Knowledge, Programs of Study in Curriculum and Instruction, Value Assumptions and Ideologies in Curriculum, Curriculum Specialists in Schools

 

Vallance, Elizabeth, "Ways of Knowing and Curriculum Conceptions: Implications for Program Planning," pp. 199-217 in Elliot W. Eisner, ed., Learning and Teaching the Ways of Knowing, 84th Yearbook of the NSSE, Part II. Chicago, IL: University of Chicago Press, 1985., Elizabeth Vallance

Annotation: Describes four existing systems of curriculum thought and poses a fifith--the ways of knowing--within which curriculum decisions can be oriented.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Conceptions and Theories, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Value Assumptions and Ideologies in Curriculum, Curriculum Deliberation, Curriculum and the Disciplines, Practical Knowledge

 

Van Manen, Max, "Reconceptionalist Curriculum Thought: A Review of Recent Literature," Curriculum Inquiry, 8(Winter, 1978), 365-375.*, Manen Max Van

Annotation: Takes a hard look at four books written by curriculum reconceptualists.

Broad Topical Focus: Curriculum Conceptions and Theories,Curriculum Theorists,Curriculum Research Domains and Structure,Curriculum Research and Inquiry-General,Critique and Utilization of Curriculum Research and Inquiry,Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism,Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Curriculum History, Knowledge Generation, Literature of Curriculum

 

Van Manen, M. J. Max, "An Exploration of Alternative Research Orientations in Social Education," Theory and Research in Social Education, 3(No. 1, 1975), 1-28., Manen Van and M. J. Max

Annotation: Treats traditional, interpretive, and critical forms of research in social education.

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, Social Studies, Value Assumptions and Ideologies in Curriculum

 

Waks, Leonard J., "Educational Objectives and Existential Heroes," pp. 15-29, "Curriculum as Engineering Design," pp. 31-35; "Curriculum Philosophy and Accountability," pp. 37-42 in Leonard J. Waks, Technology's School: The Challenge to Philosophy. Greenwich, CT: JAI Press, 1995. *, Leonard J. Waks

Annotation: Critiques the doctrine of technical planning, evaluation, and behavioral specification and their relation to accountability

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Evaluation, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Value Assumptions and Ideologies in Curriculum

 

Waks, Leonard J., "The Project Method in Postindustrial Education," Journal of Curriculum Studies," 29(July-August, 1997), 391-406.*, Leonard J. Waks

Annotation: Reviews historical conceptions of project-based curricula as offerred by Dewey and Kilpatrick and notes critiques of these by Charters and Bode; suggest starting points for new formulations.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum History, Value Assumptions and Ideologies in Curriculum, Teaching/Learning Process

 

Walker, Decker F., "Back to the Future: The New Conservatism in Education," Educational Researcher, 19(April, 1990), 35-38., Decker F. Walker

Annotation: Reviews three 1987 books (Finn & Ravitch, Hirsch, Bloom) and notes their ideological perspectives and their non-research bases.

Broad Topical Focus: Curriculum Policies and Policy Making, 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, Value Assumptions and Ideologies in Curriculum

 

Walker, Decker F., "Straining to Lift Ourselves: A Critique of the Foundations of the Curriculum Field." Curriculum Theory Network, 5(No. 1, 1975), 3-25., Decker F. Walker

Annotation: Examines underlying assumptions about curriculum policy found in the 1927 NSSE yearbook on curriculum-making and draws current implications.

Broad Topical Focus: Curriculum Policies and Policy Making,Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism,Philosophical Inquiry-Speculative Essay,Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Professionalization in Curriculum, Classics of Curriculum Literature, Value Assumptions and Ideologies in Curriculum

 

Walker, Decker F., "Toward Comprehension of Curricular Realities," pp. 268-308 in Lee S. Shulman, ed., Review of Research in Education, 4: 1976. Itasca, IL: F. E. Peacock, 1977.*, Decker F. Walker

Annotation: Reviews research in four domains of curriculum: curriculum in relation to student achievement, curriculum change in relation to social forces, change processes within school and classroom, and studies of the curriculum field itself.

Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum as a Field of Practice and Study, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Program Audit/Evaluation, Student Assessment, Value Assumptions and Ideologies in Curriculum

 

Walker, Decker F., "What Curriculum Research?" Journal of Curriculum Studies, 5(May, 1973), 58-72. Reprinted pp. 510-525 in James R. Gress and David E. Purpel, eds., Curriculum: An Introduction to the Field. Berkeley, CA: McCutchan, 1978.*, Decker F. Walker

Annotation: Identifies alternative research assumptions to the traditional empirical research assumptions.

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: Philosophical Inquiry-Speculative Essay, Normative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum, Comparisons Among Inquiry Modes

 

Walker, J. C., "Democracy and Pragmatism in Curriculum Development," Educational Philosophy and Theory, 19(No. 2, 1987), 1--10.*, J. C. Walker

Annotation: Discusses power (centralized bureaucratic, demarchy, pragmatic democratic) in relation to curriculum development and shows why he favors the second form of decision making in curriculum.

Broad Topical Focus: Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Democratic Education, Value Assumptions and Ideologies in Curriculum

 

Walmsley, Sean A., "On the Purpose and Content of Secondary Reading Programs: An Educational Ideological Perspective," Curriculum Inquiry, 11(Spring, 1981), 73-93., Sean A. Walmsley

Annotation: Employs several specific ideological types and their related educational purposes to secondary reading programs.

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: Value Assumptions and Ideologies in Curriculum, Secondary School Curriculum, Reading, Curriculum Aims and Objectives

 

Walters, Kerry S., "Critical Thinking in Teacher Education: Towards a Demythologization," Journal of Teacher Education, 40(May-June, 1989), 14-19., Kerry S. Walters

Annotation: Urges the reexamination of the reductionist and ideological nature of some views of crtical thinking.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Critical Thinking, Teacher Education, Content Selection and Organization

 

Wang, Hongyu, "The Call from the Stranger: Dwayne Huebner's Vision of Curriculum as Spiritual Journey," pp. 287-299 in William E. Doll, Jr., and Noel Gough, eds., Curriculum Visions. New York: Peter Lang, 2002., Hongyu Wang

Annotation: Highlights Huebner's spiritual vision of curriculum (consciousness, imagination, will, power, love) and its relation to the experience of the transcendent and to acknowledging the student as stranger.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Theorists, Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Philosophical Schools, Curriculum as Experience

 

Warwick, Dennis, "Ideologies, Integration, and Conflicts of Meaning," pp. 86-111 in Michael Flude and John Ahier, eds., Educability, Schools, and Ideology . New York: Halstead Press, 1974., Dennis Warwick

Annotation: Explains the contradictions in school ideologies and their implications.

Broad Topical Focus: Curriculum Contexts and Societal Influences
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum

 

Watkins, John M., "A Postmodern Critical Theory of Research Use," Knowledge and Policy, 7( No. 4, 1994/1995), 55-78.*, John M. Watkins

Annotation: Explains critical realism as a perspective for viewing knowledge use; contrasts positivism, interpretivism, and critical perspectives as they have been employed in theories of knowledge creation, dissemination, and use.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum, Knowledge Utilization

 

Watkins, William H., "Black Curriculum Orientations: A Preliminary Inquiry," Harvard Educational Review, 63(Fall, l993), 321-338., William H. Watkins

Annotation: Portrays black functionalism, accommodationism, liberal education, nationalist, Afrocentric, and social reconstructionism.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Development, Organization, Design, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Historical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Curriculum History

 

Watt, John, "Schooling and Comprehensive Understanding," pp. 151-165, and "Mores, Myths, and Moralities," pp. 166-184 in his Ideology, Objectivity, and Education. New York: Teachers College Press, 1994., John Watt

Annotation: Proposes curriculum based on the concept of comprehensive understanding (not on ideology or constructivism) and the concept of evaluative pluralism.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum and the Disciplines, Curriculum Aims and Objectives, Value Assumptions and Ideologies in Curriculum, Hidden Curriculum

 

Weade, Regina, "Curriculum 'n' Instruction: The Construction of Meaning," Theory Into Practice, 26(Winter, 1987), 15-25., Regina Weade

Annotation: Raises the desirability of linking curriculum and instruction as a way of reflecting on what occurs in classrooms, with illustrations.

Broad Topical Focus: Curriculum Definitions,Curriculum Conceptions and Theories,Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Teaching/Learning Process, Value Assumptions and Ideologies in Curriculum

 

Wearing, Judy, Marcea Ingersoll, Christopher DeLuca, Benjamin Bolen, Holly Ogden, and Theodore Michael Christou, eds., Key Concepts in Curriclum Studies: Perspectives on the Fundamentals. New York: Routledge, 2019., Judy Wearing

Annotation: Contains anchor texts and responses on19 constructs related to curriculum from Aesthetics to Temporality.

Broad Topical Focus: Curriculum Conceptions and Theories; Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Collection of Studies
Narrow Topic: Curriculum Aims and Objectives; Value Assumptions and Ideologies in Curriculum

 

Webber, Julie A., and William M. Reynolds, "Afterword: Mulitplicities and Curriculum Theory," pp. 203-209 in William M. Reynolds and Julie A. Webber, eds., Expanding Curriculum Theory: Dis/positions and Lines of Flight. Mahwah, NJ: Lawrence Erlbaum, 2004., Julie A. Webber and William M. Reynolds

Annotation: Analyzes preceding articles that employed emerging interpretive forms of curriculum inquiry and identified five characteristics of these approaches.

Broad Topical Focus: Critique and Utilization of Curriculum Research and Inquiry, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Qualitative Research, Value Assumptions and Ideologies in Curriculum

 

Weingarten, Ira, "Conceptualizing the Reconceptualists," Paper given at AERA, 1975, ERIC Document No. ED 106 180., Ira Weingarten

Annotation: Summarizes contributions of artistic and other approaches to curriculum inquiry.

Broad Topical Focus: Curriculum Theorists, 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, Value Assumptions and Ideologies in Curriculum

 

Weis, Lois, Cameron McCarthy, and Greg Dimitriadis, eds., Ideology, Curriculum, and the New Sociology of Education: Revisiting the Work of Michael Apple. New York: Routledge, 2006., Lois Weis, Cameron McCarthy, and Greg Dimitriadis

Annotation: Includes nine essays highlighting the contributions of Michael Apple to critical sociology of education; has concluding essay by Apple and interviews with him.

Broad Topical Focus: Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum and Politics, Ideology and School Knowledge, Value Assumptions and Ideologies in Curriculum

 

Wells, Amy Stuart, Jennifer Jellison Holme, Awo Korantemaa Atanda, and Anita Tijerina Revilla, "Tackling Racial Segregation One Policy at a Time: Why School Desegregation Only Went So Far," Teachers College Record, 107(Sepember, 2005), 2141-2177., Amy Stuart Wells, Jennifer Jellison Holme, Awo Korantemaa Atanda, and Anita Tijerina Revilla

Annotation: Reports on a 5-year case study of six racially diverse high schools from the late 1970s; describes their curricular and organizational methods of school integration, the external societal factors that influenced the effects of these efforts, and the views of graduates about the long-term impact of their school experiences.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Curriculum and Politics, Multicultural Education, Value Assumptions and Ideologies in Curriculum

 

Weltman, Burton, "Praxis Imperfect: John Goodlad and the Social Reconstruction Tradition," Educational Studies, 33(Spring, 2002), 61-83., Burton Weltman

Annotation: Gives an analysis of Goodlad's educational contributions in relation to a social reconstructionist perspective; refers also to Tyler, Counts, and Brameld.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Value Assumptions and Ideologies in Curriculum

 

Werner, Walter, "Evaluation: Sense-Making of School Programs," pp. 5-24 in Ted T. Aoki, ed., Curriculum Evaluation in a New Key . Vancouver, BC: Centre for the Study of Curriculum and Instruction, Faculty of Education, University of British Columbia, 1978.*, Walter Werner

Annotation: Analyzes the assumptions, processes, and uses of three kinds of interpretative sense-making in program evaluation: means-ends, situational, and critical.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Evaluation, Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Evaluative Inquiry, Critical Inquiry, Phenomenological Inquiry, Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum

 

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