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Donmoyer, Robert, "Postpositivist Evaluation: Give Me a For Instance," Educational Administration Quarterly, 27 (August, 1991), 265-296.*, Robert Donmoyer

Annotation: Proposes a deliberative form of evaluation and gives an example of its use in an administrator's evaluation of teachers' instruction.

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

 

Donmoyer, Robert, "The Evaluator as Artist: A Discussion of Premises and Problems with Examples from Two Aesthetically-Based Evaluations," The Journal of Curriculum Theorizing, 2(Summer, 1980), 12-26.*, Robert Donmoyer

Annotation: Details the artistic model of educational evaluation, its value, and its problems (time, personal description, metaphor, plot, distance, logistics, the theory-practice gap).

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

 

Donmoyer, Robert, "The Principal as Prime Mover," Daedalus (Journal of the American Academy of Arts and Sciences), 112 (Summer, 1983), 81-94., Robert Donmoyer

Annotation: Reports a study of an administrator using aesthetic inquiry processes and language.

Broad Topical Focus: Curriculum Administration, Leadership, Finance
Source Discipline: Education
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism
Type of Study: Single Study
Narrow Topic: Supervision of Instruction

 

Donmoyer, Robert, "The Rescue from Relativism: Two Failed Attempts and an Alternative Strategy," Educational Researcher, 14(December, 1985), 13-20. *, Robert Donmoyer

Annotation: Challenges aspects of positivist paradigms and discusses a form of rationality based on Toulman that can embrace "purpose" within inquiry.

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

 

Donmoyer, Robert, "Why Case Studies? Reflections on Hord and Hall's Three Images," Curriculum Inquiry, 17(Spring, 1987), 91-102., Robert Donmoyer

Annotation: Responds to an article in this issue and argues for using case studies to document unanticipated consequences and to add depth and dimension to theoretical constructs.

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

 

Douglas, Harl R., Henry J. Otto, and Stephen Romine, "Curriculum: Status and Description," Review of Educational Research, 18(June, 1948), 231-248., Harl R. Douglas, Henry J. Otto, and Stephen Romine

Annotation: Reviews studies related to elementary, secondary, and intercultural education curriculum.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Content Selection and Organization

 

Doyle, Clar, and Amarjit Singh, "Curriculum," pp. 59-63 in their Reading and Teaching Henry Giroux. New York: Peter Lang, 2006., Clar Doyle and Amarjit Singh

Annotation: Summarizes Giroux's ideas on curriculum with citations to specific works.

Broad Topical Focus: Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Content Analysis
Type of Study: Single Study
Narrow Topic: Curriculum Professors, Curriculum Theory Creation and Uses

 

Doyle, Walter, "Curriculum and Pedagogy," pp. 486-516 in Philip W. Jackson, ed., Handbook of Research on Curriculum. New York: Macmillan, l992., Walter Doyle

Annotation: Deals with research on the intersection of curriculum and pedagogy, including a summary of research traditions in each of these domains; topics include texts, content, lesson and task structure, and teaching as transformation.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Research Domains and Structure, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Conceptions of Teaching, Content Selection and Organization

 

Doyle, Walter, "Education for All: The Triumph of Professionalism," pp. 17-75 in O. L. Davis, Jr., ed., Perspectives on Curriculum Development: 1776-1976. Washington, DC: Association for Supervision and Curriculum Development, 1976., Walter Doyle

Annotation: Traces rise of curriculum as a professional role in U. S. schooling and its historical contexts.

Broad Topical Focus: Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Professionalization in Curriculum

 

Doyle, Walter, and Gerald Ponder, "The Ethic of Practicality: Implications for Curriculum Development," pp. 74-80 in Alex Molnar and John A. Zahorik, eds., Curriculum Theory . Washington, DC: Association for Supervision and Curriculum Development, 1977., Walter Doyle and Gerald Ponder

Annotation: Explores images of the teacher as curriculum user and the teacher's interest in practicality; criteria for practicality include instrumentality, congruence, and cost.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Implementation, Teacher Planning

 

Doyle, Walter, and Gerald A. Ponder, "Sources for Curriculum History," pp. 247-255 in O. L. Davis, Jr., ed., Perspectives on Curriculum Development: 1776-1976. Washington, DC: Association for Supervision and Curriculum Development, 1976., Walter Doyle and Gerald A. Ponder

Annotation: Compiles a list of references related to curriculum history as a reflection of this relatively new field of scholarship.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Bibliographic Compilation
Narrow Topic: Knowledge Generation, Literature of Curriculum

 

Drake, Corey, Tonia J. Land, and Andrew M. Tyminski, "Using Educative Curriculum Materials to Support the Development of Prospective Teachers' Knowledge," Educational Researcher, 43(No. 3, 2014), 154-162., Corey Drake, Tonia J. Land, and Andrew M. Tyminski

Annotation: Reviews two learning-to-teach frameworks in mathematics education from which principles are derived for designing experiences with educative curriculum materials.

Broad Topical Focus: Curriculum Guides, Plans, Documents, Materials
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Teacher Education, Mathematics, Materials Development and Evaluation

 

Draper, Edgar M., Principles and Techniques of Curriculum Making . New York : Appelton-Century Co., 1936., Edgar M. Draper

Annotation: Is recognized as one of the early texts on curriculum making.

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: Literature of Curriculum

 

Dreeben, Robert, On What is Learned in School . Reading, MA: Addison-Wesley, 1968., Robert Dreeben

Annotation: Reports a sociological study of the nature of schooling and socialization; examines families' structure and conduct, normative outcomes of schooling, and schooling toward norms and work.

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: Hidden Curriculum

 

Dreeben, Robert, "The Unwritten Curriculum and its Relation to Values," Journal of Curriculum Studies, 8(November, 1976), 111-124.*, Robert Dreeben

Annotation: Describes the unwritten or hidden curriculum and describes how it works.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Research Synthesis
Narrow Topic: Hidden Curriculum, Value Assumptions and Ideologies in Curriculum

 

Dressman, Mark, "Congruence, Resistance, Liminality: Reading and Ideology in Three Libraries," Curriculum Inquiry, 27(Fall, 1997), 267-315., Mark Dressman

Annotation: Reports an ethnographic study of three libraries and their prevailing ideologies regarding reading and reading materials.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Guides, Plans, Documents, Materials
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Materials Development and Evaluation, Reading

 

Drost, Walter, H., "Social Efficiency Reexamined: The Dewey-Snedden Controversy," Curriculum Inquiry, 7(Spring, 1977), 19-32., Walter H. Drost

Annotation: Discusses the different positions on vocationalism taken by Dewey and by Snedden.

Broad Topical Focus: Curriculum Policies and Policy Making,Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Vocational vs. Liberal Education, Social Efficiency/Control, Curriculum History

 

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

 

Duncan, James K., "Purposive Action and Curriculum Research," The Educational Forum, 46(Fall, 1981), 97-112.*, James K. Duncan

Annotation: Argues for a theory of action in conceptualizing curriculum.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research Domains and Structure, Curriculum Conceptions and Theories, Relation of Curriculum Research to Practice
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum

 

Duncan, James K., "The Curriculum Director and Curriculum Change," The Educational Forum, 38(November, 1973), 51-77., James K. Duncan

Annotation: Describes the work of the local curriculum director as a democratic leader involved in curriculum change; conceptualizes curriculum and instructional change and the modification of values involved within actors and events.

Broad Topical Focus: Curriculum Change, Curriculum Administration, Leadership, Finance
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Professionalization in Curriculum, Curriculum Specialists in Schools, Value Assumptions and Ideologies in Curriculum

 

Duncan, James K., and Jack R. Faymier, "Explorations in the Systematic Study of Curriculum," Theory into Practice, 6(October, 1967), 180-199.*, James K. Duncan and Jack R. Faymier

Annotation: Conceptualizes curriculum with actors, artifacts, and operations as essential elements.

Broad Topical Focus: Curriculum Definitions, 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: Curriculum Theory Creation and Uses

 

Dunkin, Michael J., "Types of Errors in Synthesizing Research in Education," Review of Educational Research, 66(Summer, 1996), 87-97., Michael J. Dunkin

Annotation: Summarizes nine types of errors frequently made by reviewers while synthesizing research.

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

 

Dunn, William N., "Reforms as Arguments," Knowledge: Creation, Diffusion, Utilization, 3(March, 1982), 293-326., William N. Dunn

Annotation: Makes the case for considering reforms as arguments for a new state of affairs.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Deliberative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation, Knowledge Generation, Knowledge Utilization

 

Dunn, William N., "Research in Progress: Measuring Knowledge Use," Knowledge: Creation, Diffusion, Utilization, 1(September, 1983), 120-133., William N. Dunn

Annotation: Reports studies that attempt to measure use of research knowledge.

Broad Topical Focus: Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Utilization

 

Dunn, William N., "The Two Communities Metaphor and Models of Knowledge Use," Knowledge: Creation, Diffusion, Utilization, 1(June, 1980), 515-536., William N. Dunn

Annotation: Summarizes models of knowledge use.

Broad Topical Focus: Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Utilization

 

Dunn, William N., Mary J. Dukes, and Anthony G. Cahill, "Designing Utilization Research," Knowledge: Creation, Diffusion, Utilization, 5(March, 1984), 387-403., William N. Dunn, Mary J. Dukes, and Anthony G. Cahill

Annotation: Describes various approaches to designing studies of research utilization.

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

 

Duran, Volkan, and Huseyin Martol, "Kaizen Perspective in Curriculum Development," Asian Journal of Education and Training, 6(3, 2020), 384-396.., Volkan Duran and Huseyin Mertol

Annotation: Analyzes documents to determine core principles of the Kaizen approach to curriculum development.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry--Ampliative Criticism, Content Analysis
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies

 

Durst, Anne, " 'The Union of Intellectual Freedom and Cooperation': Learning from the University of Chicago's Laboratory School Community, 1896-1904," Teachers College Record, 107(May, 2005), 958-984., Anne Durst

Annotation: Examines teaching and curriculum-planning in Dewey's Laboratory School with comparisons to author's experiences today.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Conceptions of Teaching, Curriculum History, Freedom/Authority and Curriculum

 

Dyer, Daniel, "Gordon F. Vars: The Heart and Soul of Core Curriculum" Middle School Journal, 24(January,1993), 30-38., Daniel Dyer

Annotation: Traces the contributions of Gordon F. Vars to the core curriculum concept.

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

 

Dynan, Muredach E., "Dissemination of Curriculum Innovations: Where are We Heading?" Curriculum Perspectives, 3(October, 1983), 60-65., Muredach E. Dynan

Annotation: Reassesses dissemination strategies and reviews related research and implications.

Broad Topical Focus: Curriculum Change, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum Development Strategies

 

Dynarski, Mark, "Connecting Education Research to Practitioners-- and Practitioners to Education Research," Phi Delta Kappan, 9(September, 2010), 61-65., Mark Dynarski

Annotation: Makes the case for exchanges between researchers and practitioners; explains the tasks undertaken by the current "What Works Clearinghouse" in the U. S. Institute of Education Sciences, and the criteria used to select studies to be synthesized.

Broad Topical Focus: Relation of Curriculum Research to Practice
Source Discipline: Education
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry, Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Government Role in Educational Research & Development, Knowledge Utilization

 

Earls, Neal, "Naturalistic Inquiry: Interactive Research and the Insider-Outsider Perspective," Journal of Teaching in Physical Education, 6(October, 1986), entire issue., Neal Earls

Annotation: Sets forth processes and perspectives on doing naturalistic inquiry together with examples in physical education.

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

 

Eash, Maurice J., "Curriculum Components," pp. 1147-1150 in T. Husen and T. N. Postlethwaite, eds., International Encyclopedia of Education. New York: Pergamon, 1984., Maurice J. Eash

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

 

Easly, J. A., "The Natural Sciences and Educational Research--A Comparison," The High School Journal, 50(October, 1966), 39-50.*, J. A. Easly

Annotation: Describes scientific educational research stressing the exploratory method in curriculum and instruction.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Knowledge Utilization, Curriculum Theory Creation and Uses, Comparisons Among Inquiry Modes

 

Eaton, Paul WIlliam, and Petra Munro Hendry, "Mapping Curricular Assemblages," Teachers College Record, 121(11, 2019)., Paul William Eaton and Petra Munro Hendry

Annotation: Offers a model of curriculum that, in contrast to inducting students into realms of knowledge, considers curriculum as continuous discovery, experiencing, thinking through embodying, and plugging into exchanges of communications among people, actions, and entities; draws on a reading of Deleuze and Guattari (1987).

Broad Topical Focus: 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, Curriculum as Experience

 

Ebel, Robert L., "Educational Programs: Secondary Schools," pp. 410-413 in Robert L. Ebel, ed., Encyclopedia of Educational Research, fourth edition. New York: Macmillan, 1969., Robert L. Ebel

Annotation: Samples recent secondary programs in the schools, including instructional programs and differentiated programs.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Content Selection and Organization, Secondary School Curriculum

 

Eckhardt, William, "Limits to Knowledge," Knowledge: Creation, Diffusion, Utilization, 3(September, 1981), 61-81., William Eckhardt

Annotation: Discusses the phenomenology of kwowledge and related epistemological issues.

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

 

Edelsky, Carole, "Relatively Speaking: McCarthyism and Teacher-Resisters," pp. 11-28 in Leslie Poynor and Paula M. Wolfe, eds., Marketing Fear in America's Public Schools: The Real War on Literacy. Mahwah, NJ: Lawrence Erlbaum, 2005., Carole Edelsky

Annotation: Explains the new intimidation being applied to opponents of one-sided government reading research and policy; gives examples of resistance; related studies in other chapters.

Broad Topical Focus: Curriculum Policies and Policy Making, Critique and Utilization of Curriculum Research and Inquiry, 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, Reading

 

Eden, Shevach, "Curriculum Development Centers," pp. 1179-1181 in T. Husen and T. N. Postlethwaite, eds., International Encyclopedia of Education . New York: Pergamon, 1984., Shevach Eden

Annotation: Describes authority and structure, activities, and approaches taken by curriculum development centers.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Curriculum Development Strategies, Materials Development and Evaluation, Comparative Curriculum

 

Edgerton, Susan H., "Curriculum Politics and Policies," pp. 1334-1338 in Torsten Husen and Thomas N. Postlethwaite, eds., The International Encyclopedia of Education, 2d ed. New York: Pergamon, 1994.*, Susan H. Edgerton

Annotation: Reviews curriculum politics (hidden, reproduction, resistance, and criticisms) and curriculum policies (centralized vs local) across several countries.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Curriculum and Politics, Comparative Curriculum, Value Assumptions and Ideologies in Curriculum, Local Control of Schooling

 

Edgerton, Susan Huddleston, "Translation and Tradition," pp. 53-62 in Susan Huddleston Edgerton, Translating the Curriculum: Multiculturalism into Cultural Studies. New York: Routledge, 1996., Susan Huddleston Edgerton

Annotation: Explicates the purpose and the process of translating cultures and languages across divides, both real and imagined.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Development, Organization, Design, Curriculum Enactment and Teaching, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Hermeneutic Inquiry
Type of Study: Single Study
Narrow Topic: Multicultural Education, Discourse Analysis

 

Edgerton, Susan Huddleston, and Patrick Roberts, "Curriculum Theory and Practice: Searching for the Secret of Historic Tension," pp. 1-17 in Lesley Coia and others, eds., Democratic Responses in an Era of Standardization. Troy, NY: Educator's International Press, 2004., Susan Huddleston Edgerton and Patrick Roberts

Annotation: Analyzes the criticism of reconcepualized curriculum theory given by William Wraga in his 1999 Educational Researcher article; a response by Wraga follows on pp. 18-25.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists, Curriculum as a Field of Practice and Study
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, Curriculum History

 

Editors, "Curriculum verses Didaktik Revisited: Toward Transnational Curriculum Theory," Nordic Journal of Studies in Educational Policy 1(January, 2015)., Editors

Annotation: Introduces a series of articles that address various issues in curriculum theory, such as: curriculum vs Didaktik, the history of curriculum theory work in various countries, epistemic issues, deliberative vs other approaches, and globalization.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Collection of Studies
Narrow Topic: Comparative Curriculum, Curriculum Theory Creation and Uses

 

Edson, C. H., "Curriculum Change During the Progressive Era," Educational Leadership, 36(October, 1978), 64-66., C. H. Edson

Annotation: Discusses briefly the role scientific ideology and rising diverse school populations had in the curriculum of the early 20th century.

Broad Topical Focus: Curriculum Change,Curriculum Contexts and Societal Influences
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

 

Edson, C. H., "Our Past and Present: Historical Inquiry in Education," Journal of Thought, 21(Fall, 1986), 13-27.*, C. H. Edson

Annotation: Describes features of historical inquiry in curriculum and in education including suggestions on writing qualitative history.

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

 

Edwards, Sachi, "Seeking Collective Wisdom: A Spiritual-Dialogue Research Approach," pp. 257-273 in Jing Lin, Rebecca L. Oxford, and Tom Culham, eds., Towards a Spiritual Research Paradigm: Exploring New Ways of Knowing, Researching, and Being. Charlotte, NC: information Age Publishing, 2016., Sachi Edwards

Annotation: Discusses the nature of a spiritual research paradigm and its ontological, axiological, epistemological, and methodological bases; shows how spiritual knowledge can be uncovered through a methodology of dialogue; illustrates with classroom examples.

Broad Topical Focus: Curriulum Inquriy Guidelines, Curriculum Visions and Philosophies
Source Discipline: Education
Mode of Inquiry in the Study: Religious Inquiry
Type of Study: SIngle Study
Narrow Topic: Knowledge Generation, Religious & Private Schooling, Curriculum as Experience, Qualitative Research, Self Knowledge

 

Egan, Kieran, "Balancing Equity and Culture," Curriculum Perspectives, 9(October, 1989), 29-40., Kieran Egan

Annotation: A map of possible views on the balance between equity and culture in curriculum stressing the mythic and the romantic.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Contexts and Societal Influences, Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum

 

Egan, Kieran, "Education's Three Old Ideas, and a Better Idea," Journal of Curriculum Studies, 31(May-June, 1999), 257-267., Kieran Egan

Annotation: Identifies three familiar purposes for education and their incompatibilities; poses a fourth built around five kinds of understanding.

Broad Topical Focus: 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: Curriculum Aims and Objectives

 

Egan, Kieran, "Metaphor in Collison: Objectives, Assembly Lines, and Stories," Curriculum Inquiry, 18(Spring, 1988), 63-86., Kieran Egan

Annotation: Shows the theoretical and practical differences between objective - based procedures (assembly-line metaphors) in educational practice and those using story forms of metaphors.

Broad Topical Focus: Curriculum Conceptions and Theories,Curriculum Development, Organization, Design,Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives

 

Egan, Kieran, "Retrospective on 'What is Curriculum?' " Journal of the Canadian Association for Curriculum Studies, 1(Spring, 2003), 17-24., Kieran Egan

Annotation: Reflects on his article published in Curriculum Inquiry, Spring, 1978,

Broad Topical Focus: Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum Aims and Objectives

 

Egan, Kieran, "Some Presuppositions that Determine Curriculum Decisions," Journal of Curriculum Studies, 10(April-June, 1978), 123-133.*, Kieran Egan

Annotation: Distinguishes several catagories and subcatagories of normative presuppositions that affect curriculum decisions.

Broad Topical Focus: Curriculum Visions and Philosophies,Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Normative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation, Value Assumptions and Ideologies in Curriculum

 

Egan, Kieran, The Educated Mind: How Cognitive Tools Shape our Understanding. Chicago: The University of Chicago Press, 1997., Kieran Egan

Annotation: Argues for a curriculum that offers understandings of five kinds: mythic, romantic, philosophic, ironic, and somatic.

Broad Topical Focus: Curriculum Proposals in Coherent Form, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Theoretical/Conceptual Inquiry, Normative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and the Disciplines, Value Assumptions and Ideologies in Curriculum

 

Egan, Kieran, The Future of Education: Reimagining Our Schools from the Ground Up. New Haven, CT: Yale University Press, 2008., Kieran Egan

Annotation: Envisions an approach to teaching, curriculum, and schooling that focuses on accumulating five cognitive tools: somatic, mythic, romantic, philosophic,and ironic understandings; presents an imaginative future history from the years 2010-2060 of how changes from current practices to the ideal (called Imaginative Education) might occur.

Broad Topical Focus: Curriculum Visions and Philosophies, 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: Curriculum Aims and Objectives, Curriculum Theory Creation and Uses, Content Selection and Organization, Curriculum Frameworks

 

Egan, Kieran, "What is Curriculum?" Curriculum Inquiry, 8(Spring, 1978), 65-72.*, Kieran Egan

Annotation: Analyzes several meanings of the term curriculum and the difficulty of locating boundaries to curriculum phenomena.

Broad Topical Focus: Curriculum Definitions,Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Professionalization in Curriculum

 

Egan, Kieran, "Why Education is So Difficult and Contentious," Teachers College Record, 103(December, 2001), 923-941., Kieran Egan

Annotation: Notes that education operates with three incompatible ideas/ideals (language/socialization, academics/knowlege, individual development/freedom); suggests they should complement one another, not contradict; but don't; suggests an ideal that avoids this contradiction.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design, Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Philosophical Schools, Value Assumptions and Ideologies in Curriculum

 

Egan, Kieran, with Bob Dunton and Gillian Judson, Whole School Projects: Engaging Imagination through Interdisciplinary Inquiry. New York: Teachers College Press, 2014., Kieran Egan, Bob Dunton, and Gillian Judson

Annotation: Proposes including in a portion or each week a time for addressing an interdisciplinary Whole School Project of three years' duration; provides criteria for topics for projects and ideas on planning and executing such projects; gives real practical examples of whole school projects across grade levels; provides practical and theoretical arguments for the value of this proposal.

Broad Topical Focus: 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: Curriculum as Experience, Curriculum Integration, Textbooks

 

Eggleston, John, "Sociology and the Curriculum," pp.1-7, and "Sociological Approaches to the School Curriculum," pp. 8-21 in John Eggleston, The Sociology of the School Curriculum . London: Routledge and Kegan Paul, 1977.*, John Eggleston

Annotation: Reviews processes of sociological analysis of the curriculum and of various early approaches to this form of inquiry.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Conceptions and Theories, Curriculum Definitions, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry, Scientific/Empirical Inquiry
Type of Study: Status Study
Narrow Topic: Knowledge Generation, Hidden Curriculum

 

Eggleston, John, "The Curriculum, Contemporary Issues, Perspectives, and Ideologies," pp. 527-538 in Noel Entwistle, ed., Handbook of Educational Ideas and Practices . New York: Routledge, 1990.*, John Eggleston

Annotation: Portrays dichotomous positions on six issues in British curriculum, e.g., subject-centered or integrated.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum Development Strategies, Curriculum Deliberation

 

Eggleston, John F., "Curriculum Research: A Case Study and Some Relections on Methodology," pp. 99-113 in Philip H. Taylor and Jack Walton, eds., The Curriculum: Research Innovation and Change. London: Ward Lock Educational, 1973., John F. Eggleston

Annotation: Reviews some methodological issues in doing curriculum evaluation case studies.

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

 

Eisenhart, Margaret, "Educational Ethnography Past, Present, and Future: Ideas to Think With," Educational Researcher, 30(November, 2001), 16-27., Margaret Eisenhart

Annotation: Identifies contemporary muddles and changing concepts in ethnographic research, including new meanings of "culture" (cultural productions, funds of knowledge, collective representations, public symbols) and new methods (multi-site, connections among sites, ways to portray both shared and different experiences, ways to address ethical dilemmas).

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

 

Eisenhart, Margaret, "On the Subject of Interpretive Reviews," Review of Educational Research, 68(Winter, 1998), 391-399., Margaret Eisenhart

Annotation: Examines issues in doing interpretive reviews; two responses follow.

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

 

Eisenhart, Margaret, and Lisa Towne, "Contestation and Change in National Policy on 'Scientifically Bases' Education Research," Educational Researcher, 32(October, 2003), 31-38., Margaret Eisenhart and Lisa Towne

Annotation: Traces the definitions of educational research that appear in varied federal education legislation passed in 2000 through 2003 and notes the uses intended for each and the effect of outside testimony in shifting the language that eventually appeared in these laws.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Policies and Policy Making
Source Discipline: Education
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Government Role in Educational Research & Development, Comparisons Among Inquiry Modes

 

Eisner, Elliot, ed., Learning and Teaching the Ways of Knowing , 84th NSSE Yearbook, Part II. Chicago: University of Chicago Press, 1985., Elliot Eisner

Annotation: Describes eight ways of knowing and offers six perspectives on their role in curriculum and other areas of educational practices.

Broad Topical Focus: Curriculum Policies and Policy Making,Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry
Type of Study: Collection of Studies
Narrow Topic: Content Selection and Organization, Curriculum and the Disciplines

 

Eisner, Elliot, "Introduction to Special Section on Objectivity, Subjectivity, and Relativism," Curriculum Inquiry, 22(Spring, 1992), 5-7., Elliot Eisner

Annotation: Describes the issues surrounding the concepts of objectivity, subjectivity, and relativism in various forms of educational research; introduces four articles.

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

 

Eisner, Elliot, "Objectivity in Educational Research," Curriculum Inquiry, 22(Spring, 1992), 9-15., Elliot Eisner

Annotation: Describes issues surrounding objectivity in educational research; one of four related articles.

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

 

Eisner, Elliot, and Kimberly Powell,"Art in Science?" Curriculum Inquiry, 32(Summer, 2002), 131-159., Elliot Eisner and Kimberly Powell

Annotation: Shows how scientific research has artistic components; draws implications for doing research and for teaching science.

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, Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Science

 

Eisner, Elliot W., "Aesthetic Modes of Knowing," pp. 23-36 in Elliot W. Eisner, ed., Learning and Teaching the Ways of Knowing, 84th Yearbook of the NSSE, Part II. Chicago: University of Chicago Press, 1985., Elliot W. Eisner

Annotation: Defines and describes aesthetic ways of knowing.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism
Type of Study: Single Study
Narrow Topic: Aesthetics Education, Content Selection and Organization, Curriculum and the Disciplines

 

Eisner, Elliot W., "Can Educational Research Inform Educational Practice?" Phi Delta Kappan, 65(March, 1984), 447-552.*, Elliot W. Eisner

Annotation: Argues for expanded forms of educational research done in school settings as a basis for theory building, criticism, and informed practice.

Broad Topical Focus: Relation of Curriculum Research to Practice
Source Discipline: Education
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Utilization

 

Eisner, Elliot W., "Cognition and Representation: A Way to Pursue the American Dream?" Phi Delta Kappan, 78 (January, 1997), 348-353. *, Elliot W. Eisner

Annotation: Presents and elaborates five statements regarding the nature and uses of multiple forms of representation of human thought and discusses what this means for the curriculum.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum and the Disciplines, Curriculum Aims and Objectives

 

Eisner, Elliot W., "Creative Curriculum Development and Practice," WCCI Forum, IV (December, 1990), 37-54.*, Elliot W. Eisner

Annotation: Proposes an ecological model of curriculum development and practice.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Change, Curriculum Conceptions and Theories, Curriculum Development, Organization, Design, Curriculum Guides, Plans, Documents, Materials
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, Materials Development and Evaluation, Curriculum Aims and Objectives, Curriculum Standards and Testing

 

Eisner, Elliot W., "Curriculum Development in Stanford University's Kettering Project: Recollections and Ruminations," Journal of Curriculum Studies, 7(May, 1975), 26-41., Elliot W. Eisner

Annotation: Describes an art education project and the decision-making process involved in it.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Art Education

 

Eisner, Elliot W., "Curriculum Development: Sources for a Foundation for the Field of Curriculum Development," Curriculum Theory Network, 5(Spring, 1970), 3-15. A slightly edited version appears pp. 1-13 in Elliot W. Eisner, ed., Confronting Curriculum Reform. Boston: Little, Brown, 1971.*, Elliot W. Eisner

Annotation: Summarizes what has been learned about curriculum development from the subject area reforms of the 1950s and 1960s.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Change, Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Integrative Inquiry, Historical Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization

 

Eisner, Elliot W., "Curriculum Ideologies," pp. 302-326 in Philip W. Jackson, ed., Handbook of Research on Curriculum. New York: Macmillan, 1992., Elliot W. Eisner

Annotation: Reviews the role and function of ideologies in curriculum; discusses religious orthodoxy, rational humanism, progressivism, critical theory, reconceptualism, and cognitive pluralism.

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

 

Eisner, Elliot W., "Curriculum Theory and the Concept of Educational Milieu," High School Journal, 51(December, 1967), 132-146., Elliot W. Eisner

Annotation: Discusses what a scientific curriculum theory would include; analyzes the curriculum within its educational milieu.

Broad Topical Focus: Curriculum Contexts and Societal Influences, 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, Value Assumptions and Ideologies in Curriculum

 

Eisner, Elliot W., ed., Confronting Curriculum Reform . Boston: Little, Brown & Co., 1971., Elliot W. Eisner

Annotation: Provides a collection of 1969 conference papers and reflections on them pertaining to curriculum reforms of the period.

Broad Topical Focus: Curriculum Development, Organization, Design,Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum Development Strategies, Curriculum History

 

Eisner, Elliot W., "Educational Connoisseurship and Criticism: Their Form and Functions in Educational Evaluation," Journal of Aesthetic Education, 10 (July-October, 1976), 135-150., Elliot W. Eisner

Annotation: Sets forth the value and processes of doing educational criticism in evaluations.

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

 

Eisner, Elliot W., "Emerging Models for Educational Evaluation," School Review, 80(August, 1972), 573-590., Elliot W. Eisner

Annotation: Identifies some non-technical models of evaluation.

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

 

Eisner, Elliot W., "Forms of Understanding and the Future of Educational Research," Educational Researcher, 22(October, 1993), 5-11.*, Elliot W. Eisner

Annotation: Describes how concepts are formed out of experience of the qualitative environment and suggests use of multiple forms of inquiry in educational research.

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

 

Eisner, Elliot W., "Franklin Bobbitt and the 'Science' of Curriculum Making," School Review, 75(Fall, 1967), 13-28.*, Elliot W. Eisner

Annotation: Reviews the content and impact of Bobbitt's 1924 book How to Make the Curriculum.

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

 

Eisner, Elliot W., "Humanistic Trends and the Curriculum Field," Journal of Curriculum Studies, 10(July-September, 1978), 197-204., Elliot W. Eisner

Annotation: Summarizes the advantages of qualitative methods of inquiry in curriculum.

Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism
Type of Study: Research Synthesis
Narrow Topic: Qualitative Research

 

Eisner, Elliot W., "No Easy Answers: Joseph Schwab's Contributions to Curriculum," Curriculum Inquiry, 14(Summer, 1984), 201-210., Elliot W. Eisner

Annotation: Describes the effects of Schwab's ideas of the practical on curriculum theory and inquiry.

Broad Topical Focus: Curriculum Theorists, Curriculum Decision-making Processes, Curriculum Research and Inquiry-General
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, Curriculum Deliberation, Programs of Study in Curriculum and Instruction

 

Eisner, Elliot W., "On the Difference Between Scientific and Artistic Approaches to Qualitative Research," Educational Researcher, 10(April, 1981), 5-9.*, Elliot W. Eisner

Annotation: Compares scientific and artistic approaches to qualitative research on ten dimensions.

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

 

Eisner, Elliot W., "On the Uses of Educational Connoisseurship and Criticism for Evaluating Classroom Life," Teachers College Record, 78(February, 1977), 345-358.*, Elliot W. Eisner

Annotation: Describes educational criticism, its uses, and its limitations.

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

 

Eisner, Elliot W., Reimagining Schools: The Selected Works of Elliot W. Eisner. New York: Routledge, 2005., Elliot W. Eisner

Annotation: Reprints twenty-one of Eisner's articles published from 1965-2002.

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 Aims and Objectives, Art Education, Comparisons Among Inquiry Modes, Curriculum Theory Creation and Uses, Value Assumptions and Ideologies in Curriculum, Curriculum Standards and Testing, Qualitative Research, Curriculum Professors, Curriculum Frameworks

 

Eisner, Elliot W., "Reshaping Assessment in Education: Some Criteria in Search of Practice," Journal of Curriculum Studies, 25(May-June, 1993), 219-233., Elliot W. Eisner

Annotation: Traces history of assessment and presents eight features of a new conception of assessment.

Broad Topical Focus: Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Student Assessment, Curriculum Aims and Objectives, Evaluation of Instruction, Marking, Program Audit/Evaluation

 

Eisner, Elliot W., "Should America Have a National Curriculum?" Educational Leadership, 49 (October, 1991), 76-81.*, Elliot W. Eisner

Annotation: Gives a critique of a proposed national curriculum.

Broad Topical Focus: 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: Local Control of Schooling

 

Eisner, Elliot W., The Art of Educational Evaluation: A Personal View . London: Falmer, 1985., Elliot W. Eisner

Annotation: Includes 15 previously published articles on the topic.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Evaluation
Source Discipline: Education
Mode of Inquiry in the Study: Evaluative Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation

 

Eisner, Elliot W., "The Centrality of Curriculum and the Function of Standards," pp. 148-177 in Elliot W. Eisner, The Arts and the Creation of Mind. New Haven, CT: Yale University Press, 2002.*, Elliot W. Eisner

Annotation: Discusses conceptions and uses of curriculum objectives and of curriculum standards in general as well as in relation to the arts curriculum; a similar treatment of assessment and evaluation follows these pages.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Policies and Policy Making, Curriculum Development, Organization, Design, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Art Education, Curriculum Aims and Objectives, Curriculum Standards and Testing, Curriculum Frameworks

 

Eisner, Elliot W., "The Curriculum Field Today: Where We Are, Where We Were, and Where We Are Going," pp. 1-20 in his The Educational Imagination . New York: Macmillan, 1979.*, Elliot W. Eisner

Annotation: Reviews the state of curriculum including testing, theorizing, evaluation, and new models for these and other curriculum thinking.

Broad Topical Focus: Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Status Study
Narrow Topic: Curriculum History, Value Assumptions and Ideologies in Curriculum, Curriculum Theory Creation and Uses

 

Eisner, Elliot W., The Educational Imagination: On the Design and Evaluation of School Programs . New York: Macmillan, 1979. Second Edition, 1985. Third Edition, 1994., Elliot W. Eisner

Annotation: Presents key elements in curriculum design and evaluation of school programs; related chapters discuss trends and research using educational criticism.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Development, Organization, Design, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Aesthetic Inquiry and Curriculum Criticism
Type of Study: Single Study
Narrow Topic: Content Selection and Organization

 

Eisner, Elliot W., The Enlightened Eye: Qualitative Inquiry and the Enhancement of Educational Practice. New York: Macmillan, 1991. 2nd Ed., Prentice-Hall, 1998., Elliot W. Eisner

Annotation: Explicates features of qualitative inquiry in education with examples from educational criticism.

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

 

Eisner, Elliot W., "The Forms and Functions of Educational Connoisseurship and Educational Criticism," pp. 190-226 in his Educational Imagination. New York: Macmillan, 1979.* See other versions in his 1985 and 1994 editions of this book., Elliot W. Eisner

Annotation: Describes the purposes and processes of using educational criticism in curriculum inquiry.

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

 

Eisner, Elliot W., The Hidden Consequences of a National Curriculum. Washington, DC: AERA, 1995., Elliot W. Eisner

Annotation: Has five articles and two responses on issues related to a nationalized curriculum policy in the U. S.; includes comparisons with European national curricula and projections of possible consequences.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay
Type of Study: Collection of Studies
Narrow Topic: Freedom/Authority and Curriculum, Local Control of Schooling, Comparative Curriculum, Curriculum Standards and Testing

 

Eisner, Elliot W., "The Primacy of Experience and the Politics of Method," Educational Researcher, 17(June-July, 1988), 15-20., Elliot W. Eisner

Annotation: Calls for use of diverse research methods that capture the variety of experience we seek to study; addresses political issues related.

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, Curriculum and Politics

 

Eisner, Elliot W., "Those Who Ignore the Past...: 12 'Easy' Lessons for the Next Millennium," Journal of Curriculum Studies, 32(March-April, 2000), 343-357., Elliot W. Eisner

Annotation: Distills the lessons of the last half-century for the next.

Broad Topical Focus: Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History

 

Eisner, Elliot W., "What Can Education Learn from the Arts about the Practice of Education?" Journal of Curriculum and Supervision, 18(Fall, 2002), 4-16., Elliot W. Eisner

Annotation: Points out six lessons the arts can provide in thinking about and designing practical curricular programs--on topics ranging form aims to content to experiences for students.

Broad Topical Focus: 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: Curriculum and the Disciplines, Aesthetics and Curriculum, Content Selection and Organization, Curriculum Aims and Objectives

 

Eisner, Elliot W., What High Schools Are Like: Views from Inside (A Report on Stanford-in-the-Schools Project: Curriculum Panel Report) . Stanford, CA: School of Education, Stanford University, 1986., Elliot W. Eisner

Annotation: Reports a study of curriculum in the Stanford-in-the-Schools Project.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism
Type of Study: Single Study
Narrow Topic: Secondary School Curriculum

 

Eisner, Elliot W., and Alan Peshkin, eds., Qualitative Inquiry in Education: The Continuing Debate. New York: Teachers College Press, 1990., Elliot W. Eisner and Alan Peshkin

Annotation: Treats issues of objectivity and subjectivity, validity, generalizability, ethics, and uses of qualitative inquiry.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Collection of Studies
Narrow Topic: Qualitative Research

 

Eisner, Elliot W., and Elizabeth Vallance, eds., Conflicting Conceptions of Curriculum . Berkeley, CA: McCutchan, 1974., Elliot W. Eisner and Elizabeth Vallance

Annotation: Classifies and illustrates with excerpts from original authors five groups of curriculum conceptions (as development of cognitive processes, as technology, as self-actualization, as social reconstructionism, as academic rationalism).

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

 

Elbaz, Freema, "Research on Teacher's Knowledge: The Evolution of a Discourse," Journal of Curriculum Studies, 23(January-February, 1991), 1-19., Freema Elbaz

Annotation: Explains aspects of research on teacher knowledge: story, ordinary, and voice.

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

 

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