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Hendry, Petra Munro, and Ann G. Winfield, "Bringing Out the Dead: Curriculum History as Memory," Journal of Curriculum Theorizing, 29(No. 1, 2013), 1-24., Petra Munro Hendry and Ann G. Winfield

Annotation: Introduces a series of papers in curriculum history that disrupt the prevailing orientation assumed by most contemporary historians working in the curriculum field; describes some of the alternative perspectives and methodological procedures taken by the authors of these papers.

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

 

Henig, Jeffrey, R., "The Evolving Relationship between Researchers and Public Policy," 89(January, 2008), 357-360., Jeffrey R. Henig

Annotation: Describes five factors affecting the relationship between educational research and its use by policymakers: new means of dissemination, new discipline-based researchers and fragmentation of publication outlets, expanded corporate (non-public) producers of research, increased foundation-supported research, and increased bias induced by government requirements on research.

Broad Topical Focus: Curriculum Policies and Policy Making, Relation of Curriculum Research to Practice, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Knowledge Utilization, Government Role in Educational Research & Development

 

Herda, Ellen A., Research Conversations and Narrative: A Critical Hermenuetic Orientation in Participating Inquiry. Westport, CT: Praeger, 1999., Ellen A. Herda

Annotation: Describes a protocal for field-based hermeneutic inquiry and its research implications; draws a clear contrast between positivist and a critical hermenuetic orientation to research; traces the philosophical contributions of Heidegger, Gadamer, Habermas, and Ricoeur to hermenuetic inquiry.

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

 

Heron, John, "Experiential Research Methodology," pp. 153-!66 in Peter Reason and John Rowan, eds., Human Inquiry . New York: John Wiley and Sons, 1981.*, John Heron

Annotation: Sets forth methods of phenomenological mapping and intentional interaction.

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

 

Heron, John, "Philosophical Basis for a New Paradigm," pp. 19-35 in Peter Reason and John Rowan, eds., Human Inquiry . New York: John Wiley and Sons, 1981.*, John Heron

Annotation: Argues for shared cooperative inquiry with persons from five bases.

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

 

Herrick, Virgil E., "Design of the Curriculum," Review of Educational Research, 29(June, 1957), 270-276., Virgil E. Herrick

Annotation: Reviews studies related to the experience and core curriculum designs and other aspects related to curriculum designs.

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

 

Herrington, Carolyn D., and Katherine Kasten, eds., Florida 2001: Educational Policy Alternatives. Jacksonville, FL: Florida Institute of Education, University of North Florida, 2001., Carolyn D. Herrington and Katherine Kasten

Annotation: Summarizes effects of implementing Florida's accountability reforms and suggests alternative policies.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Evaluation
Source Discipline: Education
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Evaluative Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum Standards and Testing

 

Hershusius, Louis, and Keith Ballard, eds., From Positivism to Interpretativism and Beyond: Tales of Transformation in Educational and Social Research (The Mind-Body Connection). New York: Teachers College Press, 1996., Louis Hershusius and Keith Ballard

Annotation: Relates personal experiences of researchers who have become persuaded of the need to shift their research interests from the postivist perspective to the interpretivist perspective and beyond.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum

 

Hertzog, Nancy B., "Creation of a School and Curriculum Reform," Journal of Curriculum Studies, 29(March-April, 1997), 209-231., Nancy B. Hertzog

Annotation: Presents a case study of the creation of a new private U. S. school, the stakeholders efforts to determine a non-traditional curriculum, and the nature of that curriculum.

Broad Topical Focus: Curriculum Change, Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Case Study
Narrow Topic: Religious & Private Schooling

 

Hess, Frederick, ed., When Research Matters: How Scholarship Influences Education Policy. Cambridge, MA: Harvard Education Press, 2008., Frederick Hess

Annotation: Contains eleven articles summarizing and assessing the status of educational research and its use by policy-makers; takes up topics such as federal research organizations in education, NCLB, out-of-field teachers, public opinion, the courts, school administrator decision-making, demand for/consumers of/and political influence on educational research.

Broad Topical Focus: Curriculum Research and Inquiry-General, Relation of Curriculum Research to Practice, Curriculum Policies and Policy Making
Source Discipline: Education
Mode of Inquiry in the Study:
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation, Knowledge Utilization, Knowledge Linkage

 

Hess, Frederick M., and Michael J. Petrilli, No Child Left Behind Primer. New York: Peter Lang, 2006., Frederick M. Hess and Michael J. Petrilli

Annotation: Sets forth the complexities of the 2001 NCLB Act in understandable language; treats key provisions such as accountability and testing, qualified teachers, and more than 50 other programs and policies included in the law; acknowledges views of its supporters and its critics.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Curriculum and Politics, Curriculum Standards and Testing, Core Mandates

 

Hewitt, Randy, "Human Capital as the Summum Bonum of Public Education: Past and Present," The Educational Forum, 71(Winter, 2007), 128-140., Randy Hewitt

Annotation: Traces the influence of corporate interests on schools and school children; urges critical education to confront this narrow, undemocratic ideology.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences, Curriculum Visions and Philosophies
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

 

Hewitt, Randy, "Priming the Pump: 'Educating' for Market Democracy," pp. 47-58 in Deron R. Boyles, ed., Schools or Markets? Commercialism, Privitization, and School-Business Partnerships. Mahwah, NJ: Laurence Erlbaum, 2005., Randy Hewitt

Annotation: Traces Dewey's arguments for education for democratic social action; contrasts this with current corporate actions in education.

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

 

Heyl, Helen Hay, and Willliam E. Young, "Curriculum," Review of Educational Research, 15(June, 1945),205-217., Helen Hay Heyl and Willliam E. Young

Annotation: Covers briefly childhood, secondary, and higher education curriculum research, surveys, and needed research.

Broad Topical Focus: Curriculum as a Field of Practice and Study, Curriculum Research and Inquiry-General
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Elementary School Curriculum, Secondary School Curriculum, Higher Education Curriculum

 

Hichling-Hudson, and Roberta Ahlquest, "Contesting the Curriculum in the Schooling of Indigenous Children in Australia and the United States: From Eurocentrism to Culturally Powerful Pedagogues," Comparative Education Review, 47(February, 2003), 64-89., . Hichling-Hudson and Roberta Ahlquest

Annotation: Compares four schools' curricula and evidence of these two pedagogies in these different schools.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Comparative Curriculum, Value Assumptions and Ideologies in Curriculum

 

HIggs, Joy, "Appreciating Practice Wisdom," pp. 3-14 in Joy Higgs, ed., Practice Wisdom: Values and Interpretations. Boston: Brill Sense, 2019., Joy Higgs

Annotation: Defines wisdom, practice, and practice wisdom; conceptualizes knowing, being, doing and becoming in relation to practice wisdom.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curricllum as Esperience, Curriclum Aims and Objectives, Practical Knowledge, Professionalization in Curriculum, Teacher Knowledge

 

Hildreth, R. W., "What Good is Growth? Reconsidering Dewey on the Ends of Education," Education and Culture, 27(No. 2, 2011), 28-48., R. W. Hildreth

Annotation: Reexamines the arguments made by critics of Dewey's views on the ends of education; marshals quotations from Dewey to show why Dewey intentionally chose not to assert particular ends and why this was consistent with his overall views on education.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives

 

Hill, Brian V., "Epistemologies and Curriculum Models," Journal of Educational Thought, 7(December, 1973), 151-164., Brian V. Hill

Annotation: Shows what curriculum proposals would follow from five distinctive epistemologies.

Broad Topical Focus: Curriculum Proposals in Coherent Form,Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Normative Inquiry
Type of Study: Single Study
Narrow Topic: Philosophical Schools

 

Hill, John C., "Learning the Three Keys," The Educational Forum, 61 (Winter, 1997), 145-152. *, John C. Hill

Annotation: Proposes a model for curriculum design that balances the control, the adaptive, and the personal curriculum within a horizontally aligned program.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Content Selection and Organization

 

Hirst, Paul H., "Liberal Education and the Nature of Knowledge," pp. 113-138 in R. D. Archambault, ed., Philosophical Analysis and Education . London: Routledge & Kegan Paul, 1965. Reprinted pp. 87-111 in R. S. Peters, ed., The Philosophy of Education . Oxford: Oxford University Press, 1973.*, Paul H. Hirst

Annotation: An analysis of liberal education and of three examples: Harvard's Red Book (1946), Peterson's model (1960), and Hirst's (1965).

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Liberal Education/General Education, Content Selection and Organization

 

Hirst, Paul H., "The Contribution of Philosophy to the Study of the Curriculum," pp. 39-62 in John F. Kerr, ed., Changing the Curriculum. London: University of London Press, 1968., Paul H. Hirst

Annotation: Describes the contributions of philosophical analysis to the study of curriculum.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Philosophical Inquiry-Ampliative Criticism,Normative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Content Selection and Organization

 

Hirst, Paul H., "The Curriculum and Its Objectives--A Defense of Piecemeal Rational Planning," pp. 9-21 in The Curriculum: The Doris Lee Lectures, 1975. London: University of London, Institute of Education, 1975., Paul H. Hirst

Annotation: Argues for rational curriculum planning--not as practiced by early enthusiasts nor by certain de-schoolers.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Decision-making Processes
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 Deliberation

 

Hirst, Paul H., "The Logic of Curriculum," Journal of Curriculum Studies, 1(May, 1969), 142-158. Reprinted pp. 232-250 in Richard Hooper, ed., The Curriculum: Context, Design & Development . Edinburgh: Oliver & Boyd, 1971. *, Paul H. Hirst

Annotation: Examines the arguments for universal objectives for the curriculum.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Content Selection and Organization, Elementary School Curriculum, Curriculum and the Disciplines, Secondary School Curriculum

 

Hirst, Paul H., "The Nature of Educational Aims," pp. 124-132 in Roger Marples, ed., The Aims of Education. New York: Routledge, 1999., Paul H. Hirst

Annotation: Defines the purposes of education, explores various statements of the aims of education based on mistaken views of the nature of persons and the character of reason, and offers his own alternative statements on the aims of education.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Definitions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives

 

Hirst, Paul, H., "Toward a Logic of Curriculum Development," pp. 9-26 in Philip H. Taylor and Jack Walton, eds., The Curriculum: Research Innovation and Change . London: Ward Lock Educational, 1973.*, Paul H. Hirst

Annotation: Critiques end-means views of curriculum development and analyzes their various uses.

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

 

Hirst, Paul H., and R. S. Peters, "Philosophy," pp. 1-16 in their The Logic of Education. Routledge & Kegan Paul, 1970/ Routledge, 2012., Paul H. Hirst and R. S. Peters

Annotation: Explains the nature an use of conceptual analysis in the literature of philosophical inquiry.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry--Conceptual Analysis, Theoretical/Conceptual Inquiry
Type of Study: Single Sudy
Narrow Topic: Knowledge Generation, Philosophical Schools

 

Hirst, Paul H., John White, Michael F. D. Young, Richard Pring, and J. G. Owen, The Curriculum: The Doris Lee Lectures, 1975. London: University of London, Institute of Education, 1975. The White lecture is reprinted pp. 77-90 in John White, The Curriculum and the Child: The Selected Works of John White. London: Routledge, 2005. The Pring lecture is reprinted pp.163-179 in Richard Pring, Philosophy of Education: Aims, Theory, Common Sense, and Research. New York: Continuum, 2004., Paul H. Hirst, John White, Michael F. D. Young, Richard Pring, and J. G. Owen

Annotation: Presents a series of lectures by Hirst, White, Young, Pring, and Owen on various aspects of the curriculum.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Collection of Studies
Narrow Topic: Curriculum Theory Creation and Uses

 

Hirst, Paul H., and Patricia White, "The Analytic Tradition in Philosophy of Education: An Historical Perspective," pp. 1-12 in Paul H. Hirst and Patricia White, eds., Philosophy of Education: Major Issues in the Analytic Tradtion: Volume I. Routledge, 1998., Paul H. Hirst and Patricia White

Annotation: Describes the rise and development of the analytic tradition in philosophy of education in the 20th century and its relation to academic philosophy.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Conceptions and Theories
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry--Conceptual Analysis, Theoretical/Conceptual Inquiry
Type of Study: Single Sudy
Narrow Topic: Knowledge Generation, Discourse Analysis

 

Hjalmarson, Margaret A.,"Mathematics Curriculum Systems: Models for Analysis of Curricular Innovation and Development," Peabody Journal of Education, 83(October, 2008). 592-610., Margaret A. Hjalmarson

Annotation: Proposes a set of components of a curriculum system for investigating the purposes, representations, and conceptual systems inherent in models of curriculum related to mathematics teaching and learning; the three types of models proposed (content focused, pedagogically focused, learner centered) have relevance beyond the mathematics curriculum.

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

 

Hjalmarson, Margaret A., and Richard A. Lesh, "Engineering and Design Research: Intersections for Education Research and Design," pp. 96-110 in Anthony E. Kelly, Richard A. Lesh, and John Y. Beck, eds., Handbook of Design Research Methods in Education. New York: Routledge, 2008., Margaret A. Hjalmarson and Richard A. Lesh

Annotation: Describes the parallels between engineering design processes and products and educational design processes and products.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Development as Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum Development Strategies, Materials Development and Evaluation

 

Hlebowitsh, Peter, "Centripetal Thinking in Curriculum Studies," Curriculum Inquiry, 40(September, 2010), 503-513., Peter Hlebowitsh

Annotation: Explores tendencies in the field of Curriculum Studies toward divergent work versus more focused work; argues for serious dialogue across existing divergent discourses in search of a center; a rejoinder by Malewski and a response by Hlebowitsh follow this article,

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: Curriculum History, Curriculum Theory Creation and Uses, Curriculum Professors, Value Assumptions and Ideologies in Curriculum

 

Hlebowitsh, Peter, "The Burdens of the New Curricularist," Curriculum Inquiry, 29(Fall, 1999), 343-354., Peter Hlebowitsh

Annotation: Argues that Pinar and similar curriculum theorists have separated their theory from practice, design, unity of the field, and from its history in a negative way; Westbury and Pinar respond in two articles that follow.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists, 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
Type of Study: Single Study
Narrow Topic: Curriculum History, Value Assumptions and Ideologies in Curriculum

 

Hlebowitsh, Peter S., "Amid Behavioural and Behaviouristic Objectives: Reapprasing Appraisals of the Tyler Rationale," Journal of Curriculum Studies, 24(November - Decermber, 1992), 533-547.*, Peter S. Hlebowitsh

Annotation: Analzes and critiques several theorists' attempts to challenge Ralph Tyler's rationale (1949).

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

 

Hlebowitsh, Peter S., "Critical Theory Versus Curriculum Theory: Reconsidering the Dialogue on Dewey," Educational Theory, 42(Winter, 1992), 69-82.*, Peter S. Hlebowitsh

Annotation: Critiques critical curriculum theory in terms of Dewey's understanding of theory.

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

 

Hlebowitsh, Peter S., "Generational Ideas in Curriculum: A Historicla Triangulation," Curriculum Inquiry, 35(Spring, 2005), 73-87., Peter S. Hlebowitsh

Annotation: Examines continuties and differences in the thinking of Bobbitt, Tyler, and Schwab; followed by commentaries by Westbury and by Wright, and a response by the author.

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: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Curriculum Professors

 

Hlebowitsh, Peter S., "Interpretations of theTyler Rationale: A Reply to Kliebard," Journal of Curriculum Studies, 27(January-February, 1995), 89-94., Peter S. Hlebowitsh

Annotation: Responds to Kliebard's comments in the same issue of JCS on his own and Kliebard's earlier criticisms and counter-criticisms of the Tyler rationale.

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

 

Hlebowitsh, Peter S. Radical Curriculum Theory Reconsidered: A Historical Approach. New York: Teachers College Press, 1993., Peter S. Hlebowitsh

Annotation: Critiques the radical curriculum theorists from the vantage point of the strengths of Tyler.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Content Selection and Organization, Curriculum Aims and Objectives, Classics of Curriculum Literature

 

Hlebowitsh, Peter S., "The Common Unity and the Progressive Restoration of the Curriculum Field," pp. 54-69 in Jeffrey Glanz and Linda S. Behar-Horenstein, eds., Paradigm Debates in Curriculum and Supervision: Modern and Postmodern Perspectives. Westport, CT: Bergin & Garvey, 2000., Peter S. Hlebowitsh

Annotation: Discusses the disunity of the field of curriculum scholarship and argues for restoring its unity around practical curriculum questions.

Broad Topical Focus: Curriculum as a Field of Practice and Study, Curriculum Research and Inquiry-General, Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

Hlebowitsh, Peter S., "The Forgotten Hidden Curriculum," Journal of Curriculum and Supervision, 9(Summer, 1994), 339-349.*, Peter S. Hlebowitsh

Annotation: Explores the concept of hidden curriculum as understood by Dewey, Tyler, and Bode, and criticizes recent radical critics' understandings of the hidden curriculum.

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

 

Hlebowitsh, Peter S., "The Search for the Curriculum Field," Journal of Curriculum Studies, 29(September-October, 1997), 507-511.*, Peter S. Hlebowitsh

Annotation: Makes a case for theorists in the field of curriculum to come together to find common ground, following a period of schism.

Broad Topical Focus: Curriculum as a Field of Practice and Study, Relation of Curriculum Research to Practice, Curriculum Conceptions and Theories, Curriculum Theorists
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, Curriculum Theory Creation and Uses, Literature of Curriculum, Classics of Curriculum Literature

 

Hlebowitsh, Peter S., and Gregory E. Hamot, "Pragmatism and Civic Education Reform in the Czech Republic," The Educational Forum, 63(Spring, 1999), 260-270., Peter S. Hlebowitsh and Gregory E. Hamot

Annotation: Reports a project in the Czech Republic using Tylerian conceptions of curriculum development and evaluation.

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: Citizenship Education, Comparative Curriculum, Curriculum Development Strategies

 

Hlebowitsh, Peter S., and William G. Wraga, eds., Annual Review of Research for School Leaders. New York: Scholastic (NASSP), 1996., Peter S. Hlebowitsh and William G. Wraga

Annotation: Contains eleven articles addressing success of U. S. secondary schools, interdisciplinary curriculum and instruction, and technology in the classroom.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum History, Secondary School Curriculum, Media and Computers in Curriculum Development

 

Hlynka, Denis, "Making Waves with Educational Technology: A Deconstructionist Reading of Ted Aoki," JCT : An Interdisciplinary Journal of Curriculum Studies, 9 (Summer, 1989), 27-38., Denis Hlynka

Annotation: Illustrates a deconstructionist reading of the views of Ted Aoki.

Broad Topical Focus: Curriculum Theorists, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Media and Computers in Curriculum Development

 

Hobbs, Ted, "Epistemological and Psychological Assumptions in Curriculum Development," Paper presented at CSSE, 1974., Ted Hobbs

Annotation: Traces the epistemological and psychological assumptions associated with various philosophies as they are found in curriculum development work.

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

 

Hofman, Amos, Braca Alpert, and Izhak Schnell, "Education and Social Change: The Case of Israel's State Curriculum," Curriculum Inquiry, 37(December, 2007), 303-328., Amos Hofman, Braca Alpert, and Izhak Schnell

Annotation: Describes the changes over the last few decades in Israel's curriculum policies and content.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Change
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, Citizenship Education

 

Holdzkom, David, "The Influence of State Agencies on Curriculum," NASSP Bulletin, 76(December, 1992), 12-23.*, David Holdzkom

Annotation: Reviews the role of state education authorities' influence on curriculum through curriculum regulations, financing, and reform movements.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Local Control of Schooling

 

Holland, Patricia, and Noreen B, Garman, "Macdonald and the Mythopoetic,"Journal of Curriculum Theorizing, 9(Summer, 1992), 45-72.*, Patricia Holland and Noreen B. Garman

Annotation: Expands Macdonald's views on mythopoetic language in curriculum inquiry by demonstrating the powers of the mythopoetic-reflexive, moral, controlling, and evocative.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists, Inquiry Language in Curriculum Research, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Philosophical Inquiry-Speculative Essay, Hermeneutic Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum, Comparisons Among Inquiry Modes

 

Holland, Patricia, and Noreen B. Garman, "Macdonald and the Mythopoetic," Journal of Curriculum Theorizing, 9(Summer, 1992), 45-72.* Expanded in "Watching with Two Eyes: The Place of the Mythopoetic in Curriculum Inquiry," pp. 11-29 in Timothy Leonard and Peter Willis, eds., Pedagogies of the Imagination: Mythopoetic Curriculum in Educational Practice. New York: Springer, 2008., Patricia Holland and Noreen B. Garman

Annotation: Expands Macdonald's views on mythopoetic language in curriculum inquiry by demonstrating the powers of the mythopoetic--reflexive, moral, controlling, and evocative.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists, Curriculum Inquiry Guidelines, Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay, Hermeneutic Inquiry
Type of Study: Single Study
Narrow Topic: Comparisons Among Inquiry Modes, Knowledge Generation, Value Assumptions and Ideologies in Curriculum

 

Holliday, William G., and Berchie W. Holliday, "Why Using International Comparative Math and Science Achievement Data form TIMSS in Not Helpful," The Educational Forum, 67(Spring, 2003), 250-257., William G. Holliday and Berchie W. Holliday

Annotation: Argues against using TIMSS results because of widely differing characteristics among countries assessed.

Broad Topical Focus: Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Comparative Curriculum, Science, Mathematics

 

Hollingsworth, Sandra, ed., International Action Research: Casebook for Educational Reform. Bristol, PA: Falmer Press, 1997., Sandra Hollingsworth

Annotation: Provides 27 articles on various perspectives on action research written by a wide range of international action research experts.

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

 

Hollingsworth, Sandra, and Hugh Sockett, eds., Teacher Research and Educational Reform. 93rd Yearbook of the National Society of Education, Part I. Chicago: The University of Chicago Press, 1994., Sandra Hollingsworth and Hugh Sockett

Annotation: Reports the prospects and challenges to the teacher as inquirer and action researcher as a contributor to educational reform.

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

 

Hollister, William G., "Preparing the Minds of the Future: Enhancing Ego Processes through Curriculum Development," pp. 27-42 in Robert R. Leeper, ed., Curriculum Change: Direction and Process . Washington, DC: Association for Supervision and Curriculum Development, 1966., William G. Hollister

Annotation: Shows how curriculum can enhance self-knowledge in children.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum Aims and Objectives, Self-Knowledge, Motivation, Psychology and Curriculum

 

Holly, Peter, "Action Research: Cul-de-sac or Turnpike?" Peabody Journal of Education, 64(Spring, 1987), 71-100., Peter Holly

Annotation: Reviews the potential uses of action research as addressed in the literature of this mode of research.

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

 

Holme, Jennifer Jellison, Meredith P. Richards, Jo Beth Jimerson, and Rebecca W. Cohen, "Assessing the Effect of High School Exit Examinations," Review of Educational Research, 80(December, 2010), 476-526., Jennifer Jellison Holme, Meredith P. Richards, Jo Beth Jimerson, and Rebecca W. Cohen

Annotation: Sums up and appraises the research on the topic in relation to student achievement, dropping out or graduation, post-secondary outcomes, and school responses.

Broad Topical Focus: Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum Standards and Testing, Student Assessment

 

Holmes, M., "Ethical Issues in Curriculum," pp. 338-342 in Torsten husen and Thomas N. Postlethwaite, eds., International Encyclopedia of Education. Supplement Volume One. New York: Pergamon, 1988., M. Holmes

Annotation: Reviews efforts to incorporate ethical and moral behavior into the curriculum.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry, Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Ethical Issues in Curriculum, Content Selection and Organization

 

Holmes, Mark, "Less Power for Educators: Response to McDiarmid," Interchange, 18(Fall, 1987), 68-73.*, Mark Holmes

Annotation: Responds to McDiarmid's proposals in same issue of Interchange regarding his conceptions of the politics of curriculum.

Broad Topical Focus: 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: Curriculum and Politics, Curriculum History

 

Holsti, O. R., "Content Analysis," in Gardner Lindzey and E. Aronson, eds., Handbook of Social Psychology, Vol 2 . Reading, MA: Addison-Wesley, 1968., O. R. Holsti

Annotation: Gives an overview of the nature and procedures involved in doing content analysis.

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

 

Holt, Maurice, "Agencies and Strategies for Curriculum Change," pp. 615-624 in Noel Entwistle, ed., Handbook of Educational Ideas and Practices . New York: Routledge, 1990.*, Maurice Holt

Annotation: Reviews strategies of curriculum change in British education.

Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Comparative Curriculum

 

Holt, Maurice, "It's Time to Start the Slow School Movement," Phi Delta Kappan, 84(December, 2002), 265-271., Maurice Holt

Annotation: Argues against curricula that emphasize uniformity, predictability, and measurability of process and results (characteristic of "fast food" and pressured schools) and argues for programs that allow time for thought, discovery, and in-depth learning.

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

 

Holt, Maurice, "Obituary: William A. Reid, 1933-2015," Journal of Curriculum Studies, 47(No. 6, 2015),844-848., Maurice Holt

Annotation: Pays tribute to curriculum theorist and past editor of JCS, William A. Reid; recalls his insightful published works on curriculum, his twenty-year service with JCS in several editorial capacities, and the chief facts of his personal life.

Broad Topical Focus: Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Professors, Literature of Curriculum, Curriculum Deliberation, Curriculum History

 

Holt, Maurice, "The Comprehensive High School in the United States: A View from Europe and the United Kingdom," Journal of Curriculum and Supervision, 16(Winter, 2001), 137-161., Maurice Holt

Annotation: Traces the development of and challenges to the dominant ideology of the US comprehensive high school, with parallels and insights from similar developments in Europe and the United Kingdom.

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, Comparative Curriculum, Secondary School Curriculum, Value Assumptions and Ideologies in Curriculum

 

Holzner, Burkart, William N. Dunn, and Muhammad Shahidullah, "An Accounting Scheme for Designing Science Impact Indicators," Knowledge: Creation, Diffusion, Utilization, 9(December, 1987), 173-204., Burkart Holzner, William N. Dunn, and Muhammad Shahidullah

Annotation: Presents a process for designing science impact indicators.

Broad Topical Focus: Curriculum Evaluation
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Utilization, Science

 

Holzner, Burkart, and Evelyn Fisher, "Knowledge in Use," Knowledge: Creation, Diffusion, Utilization, 1(December, 1979), 219-244., Burkart Holzner and Evelyn Fisher

Annotation: Gives an overview of the topic from the perspective of research on it.

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

 

Holzner, Burkart, and John H. Marx, Knowledge Application: The Knowledge System in Society. Boston: Allyn and Bacon, 1979., Burkart Holzner and John H. Marx

Annotation: Explains in detail the employment of research knowledge in society.

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

 

Hood-Hanchey, Janet L., "Bobbitt's 1914 San Antonio Survey: Much Ado About Nothing?" pp. 18-25 in Murry R. Nelson, ed., Papers of the Society for the Study of Curriculum History: 1980 and 1982. DeKalb, IL: Northern Illinois University, College of Education, 1983., Janet L. Hood-Hanchey

Annotation: Describes Bobbitt's study and the lack of change resulting from it.

Broad Topical Focus: Curriculum Theorists,Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Curriculum Development Strategies

 

Hood, Paul D., "Dissemination, Distribution, and Utilization of Laboratory Products," pp. 187-206 in John K. Hemphill and Fred S. Rosenau, eds., Educational Development: A New Discipline for Self-Renewal. Eugene, Oregon: Center for the Advanced Study of Educational Administration, 1973., Paul D. Hood

Annotation: Describes the steps used in an educational research and development laboratory for the development and use of its products.

Broad Topical Focus: Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Education
Mode of Inquiry in the Study: Development as Inquiry, Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Utilization, Materials Development and Evaluation

 

Hopkins, David, "Intelligent Accountability," pp. 93-114 in his Every School a Great School: Realizing the Potential of System Leadership. New York: Open University Press, 2007., David Hopkins

Annotation: Reviews arguments for and against accountability and short-term achievement targets within the British context; describes a system of intelligent accountabilty employing both internal and external assessments.

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: Curriculum Standards and Testing, Student Assessment, Program Audit/Evaluation

 

Hopkins, David, "Toward the 'Personalized' Curriculum" and "Metcognition and Learning How to Learn," pp. 60-69 in his Every School a Great School: Realizing the Potential of System Leadership. New York: Open University Press, 2007., David Hopkins

Annotation: Summarizes principles for creating the personalized curriculum and its constituent strategies, content, and skills.

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

 

Hopkins, David, A Teacher's Guide to Classroom Research, 2nd. ed. Bristol, PA: Open University Press, 1993., David A. Hopkins

Annotation: Provides practical guidance for using action research to improve classroom and school practice.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Classroom Observation & Research

 

Hopkins, David, A Teacher's Guide to Classroom Research . Milton Keynes, UK: Open University Press, 1985., David A. Hopkins

Annotation: Gives an introduction to action research for teachers.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Classroom Observation & Research

 

Hopkins, David, and Marvin Wideen, eds., Alternative Perspectives on School Improvement . Philadelphia: Falmer, 1984., David Hopkins and Marvin Wideen

Annotation: Presents a phenomenological and critical perspective on school improvement.

Broad Topical Focus: Curriculum Change
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

 

Hopkins, Levi Thomas, Curriculum Principles and Practices . Chicago: B. H. Sanders and Co., 1929., Levi Thomas Hopkins

Annotation: Gives one of the early curriculum authority's views on curriculum.

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: Classics of Curriculum Literature

 

Hopkins, Levi Thomas, et al, Integration: Its Meaning and Application . New York: Appleton-Century, Co., 1937., Levi Thomas Hopkins

Annotation: Discusses integration in educational experiences from a number of angles.

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 Integration, Classics of Curriculum Literature

 

Hopkins, Levi Thomas, Interaction: The Democratic Process. Boston: D. C. Heath and Co., 1941., Levi Thomas Hopkins

Annotation: Exhibits the author's view of the democratic process and its role in curriculum work.

Broad Topical Focus: Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation

 

Hopkins, L. Thomas, Curriculum Principles and Practices. New York: Benj. H. Sanborn & Company, 1929., L. Thomas Hopkins

Annotation: Asks and answers dozens of practical questions about how to deal with seven problems concerning curriculum principles and seven problems concerning curriculum practices; provides step-by-step guidelines on curriculum construction and installation procedures.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Development, Organization, Design, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Curriculum Implementation

 

Hopkins, L. Thomas, ed., "The Curriculum," Review of Educational Research, 1(January, 1931), 3-64., L. Thomas Hopkins

Annotation: Contains chapters on curriculum making, objectives, learning activities, time allotment and grade placement, measuring ability and achievement, evaluation, and public and private school curricula.

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, Curriculum Aims and Objectives, Religious & Private Schooling

 

Hopkins, L. Thomas, Integration: Its Meaning and Application. New York: D. Appleton-Century Company, 1937., L. Thomas Hopkins

Annotation: Analyzes integration in persons and in the curriculum; refers to philosophical, biological, and psychological aspects of integration; reports research on local courses of study where correlated, broad-fields, core, and experience curricula are operating; shows how partial integration is evident in these courses of study, but full integration is not.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Development, Organization, Design, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Scientific/Empirical Inquiry, Content Analysis
Type of Study: Single Study
Narrow Topic: Curriculum Integration, Curriculum as Experience, Curriculum Frameworks, School Subjects, Literature of Curriculum, Curriculum Professors

 

Hopkins, L. Thomas. Interaction: The Democratic Process. Boston: D. C. Heath, 1941., L. Thomas Hopkins

Annotation: Discusses the democratic process and proposes how it can be implemented through the curriculum and specific teaching approaches; also contrasts the subject curriculum and its variations with the experience curriculum (which the author advocates should be used with teaching the democratic process); provides many helpful practical suggestions along with persuasive rationales for various aspects of the proposal.

Broad Topical Focus: Curriculum Proposals in Coherent Form, Curriculum Development, Organization, Design, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Philosophical Inquiry-Conceptual Analysis, Philosophical Inquiry-Ampliative Criticism, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Democratic Education, Curriculum Aims and Objectives, Curriculum as Experience, Curriculum Professors, Classics of Curriculum Literature

 

Hopmann, Stefan, "The Monitorial Movement and the Rise of Curriculum Administration: A Comparative View," pp. 13-30 in Henning Haft and Stefan Hopmann, eds., Case Studies in Curriculum Administration History. Philadelphia: The Falmer Press, 1990.*, Stefan Hopmann

Annotation: Describes the history of the monitorial system in Europe and elsewhere.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Administration, Leadership, Finance
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Teaching/Learning Process, Comparative Curriculum

 

Hopmann, Stefan, and Kurt Riquarts, "Starting a Dialoque: A Beginning Conversation Between Didaktic And the Curriculum Traditions," pp. 3-11 in Ian Westbury, Stefan Hopmann, and Kurt Riquarts, eds., Teaching as a Reflective Practice: The German Didaktic Tradition. Mahwah, NJ: Lawrence Erlbaum, 2000., Stefan Hopmann and Kurt Riquarts

Annotation: Traces some sources of the German Didaktik tradition and its relation to the American curriculum tradition.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Comparative Curriculum

 

Hopmann, Stefan T., "No Child, No School, No State Left Behind: Comparative Research in the Age of Accountability," pp. 363-415 in Stefan T. Hopmann, Gertrude Brinek, and Martin Retzl, eds., PISA According to PISA. Vienna: Lit-Verlag, 2007., Stefan T. Hopmann

Annotation: Analyzes the multiple realities of accountability (child, school, state) within the context of NCLB in the U. S. and of other policies in European countries; comments on the pluses and minuses of PISA testing.

Broad Topical Focus: Curriculum Evaluation, 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: Curriculum Standards and Testing

 

Hord, Shirley M., and Gene E. Hall, "Three Images: What Principals Do in Curriculum Implementation," Curriculum Inquiry, 17(Spring, 1987), 55-89., Shirley M. Hord and Gene E. Hall

Annotation: Reports a study of what principals do to bring about curriculum implementation and school improvement.

Broad Topical Focus: Curriculum Change, Curriculum Administration, Leadership, Finance
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Implementation

 

Horlacher, Rebekka, The Educated Subject and the German Concept of Bildung: A Comparative Cultural History. New York: Rutledge, 2016., Rebekka Horlacher

Annotation: Traces the historical literature related to the concept of Bildung from its earliest usage to the present; shows how it contrasts with Anglo-Saxon and American concepts of curriculum studies and changing cultural contexts over time in Germany; highlights its possible use to counteract narrow test-based curriculum.

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

 

Horn, Jim, and Denise Wilburn, The Mismeasure of Education. Charlotte, NC: Information Age Publishing, 2013., Jim Horn and Denise Wilburn

Annotation: Describes recent history of assessment in educational policy and practice; reviews research on testing and accountability schemes in the US and argues that sound research does not support present policies and practices; provides as a case study Tennessee's value-added assessment model which is extensively analyzed and critiqued: offers several recommendations for changing from using high-stakes testing to more helpful formative assessment policies and practices.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Research and Inquiry-General, Relation of Curriculum Research to Practice
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Philosophical Inquiry-Speculative Essay, Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Curriculum and Politics, Government Role in Educational Research & Development, Student Assessment

 

Horn, Raymond A., Jr., "Joe L. Kincheloe: Teacher as Researcher," Educational Researcher, 28(May, 1999), 27-31.*, Raymond A. Horn Jr.

Annotation: Presents an overview of Kincheloe's scholarly contributions related to post-formal thinking(etymology, pattern, process, contextualization) employing bricoleur (multiple) forms of inquiry; interprets and cites Kincheloe's publications to date.

Broad Topical Focus: Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry, Critical Inquiry, Action Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum History, Teacher Research, Value Assumptions and Ideologies in Curriculum

 

Horn,Raymond A., Jr., Standards Primer. New York: Peter Lang, 2004., Raymond A. Horn Jr.

Annotation: Sets forth the fundamentals of standards as employed in education and contrasts the differences between the application of technical standards and standards of complexity.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Visions and Philosophies, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Value Assumptions and Ideologies in Curriculum

 

Horn, Raymond A., Jr., "What You Don't Know about Standards," pp. 69-87 in Shirley R. Steinberg, and Joe L. Kincheloe, eds., What You Don't Know about Schools. New York: Palgrave Macmillan, 2006., Raymond A. Horn Jr.

Annotation: Reviews the distinction between technical standards and standards of complexity and the differences in curriculum content, teaching and learning, and evaluation that result from the two types; argues for standards of complexity.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Development, Organization, Design, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Curriculum Aims and Objectives, Content Selection and Organization, Value Assumptions and Ideologies in Curriculum

 

Horn, Sharon K., and Stephen K. Clements, "ERIC: The Past, Present, and Future Federal Role in Educational Dissemination," Knowledge: Creation, Diffusion, Utilization, 11(September, 1989), 37-50., Sharon K. Horn and Stephen K. Clements

Annotation: Describes ERIC as it has existed and as it may be changed in the future.

Broad Topical Focus: Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Education
Mode of Inquiry in the Study: Historical Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Knowledge Utilization, Government Role in Educational Research & Development

 

Hosford, Philip L., "Curriculum Inquiry: Toward What End?" Educational Leadership, 33(April, 1976), 483-486.*, Philip L. Hosford

Annotation: Provides an essay on the nature and purposes of curriculum inquiry.

Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Knowledge Utilization, Evaluation of Instruction, Student Assessment

 

Hostetler,Karl, "What is 'Good' Education Research? Educational Researcher, 34(August/September, 2005), 16-21., Karl Hostetler

Annotation: Argues for relating education research to people's well-being, making research good in procedures, aims, and benefits.

Broad Topical Focus: 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-Speculative Essay, Moral Inquiry
Type of Study: Single Study
Narrow Topic: Education as a Field of Study, Ethical Issues in Curriculum, Value Assumptions and Ideologies in Curriculum

 

House, Ernest, R., "Realism in Research," Educational Researcher , 20 (August-September, 1991), 2-9; 25., Ernest R. House

Annotation: Compares standard view of scientific research based on causation with the realist view of science.

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

 

House, Ernest R., "Technology as Craft: A Ten Year Perspective on Innovation," Journal of Curriculum Studies, 11(January-March, 1979), 1-15., Ernest R. House

Annotation: Reviews from technical, political, and cultural perspectives studies on innovation in education.

Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum History

 

House, Ernest R., The Politics of Educational Innovation . Berkeley, CA: McCutchan, 1974., Ernest R. House

Annotation: Provides a variety of reports on the politics of innovation in education.

Broad Topical Focus: Curriculum Change
Source Discipline: Education
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum and Politics

 

Hovda, Ric A., and Diane W. Kyle, "Why Action Research? An Emergent Role in Educational Reform," Irish Educational Studies, 8(No. 2, 1989), 24-44., Ric A. Hovda and Diane W. Kyle

Annotation: Gives a rationale for the role of action research in educational reform.

Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: In-service Teacher Development

 

Howard, Roy J., Three Faces of Hermeneutics: An Introduction to Current Theories of Understanding . Berkeley, CA: University of California Press, 1982., Roy J. Howard

Annotation: Introduces analytic, psychosocial, and ontological hermeneutics.

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

 

Howe, Kenneth, and Margaret Eisenhart, "Standards for Qualitative (and Quantitative) Research: A Prolegomenon," Educational Researcher, 19(May, 1990), 2-9.*, Kenneth Howe and Margaret Eisenhart

Annotation: Discusses general questions related to standards for research quality and rigor in educational studies: deference to experts in method, focus on an educational issue, applicability to both qualitative and quantitative approaches, be driven by the research question used correctly, cohere with theory.

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

 

Howe, Kenneth R., "Against the Quantitative-Qualitative Incompatibility Thesis or Dogmas Die Hard," Educational Researcher, 17(November, 1988), 10-16.*, Kenneth R. Howe

Annotation: Shows the close relation between two paradigms of inquiry with respect to data, design and analysis, interpretation of results, and epistemological issues.

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

 

Howe, Kenneth R., "Getting Over the Quantitative Qualitative Debate," American Journal of Education, 100(February, 1992), 236-256.*, Kenneth R. Howe

Annotation: Describes a critical social research model applicable to educational research which overcomes the split between quantitative and qualitative methods.

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

 

Howe, Kenneth R., "The Interpretive Turn and the New Debate in Education," Educational Researcher, 27(November, 1998), 13-20.*, Kenneth R. Howe

Annotation: Distinguishes among postmodernist and transformationist forms of interpretivism in the context of educational research.

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

 

Howe, Kenneth R., "Two Dogmas of Educational Research," Educational Researcher, 14(October, 1985), 10-18.*, Kenneth R. Howe

Annotation: Shows how, when positivist and postpositivist dogmas of educational research are set aside, general criteria for evaluating research can apply to all research.

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

 

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