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Howe, Kenneth R., Eric Bredo, R. Burke Johnson, and Linda C. Tillman,"Epistemology, Methodology, and Education Sciences," Educational Researcher, 38(August/September, 2009), 428-466., Kenneth R. Howe, Eric Bredo, R. Burke Johnson, and Linda C. Tillman

Annotation: Treats alternatives to positivist views on educational research; a series of scholars comment on these ideas and Howe responds.

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

 

Howe, Kenneth R., and Katharine Cutts Dougherty, "Ethics, Institutional Review Boards, and the Changing Faces of Educational Research," Educational Researcher, 22(December, 1993), 16-21., Kenneth R. Howe and Katharine Cutts Dougherty

Annotation: Explores the ethical issues that qualitative research presents to oversight boards in reviewing educational research and student research practica.

Broad Topical Focus: Curriculum Research and Inquiry-General, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Ethical Issues in Curriculum, Qualitative Research

 

Howe, Kenneth R., and Michele S. Moses, "Ethics in Educational Research," pp. 21-59 in Asghar Iran-Nejad and P. David Pearson, eds., Review of Research in Education, 24,1999. Washington, DC: American Educational Research Association, 1999., Kenneth R. Howe and Michele S. Moses

Annotation: Reviews a wide variety of ethical considerations related to the conduct 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, Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation, Ethical Issues in Curriculum

 

Howey, Ken, "Designing Coherent and Effective Teacher Education Programs," pp. 143-170 in John Sikula, ed., Handbook of Research on Teacher Education, 2nd Ed. New York: Macmillan, 1996.*, Ken Howey

Annotation: Reviews several dimensions of developing a coherent curriculum design in teacher education.

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, Teacher Education, Curriculum Frameworks

 

Howlett, James, and Brad Huff, "Industrial Arts/Technology: What Are We Doing?" Phi Delta Kappan, 88(June, 2007), 764-767., James Howlett and Brad Huff

Annotation: Makes the case for industrial arts/technology in the curriculum at the present time.

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, Content Selection and Organization, Computers and Technology as Subjects

 

Hoyle, Eric, "How Does the Curriculum Change? Part I: A Proposal for Inquiries, Part II: Systems and Strategies," pp. 517-537 in Arno A. Bellack and Herbert M. Kliebard, eds., Curriculum and Evaluation . Berkeley, CA: McCutchan, 1977., Eric Hoyle

Annotation: Discusses several processes of curriculum change and describes several related strategies.

Broad Topical Focus: Curriculum Change, Curriculum Decision-making Processes, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Implementation, Comparative Curriculum

 

Huberman, A. Michael, Nanette S. Levinson, Ronald G. Havelock, and Pat L. Cox, "Interorganizational Arrangements: An Approach to Educational Practice Improvement," Knowledge: Creation, Diffusion, Utilization, 3(September, 1981), 5-22., A. Michael Huberman, Nanette S. Levinson, Ronald G. Havelock, and Pat L. Cox

Annotation: Describes how knowledge organizations are linked in attempts to improve educational practice.

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, Knowledge Linkage, Knowledge Generation

 

Huberman, A. Michael, and Colin Marsh, "Toward an Ecology of Knowledge Use in the Classroom," Curriculum Perspectives, 2(May, 1982), 35-47., A. Michael Huberman and Colin Marsh

Annotation: Presents a taxonomy of knowledge uses and a model of knowledge use contingencies and characteristics with implications for knowledge use; gives validation procedures.

Broad Topical Focus: Critique and Utilization of Curriculum Research and Inquiry, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Utilization

 

Huberman, A. Michael, and Matthew B. Miles, Innovation Up Close: How School Improvement Works . New York: Plenum, 1984., A. Michael Huberman and Matthew B. Miles

Annotation: Documents innovation and change in twelve schools; summarizes what has been learned from these case histories.

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

 

Huberman, A. Michael, and Matthew B. Miles, "What Have We Learned?" pp. 271-284 in A. Michael Huberman and Matthew B. Miles, Innovation Up Close: How School Improvement Works . New York: Plenum, 1984.*, A. Michael Huberman and Matthew B. Miles

Annotation: Summarizes studies of change and transformation and of school improvement.

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

 

Huberman, Michael, "Steps Toward an Integrated Model of Research Utilization," Knowledge: Creation, Diffusion, Utilization, 8(June, 1987), 586-611., Michael Huberman

Annotation: Sets forth a proposed model of the utilization of research knowledge.

Broad Topical Focus: Curriculum Conceptions and Theories, 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: Single Study
Narrow Topic: Knowledge Generation

 

Huberman, Michael, "The Mind is its Own Place: The Influence of Sustained Interactivity with Practitioners on Educational Researchers," Harvard Educational Review, 69(Fall, 1999), 289-319., Michael Huberman

Annotation: Explains the influence that sustained interactions with practitioners have on educational researchers; includes a conceptual model.

Broad Topical Focus: Relation of Curriculum Research to Practice, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Education
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Research

 

Huberman, Michael, "Working with Life-History Narratives," pp. 127-165 in Hunter McEwan and Kieran Egan, eds., Narrative in Teaching, Learning, and Research. New York: Teachers College Press, 1995., Michael Huberman

Annotation: Describes phases in doing and analyzing life-history narratives, along with reporting some examples.

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

 

Huber, Margaret Ann, 'The Renewal of Curriculum Theory in the 1970's: An Historical Study," The Journal of Curriculum Theorizing, 3(Winter, 1981), 14-84., Margaret Ann Huber

Annotation: Presents a seven-chapter review of work in curriculum theory during the humanistic era of the 1970s; anlayzes the writings of Greene, Macdonald, Huebner, Pinar, Apple, among others; reviews eight curriculum theory conferences.

Broad Topical Focus: Curriculum Conceptions and Theories,Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Status Study
Narrow Topic: Curriculum History, American/International Curriculum Organizations

 

Huebner, Dwayne, "Curricular Language and Classroom Meanings," pp. 8-26 in James B. Macdonald and Robert R. Leeper, eds., Language and Meaning . Washington, DC: Association for Supervision and Curriculum Development, 1966.*, Dwayne Huebner

Annotation: Analyzes the use of language in classrooms and distinguishes five value frameworks (technical, political, scientific, aesthetic, and ethical) employed in them.

Broad Topical Focus: Inquiry Language in Curriculum Research,Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Curriculum Frameworks, Value Assumptions and Ideologies in Curriculum

 

Huebner, Dwayne, "Curriculum as Concern for Man's Temporality," Theory Into Practice, 6(October, 1967), 172-179. Reprinted pp. 237-249 in William F. Pinar, ed., Curriculum Theorizing . Berkeley, CA: 1975.*, Dwayne Huebner

Annotation: Examines the role of time in curriculum thought and practice.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Conceptions and Theories, Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Normative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Philosophical Schools

 

Huebner, Dwayne, "Education and Spirituality," JCT: An Interdisciplinary Journal of Curriculum Studies, 11(No. 2, 1995), 13-38., Dwayne Huebner

Annotation: Addresses the spiritual dimensions of curriculum theory in terms of goals, content, teaching, and evaluation (criticism).

Broad Topical Focus: Curriculum Proposals in Coherent Form, Curriculum Development, Organization, Design, Curriculum Conceptions and Theories, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Religious Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Content Selection and Organization

 

Huebner, Dwayne, "Implications of Psychological Thought for the Curriculum," pp. 68-76 in Arno A. Bellack and Herbert M. Kliebard, eds., Curriculum and Evaluation . Berkeley, CA: McCutchan, 1977., Dwayne Huebner

Annotation: Suggests that psychological theories of learning, motivation, and cognition should be used to help construct educational environments, not merely to understand students.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Psychology and Curriculum

 

Huebner, Dwayne, "Notes Toward a Framework for Curriculum Inquiry," Journal of Curriculum and Supervision, 6 (Winter, 1991), 145-161.*, Dwayne Huebner

Annotation: Distinguishes theoretical and ideological inquiry in curriculum; instructional and agential curricular events; and the relationships among these concepts.

Broad Topical Focus: Curriculum Research Domains and Structure, Curriculum Inquiry Guidelines, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum Theory Creation and Uses, Value Assumptions and Ideologies in Curriculum

 

Huebner, Dwayne, "Poetry and Power: The Politics of Curricular Development," pp. 271-282 in William F. Pinar, ed., Curriculum Theorizing . Berkeley, CA: McCutchan, 1975., Dwayne Huebner

Annotation: Illustrates the political aspects of curriculum development in this 1973 speech to ASCD.

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

 

Huebner, Dwayne, "Religious Metaphors in the Language of Education," Religious Education, 80(Summer, 1985), 460-472.*, Dwayne Huebner

Annotation: Presents alternative metaphors for education (love, stranger, community),

Broad Topical Focus: Inquiry Language in Curriculum Research,Curriculum Conceptions and Theories
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Religious Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Frameworks

 

Huebner, Dwayne, "Teaching as Moral Activity," Journal of Curriculum and Supervision, 11(Spring, 1996), 267-275.*, Dwayne Huebner

Annotation: Articulates new moral language for discussing teaching and its power and authority dimensions; discusses role of imagination in conversation about planning and enacting curriculum.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Conceptions and Theories, Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Teacher Planning, Freedom/Authority and Curriculum, Authority of Teacher, Values in the Classroom, Curriculum Aims and Objectives, Ethical Issues in Curriculum

 

Huebner, Dwayne, "The Contradiction Between the Recreative and the Established," pp. 27-37 in James Macdonald and Esther Zaret, eds., Schools in Search of Meaning . Washington, DC: Association for Supervision and Curriculum Development, 1975., Dwayne Huebner

Annotation: Discusses the problem of reducing the gap between actuality and possibility, order and educating individuals in schools, past and future, and creating possibilities in an institutional setting.

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

 

Huebner, Dwayne, "The Leadership Role in Curricular Change," pp. 133-151 in Marcella R. Lawler, ed., Strategies for Planned Curricular Innovation. New York: Teachers College Press, 1970., Dwayne Huebner

Annotation: Envisions the role of the curriculum leader in curriculum change.

Broad Topical Focus: Curriculum Change, Curriculum Administration, Leadership, Finance
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Specialists in Schools, Professionalization in Curriculum

 

Huebner, Dwayne, "The Moribund Curriculum Field: Its Wake and Our Work," Curriculum Inquiry, 6(No. 2, 1976), 153-167., Dwayne Huebner

Annotation: Portrays historically the kinds of curriculum studies that have been done and what needs to be done; comments follow this article from B.O. Smith, Eric Straumanis, and Gail McCutcheon.

Broad Topical Focus: Curriculum as a Field of Practice and Study, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History

 

Huebner, Dwayne, "The Redemption of Schooling: The Work of James B. Macdonald," The Journal of Curriculum Theorizing, 6(Fall, 1985), 28-34., Dwayne Huebner

Annotation: Gives a personal glimpse of the intellectual work of Macdonald.

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 History

 

Huebner, Dwayne, "The Search for Religious Metaphors in the Language of Education," Phenomenology +Pedagogy, 2(No. 2, 1984), 112-123., Dwayne Huebner

Annotation: Examines the use of religious metaphors in the language of education.

Broad Topical Focus: Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Religious Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses

 

Huebner, Dwayne, "The Tasks of the Curricular Theorist," pp. 212-230 in William F. Pinar, ed., The Lure of the Transcendent: Collected Essays by Dwayne E. Huebner. Mahwah, NJ: Lawrence Erlbaum, 1999.*, Dwayne Huebner

Annotation: Discusses the role of language in creating curriculum theory, in curriculum practice, and in curriculum research.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists, Inquiry Language in Curriculum Research, Curriculum Research and Inquiry-General
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 as Environment

 

Huebner, Dwayne, "Toward a Political Economy of Curriculum and Human Development," pp. 92-107 in Alex Molnar and John A. Zahorik, eds., Curriculum Theory . Washington, DC: Association for Supervision and Curriculum Development, 1977., Dwayne Huebner

Annotation: Points out the poltical dimensions of curriculum and human development.

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

 

Huebner, Dwayne, "Toward a Remaking of Curricular Language," pp. 36-53 in William Pinar, ed., Heightened Consciousness, Cultural Revolution, and Curriculum Theory . Berkeley, CA: McCutchan, 1974., Dwayne Huebner

Annotation: Discusses the need for creating new language to convey new perspectives on curriculum; discusses children's right to participate in public, political activities.

Broad Topical Focus: Inquiry Language in Curriculum Research,Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism,Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Curriculum Aims and Objectives

 

Huebner, Dwayne E., "Spirituality and Knowing," pp. 159-173 in Elliot W. Eisner , ed., Learning and Teaching the Ways of Knowing, Eighty-fourth Yearbook of the NSSE, Part II. Chicago: University of Chicago Press, 1985., Dwayne E. Huebner

Annotation: Discusses an appropriate definition of spirituality for use in education and asks whether there are spiritual modes of knowing; explains an affirmative answer.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Religious Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Values in the Classroom, Value Assumptions and Ideologies in Curriculum

 

Huebner, Dwayne E., (Vikki Hillis, ed.; Collected and Introduced by William F. Pinar), The Lure of the Transcendent: Collected Essays by Dwayne E. Huebner. Mahwah, NJ: Lawrence Erlbaum, 1999., Dwayne E. Huebner

Annotation: Reprints 35 articles by Huebner from 1959 - 1996.

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

 

Huebner, Dwayne E. (with William B. Kennedy), "From Theory to Practice: Curriculum," Religious Education, 77(July-August, 1982), 363-374., Dwayne E. Huebner

Annotation: Records an interview with Huebner about his views on various theory-to-practice issues in curriculum; followed by 60 pages of comments by 14 religious educators.

Broad Topical Focus: Relation of Curriculum Research to Practice, Curriculum Conceptions and Theories, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses

 

Huebner, Dwayne, and Joao M. Paraskeva, "Curriculum Aferward: The Dialogue: Dwayne Huebner and Joao M. Paraskeva," pp. 215-262 in Joao M. Paraskeva, Conficts in Curriculum Theory, 2nd Ed. Palgrave Macmillan, 2021., Dwayne Huebner and Joao M. Paraskeva

Annotation: Presents an overview of Huebner's professional ans scholarly journey; identifies criticisms of the direction curriculum thought has taken over the past 70 years; shows points of agreement with work being done by Paraskeva; needed new directions are to be found throughout this fascinating dialogue.

Broad Topical Focus: Curriculum Theorists, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry - Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Theorists, Clssics of Curriculum Literature, Curriculum Thoery Creation and USes, Content Selection and Organization, Literature of Curriculum, Vaue Assmptions and Ideologies in Curriculum

 

Huenecke, Dorothy, "What is Curriculum Theorizing? What Are Its Implications for Practice?" Educational Leadership, 39(January, 1982), 290-294.*, Dorothy Huenecke

Annotation: Distinguishes between structural, generic, and substantive theorizing in curriculum.

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

 

Hughes, Andrew S., "Curriculum Policies," pp. 1243-1245 in T. Husen and T. N. Postlethwaite, eds., International Encyclopedia of Education . New York: Pergamon, 1984., Andrew S. Hughes

Annotation: Distinguishes policies on policy-making from those that prescribe the curriculum.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Decision-making Processes, 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

 

Hughes, Andrew S., "The Potential of Systems Philosophy for Theory and Research in Curriculum," Programmed Learning and Educational Technology, 16(No. 3, 1979), 195-199., Andrew S. Hughes

Annotation: Shows the value of systems philosophy for curriculum.

Broad Topical Focus: 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, Value Assumptions and Ideologies in Curriculum

 

Hughes, Philip, "Decisions and Curriculum Design," Educational Theory, 12(July, 1962), 187-192., Philip Hughes

Annotation: Analyzes and critiques assumptions behind curriculum decisions made in the science curriculum of the time.

Broad Topical Focus: Curriculum Development, Organization, Design,Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Philosophical Schools, Science, Value Assumptions and Ideologies in Curriculum

 

Huizinga, Tjark, Adam Handelzalts, Nienke Nieveen, and Joke M. Voogt, "Teacher Involvement in Curriculum Design: Need for Support to Enhance Teachers' Design Expertise," Journal of Curriculum Studies, 46(No. 1, 2014), 33-57., Tjark Huizinga, Adam Handelzalts, Nienke Nieveen, and Joke M. Voogt

Annotation: Reports a Dutch study of teacher design teams, their curriculum design expertise, and the support and training they received to carry out the design process; presenst the study's methods, findings, and recommendations.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Teacher Knowledge

 

Hull, Charles, "Marking: A Critical Alternative," Journal of Curriculum Studies, 16(April-June, 1984), 155-164., Charles Hull

Annotation: Shows how giving feedback (pupil critique) was used in a project as an alternative to marking.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Marking, Student Assessment

 

Hultgren, Francine, et al, Curriculum Inquiry as Being: Reflections on a Study Group Encountering Each Other Through Interpretive Inquiry . Symposium Given at Session 24.06, AERA, New Orleans, April, 1984., Francine Hultgren

Annotation: Reports a phenomenological study of persons encountering each other as persons.

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

 

Hultgren, Francine H., "The Student Teacher as Person: Reflections on Pedagogy and Being," Phenomenology+Pedagogy, 5(No. 1, 1987), 35-50., Francine H. Hultgren

Annotation: Reports a phenomenological study of what it means to be a student teacher.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Conceptions of Teaching, Teacher Education

 

Hultgren, Francine H., and Donna L. Comer, eds., Alternative Modes of Inquiry in Home Economics Education , 1989 Yearbook of Home Economics Educators Association. Manchester, MO: Glencoe Publishing, 1989., Francine H. Hultgren and Donna L. Comer

Annotation: Discusses three modes of inquiry--empirical/analytic science, interpretive science, and critical science--and their interrelationships.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation, Home Economics

 

Hunkins, Francis P., "Building Curriculum: Influences and Mechanisms," pp. 83-129 in O. L. Davis, Jr., ed., Perspectives on Curriculum Development: 1776-1976 . Washington, DC: Association for Supervision and Curriculum Development, 1976., Francis P. Hunkins

Annotation: Discusses some of the influences on curriculum development historically (as well as the experience of minorities and women) and some of the emergent mechanisms of curriculum development.

Broad Topical Focus: Curriculum Contexts and Societal Influences,Curriculum Policies and Policy Making,Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum History

 

Hunkins, Francis P., and Patricia A. Hammill, "Beyond Tyler and Taba: Reconceptualizing the Curriculum Process," Peabody Journal of Education, 69(Spring, 1994), 4-18., Francis P. Hunkins and Patricia A. Hammill

Annotation: Sums up the contributions of Bobbitt, Tyler, Taba, Doll, and others in relation to postmodern thought.

Broad Topical Focus: Curriculum Theorists, Curriculum Development, Organization, Design, 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

 

Hunter, John E., and Frank L. Schmidt, Methods of Meta-Analysis: Correcting Error and Bias in Research Findings . Newbury Park, CA: Sage, 1990., John E. Hunter and Frank L. Schmidt

Annotation: Provides techniques for doing meta-analysis of correlational and experimental studies and discusses related issues.

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

 

Hunter, John E., Frank L. Schmidt, and Gregg B. Jackson, Meta-Analysis: Cumulating Research Findings Across Studies . Beverly Hills, CA: Sage, 1982., John E. Hunter, Frank L. Schmidt, and Gregg B. Jackson

Annotation: Summarizes the conducting of meta-analyses.

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

 

Hurd, Paul de Hart, "Synthesis Processes in Curriculum Development," pp. 546-670 in Spencer A. Ward and Linda J. Reed, eds., Knowledge Structure and Use: Implications for Synthesis and Interpretation . Philadelphia: Temple University Press, 1983., Paul de Hart Hurd

Annotation: Summarizes procedures for creating syntheses of research in curriculum development with an example from science curriculum.

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

 

Hurren, Wanda, and Erika L. Hasebe-Ludt, eds., Contemplating Curriculum: Genealogies/Times/Places. New York: Routledge, 2014., Wanda Hurren and Erika L. Hasebe-Ludt

Annotation: Contains twenty-six essays and/or poetry in honor of Ted Tetsuo Aoki and his contributions to the field of Curriculum.

Broad Topical Focus: Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Collection of Studies
Narrow Topic: Curriculum Professors

 

Hustler, D., A. Cassidy, and E. C. Cuff, eds., Action Research in Classrooms and Schools . Winchester, MA: Allen and Unwin, 1986., D. Hustler, A. Cassidy, and E. C. Cuff

Annotation: Contains 22 articles from the United Kingdom treating issues, case studies, and two major projects.

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

 

Hyman, Ronald T., "Means-Ends Reasoning and the Curriculum," Teachers College Record, 73(February, 1972), 393-401., Ronald T. Hyman

Annotation: Critiques the Tyler rationale and discusses the need for alternatives.

Broad Topical Focus: Curriculum Decision-making Processes,Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation, Value Assumptions and Ideologies in Curriculum

 

Hyun, Eunsook, "Transforming Instruction into Pedagogy through Curriculum Negotiation," Journal of Curriculum and Pedagogy, 3(Summer, 2006), 136-164*, Eunsook Hyun

Annotation: Presents a thoroughly elucidated, carefully justified general theory of curriculum and pedagogy involving negotiation and shared ownership of curriculum; contains several elaborate diagrams that capsulize aspects of the general theory.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Enactment and Teaching, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Teaching/Learning Process, Conceptions of Teaching, Curriculum Development Strategies, Curriculum Implementation

 

Iannone, Ron, and Pat Obenauf, " A Set of Criteria for Curriculum Theorizing," Curriculum Perspectives, 4(May,1984), 61-64., Ron Iannone and Pat Obenauf

Annotation: Posits six criteria (sets of questions) on values, reality, knowledge, nature of curriculum, goals, design, objectives and processes.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses

 

Inglis, Alexander, "The Program of Studies," pp. 387-419 in his Principles of Secondary Education. Boston: Houghton Mifflin Company, 1918., Alexander Inglis

Annotation: Offers general principles underlying the secondary school curriculum; gives history of the evolution of its program of studies; addresses the problem of selection of subjects.

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: Secondary School Curriculum

 

Inglis, Fred, "Culture, Common Sense, and Curriculum Change," pp. 118-127 in Noel Entwistle, ed., Handbook of Educational Ideas and Practices . New York: Routledge, 1990.*, Fred Inglis

Annotation: Describes how particular political influences on curriculum policy making can be derived from narrative studies.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry, Aesthetic Inquiry and Curriculum Criticism
Type of Study: Single Study
Narrow Topic: Curriculum and Politics

 

Inglis, Fred, Ideology and the Imagination . London: Cambridge University Press, 1975., Fred Inglis

Annotation: Describes education for critical consciousness, and in chapter two, ideology and the curriculum.

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

 

Inglis, Fred, The Management of Ignorance: A Political Theory of the Curriculum. Oxford: Blackwell, 1985., Fred Inglis

Annotation: Critiques British curriculum ideologies of class and power; poses a political theory of curriculum.

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

 

Ingman, Benjamin C., and Christy McConnell Moroye, "Experience-Based Objectives," Educational Studies, 55(3, 2019), 346-367., Benjamin C. Ingman and Christiy McConnell Moroye

Annotation: Reviews the literature on educational objectives and highlights the value of experience-based objectives; draws on Eisner's notion of expressive objectives; explains and gives examples of experience-based objectives.

Broad Topical Focus: Curriculum Conceptions and Theories
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 and Objectives, Curriculum as Experience

 

Institute of Education Sciences and National Science Foundation, Common Guidelines for Educational Research and Development. Washington, DC: IES and NSF, August 2013. Online at: https://ies.ed.gov/pdf/CommonGuidelines.pdf, Institute of Education Sciences and National Science Foundation

Annotation: Describes six types of research: 1) fundamental, 2) early-stage or exploratory, 3) design and development, 4) efficacy, 5) effectiveness, and 6) scale-up -- along with their purposes, justification, methods, and outcomes; these guidelines are to assist investigators in preparing proposals to IES and NSF. A related document, Companion Guidelines on Replication and Reproducibility in Education Research (NSF, November 2018) discusses these two additional features and how research proposals should deal with them.

Broad Topical Focus: Curriulum Inquriy Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Multiple/Mixed Forms of Inquiry
Type of Study: SIngle Study
Narrow Topic: Government Role in Educational Research and Development

 

Iverson, Barbara K., and Hersholt C. Waxman, "Perspectives on Mentorship," The Journal of Curriculum Theorizing, 3(Winter, 1981), 193-201., Barbara K. Iverson and Hersholt C. Waxman

Annotation: Explores the phenomenological perspective in mentorship with data.

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

 

Iwanska, Alicja, "Praxiology and Curriculum," pp. 287-302 in John I. Goodlad and Associates, Curriculum Inquiry: The Study of Curriculum Practice. New York: McGraw-Hill, 1979., Alicja Iwanska

Annotation: Traces the content available in general sources on efficient action (and the formulation of praxiology) and notes the applicability for curriculum praxiology.

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

 

Jackson, Gregg B., "Methods for Integrative Reviews," Review of Educational Research, 50(Fall, 1980), 438-460., Gregg B. Jackson

Annotation: Examines the process of creating integrative reviews intended to infer generalizations about substantive issues from a set of studies bearing on those issues.

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

 

Jackson, Philip W. , "Conceptions of Curriculum and Curriculum Specialists," pp. 3-40 in Philip W. Jackson, ed., Handbook of Research on Curriculum. New York: Macmillan, 1992.*, Philip W. Jackson

Annotation: Reviews in depth the issues involved in variations among conceptions of both curriculum and the work of curriculum specialists; takes up definitional issues, perpectival issues, and professional issues.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Definitions, Curriculum Visions and Philosophies, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Integrative Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Status Study
Narrow Topic: Professionalization in Curriculum, Curriculum Specialists in Schools, Programs of Study in Curriculum and Instruction, Curriculum Theory Creation and Uses, Value Assumptions and Ideologies in Curriculum

 

Jackson, Philip W., "Curriculum and its Discontents," Curriculum Inquiry, 10(Summer, 1980), 159-72. Responses 172-175, 175-177., Philip W. Jackson

Annotation: Appraises a recurring theme (that the curriculum field is moribund) and responds with humor to the "discontents"; additional related articles follow.

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 Theory Creation and Uses

 

Jackson, Philip W., ed., Handbook of Research on Curriculum. New York: Macmillan, 1992., Philip W. Jackson

Annotation: Contains 34 articles covering curriculum definitions, research methods, history, policy, ideology, practice, students and special populations, and subject area overviews.

Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum Research Domains and Structure, Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Collection of Studies
Narrow Topic: Classics of Curriculum Literature

 

Jackson, Philip W., "John Dewey's Poetry" pp. 99-113 in Craig Kridel, ed., Curriculum History . Lanham, MD: University Press of America, 1989., Philip W. Jackson

Annotation: Exhibits and discusses a collection of John Dewey's poetry.

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

 

Jackson, Philip W., "John Dewey's School and Society Revisited," The Elementary School Journal, 98(May, 1998), 415-426., Philip W. Jackson

Annotation: Offers a 100th anniversary review and critique of Dewey's essays in School and Society.

Broad Topical Focus: Curriculum Development, Organization, Design, 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, Classics of Curriculum Literature

 

Jackson, Philip W., "The Functions of Educational Research," Educational Researcher, 19(October, 1990), 3-9.*, Philip W. Jackson

Annotation: Gives a critique of Cronbach and Suppes (1969), a review of newer research methods in education, and a plea for researchers to communicate with various audiences for their work.

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

 

Jacob, Evelyn, "Clarifying Qualitative Research: A Focus on Traditions," Educational Researcher, 17(January-February, 1988), 16-24.*, Evelyn Jacob

Annotation: Compares six traditions of qualitative research on five methodological 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, Comparisons Among Inquiry Modes

 

Jacob, Evelyn, "Qualitative Research Traditions: A Review," Review of Educational Research, 57(Spring, 1987), 1-50.*, Evelyn Jacob

Annotation: Reviews and compares in detail five qualitative research traditions--ecological psychology, holistic ethnography, cognitive anthropology, ethnography of communication, and symbolic interactionism. Related articles appear in 58(Summer,1988),231-250; in 59(Summer, 1989), 229-235; and in Educational Researcher, 17(January-February, 1988), 16-24.

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

 

Jacobs, Heidi Hayes, "A New Essential Curriculum for a New Time," pp. 7-17 (and 3 related articles, pp. 18-79) in Heidi Hayes Jacobs, ed., Curriculum 21: Essential Education for a Changing World. Alexandria, VA: Association for Supervision and Curriculum Development,, 2010., Heidi Hayes Jacobs

Annotation: Makes the case for upgrading the curriculum within a new vision of schools that fully utilizes current technologies; threats upgrading assessment, content, program structures, and grouping of students and of professionals; introduces 9 related essays in this book which discuss and give examples of new visions at work in schools.

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
Type of Study: Single Study
Narrow Topic: Media and Computers in Curriculum Development, Curriculum Frameworks, Content Selection and Organization, Student Assessment

 

Jalongo, Mary Renck, and Joan P. Isenberg, Teachers' Stories: From Personal Narrative to Professional Insight. San Francisco: Jossey-Bass, 1995., Mary Renck Jalongo and Joan P. Isenberg

Annotation: Presents excerpts from many teachers' narratives about their teaching and professional lives; stories are grouped by topic with some methodological guides for each; contains extensive references and samples of teachers' narratives.

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

 

Janesick, Valerie J., "Developing Grounded Theory: Reflections on a Case Study of an Architectural Design Curriculum," pp. 15-22 in William H. Schubert and Ann L. Schubert, eds., Conceptions of Curriculum Knowledge: Focus on Students and Teachers. University Park, PA: College of Education, Penn State University, 1982., Valerie J. Janesick

Annotation: Reports a study of a professor's view of his curriculum that contains both propositional and tacit knowledge; accompanied by an analysis of issues in ethnographic research.

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

 

Janesick, Valerie J., "Ethnographic Inquiry: Understanding Culture and Experience," pp. 101-119 in Edmund C. Short, ed., Forms of Curriculum Inquiry . Albany, NY: SUNY Press, 1991. *, Valerie J. Janesick

Annotation: Describes the processes of ethnographic inquiry in curriculum.

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

 

Janesick, Valerie J., "Ethnographic Research in Education: A Case Study on the Fillmore Arts Center," Educational Horizons, 63(Summer, 1985), 142-146., Valerie J. Janesick

Annotation: Reports an ethnographic study of an arts program.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Case Study
Narrow Topic: Art Education

 

Janesick, Valerie J., "Of Snakes and Circles: Making Sense of Classroom Group Process through a Case Study," Curriculum Inquiry, 12 (Summer, 1982), 161-189.*, Valerie J. Janesick

Annotation: Describes an ethnographic study of a teacher's classroom from the teacher's perspective.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Case Study
Narrow Topic: Teaching/Learning Process, Classroom Observation & Research

 

Janesick, Valerie J., Oral History for the Qualitative Researcher: Choreographing the Story. New York: Guiford Publications, 2010., Valerie J. Janesick

Annotation: Provides a vision of what doing oral history should be like and many practical techniques and examples of gathering, analyzing, and reporting oral history stories; cites many digital and other resources.

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

 

Janesick, Valerie J., Stretching Exercises for Qualitative Researchers, 2nd ed. Thousand Oaks, CA: Sage, 2004., Valerie J. Janesick

Annotation: Offers trial exercises in doing observations and interviews for qualitative research.

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

 

Jardine, David W., "On Hermeneutics: 'Over and Above our Wanting and Doing'," pp. 269-288 in Kenneth Tobin and Joe L. Kincheloe, eds., Doing Educational Research: A Handbook. Rotterdam: Sense Publishers, 2006., David W. Jardine

Annotation: Examines the purposes and uses of hermeneutics in educational research.

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

 

Jardine, David W., "On the Integrity of Things: Reflections on the 'Integrated Curriculum'," pp. 171-176 in David W. Jardine, Sharon Friesen, and Patricia Clifford, Curriculum in Abundance. Mahwah, NJ: Lawrence Erlbaum, 2006., David W. Jardine

Annotation: Provides a rationale for curriculum that reflects the integrity rather than the fragmentation of living knowledge.

Broad Topical Focus: 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 Integration

 

Jardine, David W., "'The Fecundity of the Individual Case': Considerations of the Pedagogic Heart of Interpretive Work," pp. 151-168 in David W. Jardine, Sharon Friesen, and Patricia Clifford, Curriculum in Abundance. Mahwah, NJ: Lawrence Erlbausm, 2006., David W. Jardine

Annotation: Explains the purposes and uses of interpretive (hermeneutic) forms of inquiry.

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

 

Jardine, David W., Sharon Friesen, and Patricia Clifford, Curriculum in Abundance. Mahwah, NJ: Lawrence Erlbaum, 2006., David W. Jardine, Sharon Friesen, and Patricia Clifford

Annotation: Illuminates the potential of a curriculum in abundance rather than the deadliness of the current curriculum of scarcity; in his foreword to these essays, W. F. Pinar highlights the significance of this metaphoric vision of curriculum as presented by the authors.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Visions and Philosophies, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Collection of Studies
Narrow Topic: Curriculum Aims and Objectives, Content Selection and Organization, Teaching/Learning Process

 

Jarvis, Peter, The Practitioner-Researcher: Developing Theory from Practice. San Francisco: Jossey-Bass, 1999., Peter Jarvis

Annotation: Describes practical (practitioner's) knowledge and the study of it by practitioner-researchers; addresses questions related to how this knowledge differs from and/or is related to theoretical knowledge.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teacher Research, Teacher Knowledge, Curriculum Theory Creation and Uses

 

Jenkins, David, "Business as Unusual: The 'Skills of Bargaining' Course at LBS,"pp. 343-369 in George Willis, ed., Qualitative Evaluation. Berkeley, CA: McCutchan, 1978., David Jenkins

Annotation: Presents a qualitative evaluation of a business course.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism, Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Evaluation of Instruction, Comparative Curriculum

 

Jenkins, David, "Curriculum Research," pp. 1257-1263 in Thorston Husen and T. N. Postlethwaite, eds., International Encyclopedia of Education . New York: Pergamon, 1984.*, David Jenkins

Annotation: Presents the status and trends in world-wide curriculum research in several domains.

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

 

Jenkins, David, and Bridget O'Toole, "Curriculum Evaluation, Literary Criticism, and the Paracurriculum," pp. 522-554 in George Willis, ed., Qualitative Evaluation . Berkeley, CA: McCutchan, 1978., David Jenkins and Bridget O'Toole

Annotation: Critiques the use of literary criticism in curriculum evaluation; draws parallels with illuminative evaluation.

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: Research Synthesis
Narrow Topic: Knowledge Generation, Comparative Curriculum

 

Jenkins, Sharon Billburg, "Measuring Teacher Beliefs about Curriculum Orientations Using the Modified-Curriculum Orientations Inventory," The Curriculum Journal, 20(June, 2009), 103-120., Sharon Billburg Jenkins

Annotation: Presents data on United States teachers using a modified questionnaire based on one used in a 2002 study of Hong Kong teachers; orientations derived from those in Eisner and Vallance, 1984.

Broad Topical Focus: Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Teacher Knowledge

 

Jenlink, Patrick M., "Dewey's Social Imaginary of Democratic Education," pp. 3-20 in Charles L. Lowery and Patrick M. Jenlink, eds, The Handbook of Dewey's Educational Theory and Practice. Boston: Brill Sense, 2019., Patrick M. Jenlink

Annotation: Makes evident through quotes form Dewey's writings what his view of democratic society should look like; it must involve community life, creative confronting of social problems, use of imaginative judgment, done in cooperation with all citizens; be related to a moral order, and employ the method of practical intelligence.

Broad Topical Focus: Curriculum Visions and Philosophies
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Democratic Education

 

Jennings, Bruce, "Interpretive Social Science and Policy Analysis," pp. 3-35 in Daniel Callahan and Bruce Jennings, eds., Ethics: The Social Sciences and Policy Analysis . New York: Plenum, 1983.*, Bruce Jennings

Annotation: Explains nature and methods of interpretive social science and policy analysis.

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

 

Jennings, John H., Why National Standards and Tests? Politics and the Quest for Better Schools. Thousand Oaks, CA: Sage Publications, 1998., John H. Jennings

Annotation: Provides the legislative history on national standards and testing by the U. S. Congress 1989-1997.

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

 

Jewett, Ann E., "Curriculum Theory in Physical Education," International Review of Education, 35(No. 1, 1989), 35-49.*, Ann E. Jewett

Annotation: Deals with curricular value orientation, goals, content, and change in physical education and describes the relation of general curriculum theory in physical education.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Status Study
Narrow Topic: Curriculum Theory Creation and Uses, Physical Education, Value Assumptions and Ideologies in Curriculum

 

Jickling, Bob, "A Tough Nut: A Rejoinder to Robin Barrow and to Daniel and Laurel Tanner," Interchange, 19(Summer, 1988), 64-67.*, Bob Jickling

Annotation: Responds to two respondents to his article in the same issue of Interchange on the status 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: Classics of Curriculum Literature

 

Jickling, Bob, "Paradigms in Curriculum Development: Critical Comments on the Work of Tanner and Tanner," Interchange, 19(Summer 1988), 41-49.*, Bob Jickling

Annotation: Challenges the view of Tanner and Tanner (1980) that the Tyler Rationale should be considered a paradigm for curriculum development.

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

 

Jobrack, Benerlee, Tyranny of the Textbook: An Insider Exposes How Educational Materials Undermine Reforms. Lanham, MD: Rowman & Littlefield, 2012., Benerlee Jobrack

Annotation: Describes how publishers develop and market educational materials; critiques the effectiveness and quality of such materials; conceptualizes the place of such materials in overall curriculum design and teaching; suggests procedures for evaluating and selecting the best available published curricula.

Broad Topical Focus: Curriculum Guides, Plans, Documents, Materials
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Materials Development and Evaluation, Curriculum Development Strategies, Curriculum Theory Creation and Uses

 

Johanek, Michael C., and John Puckett, "The State of Civic Education: Preparing Citizens in an Era of Accountability," pp. 130-159 in Susan Fuhrman and Marvin Lazerson, eds., The Public Schools. New York: Oxford University Press, 2005., Michael C. Johanek and John Puckett

Annotation: Summarizes current curricular activities in civic education in today's schools, the various meanings of citizenship, the outcomes of citizenship education, and how change may be attempted in these outcomes.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Social Studies, Curriculum Aims and Objectives, Citizenship Education

 

Johnsen, Egil Borre, "Amateurs Crossing Prairies of Oblivion: Textbook Writers and Textbook Research," Journal of Curriculum Studies, 26(May-June, 1994), 297-311., Egil Borre Johnsen

Annotation: Examines several aspects of textbook writing and research in Europe.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Textbooks, Comparative Curriculum, Materials Development and Evaluation

 

Johnson, Aostre N., "Diverse Perspectives on Spiritual Curriculum and Pedagogy," Journal of Curriculum and Pedagogy, 2(Winter, 2005), 30-34., Aostre N. Johnson

Annotation: Reviews themes found in spiritual, moral, and theological discourses and their implications for curriculum and pedagogy

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

 

Johnson, Aostre N., "Meditations on James Macdonald's Transcendental Developmental Ideology of Education," JCT: Journal of Curriculum Theorizing, 14(Spring, 1998), 37-43., Aostre N. Johnson

Annotation: Relates Macdonald's views with those of 13th century mystic, Rumi.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses

 

Johnson, Earl S., "Framework and Philosophy for an Integrated Curriculum," The Social Studies, 72(January/February, 1981), 4-7. Reprinted pp. 183-191 in Earl S. Johnson, The Humanistic Teachings of Earl S. Johnson . Boulder: Westview Press, 1983., Earl S. Johnson

Annotation: Identifies structure and norms for an integrated curriculum.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry,Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Integration, Content Selection and Organization

 

Johnson, Earl S., "Science, Society, and the Curriculum," School Review, 66 (Winter, 1958), 437-445. Reprinted pp. 157-165 in Earl S. Johnson, The Humanistic Teachings of Earl S. Johnson . Boulder: Westview Press, 1983., Earl S. Johnson

Annotation: Describes the relation of science and society to curriculum.

Broad Topical Focus: Curriculum Development, Organization, Design,Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry,Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Integration, Liberal Education/General Education, Science

 

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