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Mac an Ghaill, Mairtin, "Student Perspectices on Curriculum Innovation and Change in an English Secondary School: An Empirical Study," British Educational Research Journal, 18(No. 3, 1992), 221-234., Mairtin Mac an Ghaill

Annotation: Interviews students and teachers on their understanding of their roles in curriculum innovation.

Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Comparative Curriculum, Secondary School Curriculum

 

Macdonald, Bradley J., ed., Theory as a Prayerful Act: The Collected Essays of James B. Macdonald. New York: Peter Lang, 1995., Bradley J. Macdonald

Annotation: Collects 11 essays by James B. Macdonald in curriculum theory; contains bibliography of his writings; reviewed in JCT, Fall, 1999, p. 73.

Broad Topical Focus: Curriculum Theorists, 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: Collection of Studies
Narrow Topic: Literature of Curriculum

 

MacDonald, Frances, "The Hidden Curriculum: Its Impact on Learning," Bulletin: Canadian Society for the Study of Education, 3(January, 1975), 9-12., Frances MacDonald

Annotation: Discusses the impact of the hidden curriculum on learning.

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: Hidden Curriculum, Student Assessment

 

MacDonald, Gerald, "The Politics of Closed Curricula," British Journal of Educational Technology, 4(January, 1973), 24-40., Gerald MacDonald

Annotation: Argues that curricula can be conceived as ideology, as a description of reality, as a closed system of knowledge, and discusses the politics of closed curricula.

Broad Topical Focus: Curriculum Policies and Policy Making,Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum and the Disciplines, Curriculum and Politics

 

Macdonald, James B., "An Example of Disciplined Curriculum Thinking," Theory into Practice, 6(October, 1967), 166-171.*, James B. Macdonald

Annotation: Discusses and gives and example of curriculum theorizing as an action framework with curriculum development as one of four subsystems.

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, Value Assumptions and Ideologies in Curriculum

 

Macdonald, James B., "A Transcendental Developmental Ideology of Education," pp. 85-116 in William F. Pinar, ed., Heightened Consciousness, Cultural Revolution, and Curriculum Theory . Berkeley, CA: McCutchan, 1974. Reprinted pp. 169-198 in James R. Gress, ed., Curriculum: An Introduction to the Field. Berkeley, CA: McCutchan, 1988.*, James B. Macdonald

Annotation: Defines a transcendental developmental ideology that should underlie curriculum.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Visions and Philosophies, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Ideology and School Knowledge, Curriculum Aims and Objectives

 

Macdonald, James B., "Curriculum and Human Interests," pp. 283-298 in William Pinar, ed., Curriculum Theorizing . Berkeley, CA: McCutchan, 1975., James B. Macdonald

Annotation: Presents an interpretation of Habermas' human interests (technical, hermenuetic, and critical) and applies them to various curriculum development models and value orientations.

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

 

Macdonald, James B., "Curriculum, Consciousness, and Social Change," Foundations Studies, 5(Fall, 1978), 27-45. Reprinted in Journal of Curriculum Theorizing, 3(Winter, 1981), 143-153. Reprinted pp. 156-174 in William F. Pinar, ed., Contemporary Curriculum Discourses. Scottsdale, AZ: Gorsuch Scarisbrick,1988.*, James B. Macdonald

Annotation: Shows how a liberating perspective can permeate curriculum; presents design guidelines.

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

 

Macdonald, James B., "Curriculum Integration," pp. 590-593 in Lee C. Deighton, ed., The Encyclopedia of Education, Volume 2. New York : Macmillan & Free Press, 1971., James B. Macdonald

Annotation: Notes the values underlying curriculum integration and the reasons, types, and criticism of it.

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

 

Macdonald, James B., "Curriculum Theory," The Journal of Educational Research, 64(January, 1971), 196-200.*, James B. Macdonald

Annotation: Distinguishes knowledge-oriented statements, reality-oriented statements, and value-oriented statements in curriculum theory.

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

 

Macdonald, James B. "How Literal is Curriculum Theory?" Theory into Practice, 21 (Winter, 1982), 55-61., James B. Macdonald

Annotation: Posits and discusses the elements in theorizing curriculum and defines the functions of curriculum theory as metaphor.

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

 

Macdonald, James B., "Myths About Instruction," Educational Leadership, 22(May, 1965), 571-576; 609-617., James B. Macdonald

Annotation: Discusses six myths of instruction which have been used wrongly to prescribe instructional practices.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Teaching/Learning Process

 

Macdonald, James B., "Responsible Curriculum Development," pp. 120-134 in Elliot W. Eisner, ed., Confronting Curriculum Reform . Boston: Little, Brown, 1971.*, James B. Macdonald

Annotation: Presents a model of curriculum development that is dynamic rather than linear.

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 Development Strategies, Curriculum Aims and Objectives

 

Macdonald, James B., "The Domain of Curriculum," Journal of Curriculum and Supervision, 1(Spring, 1986), 205-214.*, James B. Macdonald

Annotation: Presents fundamental concepts and relationships that define curriculum: boundaries, units of discourse (acts and events), subsystem and ethical variables.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists, Curriculum Development, Organization, Design
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, Values in the Classroom

 

Macdonald, James B., "Theory-Practice and the Hermeneutic Circle,"The Journal of Curriculum Theorizing, 3(Summer,1981), 130-138 . Reprinted pp. 101-113 in William F. Pinar, ed., Contemporary Curriculum Discourses . Scottsdale, AZ: Gorsuch Scarisbrick, 1988.*, James B. Macdonald

Annotation: Traces the role of interpretive understanding in curriculum theory and practice.

Broad Topical Focus: Curriculum Inquiry Guidelines, Relation of Curriculum Research to Practice, Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Hermeneutic Inquiry, Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum Theory Creation and Uses

 

Macdonald, James B., "The Quality of Everyday Life in School," pp. 78-94 in James B. Macdonald and Esther Zaret, eds., Schools in Search of Meaning. Washington, DC: Association for Supervision and Curriculum Development, 1975., James B. Macdonald

Annotation: Identifies various norms that permeate schooling and contradict the work of students' gaining personal meaning (in economics, politics, and culture).

Broad Topical Focus: Curriculum Development, Organization, Design,Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry,Critical Inquiry,Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Curriculum as Environment, Value Assumptions and Ideologies in Curriculum

 

Macdonald, James B., "The School Environment as Learner Reality," Curriculum Theory Network, 4(Winter, 1969-70), 45-54.*, James B. Macdonald

Annotation: Proposes that school as environment communicates to pupils by sending messages of eliciting, shaping, and relating; sets norms of relationship.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Environment

 

Macdonald, James B., "Values Bases and Issues for Curriculum," pp. 10-21 in Alex Molnar and John A. Zahorik, eds., Curriculum Theory. Washington, DC: ASCD, 1977.*, James B. Macdonald

Annotation: Contrasts various value bases for curriculum and their implications for practice.

Broad Topical Focus: 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: Value Assumptions and Ideologies in Curriculum

 

Macdonald, James B., Dan W. Anderson, and Frank B. May, eds., Strategies of Curriculum Development: The Works of Virgil Herrick. Columbus, OH: Charles E. Merrill, 1965., James B. Macdonald, Dan W. Anderson, and Frank B. May

Annotation: Contains eleven articles written by Virgil E. Herrick on curriculum design, instruction , and research.

Broad Topical Focus: Curriculum Theorists, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum Professors, Curriculum Development Strategies, Content Selection and Organization, Classics of Curriculum Literature

 

Macdonald, James B., and Dwight Clark, "Critical Value Questions and the Analysis of Objectives and Curricula," pp. 405-412 in R. M. W. Travers, ed., Second Handbook of Research on Teaching . Chicago: Rand McNally & Co., 1973.*, James B. Macdonald and Dwight Clark

Annotation: Discusses the value-laden issues behind the formulation of curriculum objectives and behind choices in instructional materials and media; laments the lack of research on these matters.

Broad Topical Focus: Curriculum Research and Inquiry-General,Curriculum Evaluation,Curriculum Guides, Plans, Documents, Materials,Defining Curriculum Research Questions
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, Value Assumptions and Ideologies in Curriculum

 

Macdonald, James B., and David E. Purpel, "Curriculum and Planning: Visions and Metaphors," Journal of Curriculum and Supervision, 2(Winter, 1987), 178-192. Reprinted pp. 305-321 in James R. Gress, ed., Curriculum : An Introduction to the Field. Berkeley, CA: McCutchan, 1988.*, James B. Macdonald and David E. Purpel

Annotation: Proposes a platform and a model for curriculum planning.

Broad Topical Focus: Curriculum Development, Organization, Design,Curriculum Conceptions and Theories,Curriculum Proposals in Coherent Form,Curriculum Decision-making Processes,Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry,Normative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Value Assumptions and Ideologies in Curriculum

 

Macdonald, James B., and James D. Raths, "Curriculum Research: Problems, Techniques, and Prospects," Review of Educational Research, 33(June,1963), 322-329., James B. Macdonald and James D. Raths

Annotation: Examines current state of curriculum research, the problems of theory, definition of situations to be researched, design, and related issues.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research and Inquiry-General, Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation

 

Macdonald, James B., Bernice J. Wolfson, and Esther Zaret, Reschooling Society: A Conceptual Model. Washington, DC: ASCD, 1973.*, James B. Macdonald, Bernice J. Wolfson, and Esther Zaret

Annotation: Contrasts the Tyler model and the humanistic-existential model on a number of dimensions.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Proposals in Coherent Form, Curriculum Conceptions and Theories, Curriculum Definitions, Curriculum Theorists, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum

 

Macdonald, James B., and Esther Zaret, eds., Schools in Search of Meaning. Washington, DC: Association for Supervision and Curriculum Development, 1975., James B. Macdonald and Esther Zaret

Annotation: Provides a radical critique of schooling by six authors; provides a context and an agenda for action by the authors.

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

 

Macdonald, James, and Susan Colberg Macdonald, "Gender, Values, and Curriculum," The Journal of Curriculum Theorizing, 3(Winter, 1981), 299-304. Reprinted pp. 476-485 in Willam F. Pinar, ed., Contemporary Curriculum Discourses. Scottsdale, AZ: Gorsuch Scarisbrick, 1988., James Macdonald and Susan Colberg Macdonald

Annotation: Discusses sexism and the curriculum and related issues.

Broad Topical Focus: Curriculum Contexts and Societal Influences, 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

 

MacDonald, Madeleine, The Curriculum and Cultural Reproduction . Milton Keynes, England: Open University Press, 1977., Madeleine MacDonald

Annotation: Discusses issues in cultural reproduction and their relation to curriculum.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge

 

Machlup, Fritz, Knowledge: Its Creation, Distribution and Economic Significance-Vol. II: The Branches of Learning. Princeton, NJ: Princeton University Press, 1982., Fritz Machlup

Annotation: Gives a comprehensive analysis and understanding of the utilization of various branches of knowledge through the structures of higher education.

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

 

Machlup, Fritz, "Uses, Value, and Benefits of Knowledge," Knowledge: Creation, Diffusion, Utilization, 1(September, 1979), 62-81., Fritz Machlup

Annotation: Identifies various uses, benefits, and value of knowledge for research and practice.

Broad Topical Focus: Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Philosophical Inquiry-Speculative Essay
Type of Study: Research Synthesis
Narrow Topic: Knowledge Utilization

 

Macintyre Latta, Margaret, "Curricular Enactment Matters: Reorienting Education," Journal of the Canadian Association for Curriculum Studies, 10(2, 2018), 34-51., Margaret Macintyre Latta

Annotation: Calls for embodying artistic modes of meaning-making (a la Dewey and Greene); notes the kinship of this approach with indigenous ways of knowing and being.

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: Curriculum Implementation; Asthetics and Curriculum

 

Mackenzie, Gordon, "Ralph W. Tyler in Retrospect: Contributions to the Curriculum Field," Journal of Thought, 21(Spring, 1986), 53-60., Gordon Mackenzie

Annotation: Provides an assessment of Tyler's work in curriculum.

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

 

Mackenzie, Gordon N., and Clifford Bebell, "Curriculum Development," Review of Educational Research, 21(June, 1951), 227-237., Gordon N. Mackenzie and Clifford Bebell

Annotation: Discusses the relation of supervision to curriculum development; discusses trends and needed research.

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: Curriculum Development Strategies, Supervision of Instruction

 

Mackenzie, Gordon N., and Marcella R. Lawler, "Curriculum: Change and Improvement," Review of Educational Research, 18(June, 1948), 273-281., Gordon N. Mackenzie and Marcella R. Lawler

Annotation: Reviews studies on the meaning and process of curriculum change.

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

 

MacLure, Maggie, "'Clarity Bordering on Stupidity': Where's the Quality in Systemic Review," Journal of Educational Policy, 20(No. 4, 2005), 393-416. Reprinted pp. 45-70 in Bridget Somekh and Thomas A. Schwandt, eds., Knowledge Production: Research Work in Interesting Times. New York: Routledge, 2007., Maggie MacLure

Annotation: Critiques the approach to doing research reviews labeled "systematic review" that ignores nuanced reading, writing, and interpretation of all studies on a given topic and that resorts to narrow protocols of government defined "evidenced-based research."

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

 

MacPherson, Eric D., "Chaos in the Curriculum," Journal of Curriculum Studies, 27(May-June, 1995), 263-279. Commentaries in 29(January-February, 1997), 87-100; 101-103., Eric D. MacPherson

Annotation: Reviews the place of chaos theory in the curriculum.

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

 

Macpherson, Ian, Tania Asplane, Ross Brooker, and Bob Elliott, Places and Spaces for Teachers in Curriculum Leadership. Deskin West, ACT: Australian Curriculum Studies Association, 1999., Ian Macpherson, Tania Asplane, Ross Brooker, and Bob Elliott

Annotation: Reports an Australian study of various dimensions of teachers as participants in curriculum leadership; argues for their role.

Broad Topical Focus: Curriculum Development, Organization, Design,Curriculum Policies and Policy Making,Curriculum Administration, Leadership, Finance
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Survey
Narrow Topic: Comparative Curriculum, Professionalization in Curriculum, Local Control of Schooling

 

Macpherson, Ian, Bob Elliott, Ed Mickel, Pamela B. Joseph, Leanne Crosswell, and Tania Aspland, "Defining a Conversational Space for Curriculum Leadership." Journal of Curriculum and Pedagogy, 2(Winter, 2005), 119-138., Ian Macpherson, Bob Elliott, Ed Mickel, Pamela B. Joseph, Leanne Crosswell, and Tania Aspland

Annotation: Examines three discourses (cultural, moral, personal) related to transformative thought on curriculum leadership.

Broad Topical Focus: Curriculum Administration, Leadership, Finance
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Collection of Studies
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Curriculum Specialists in Schools

 

Madaus, George F., "The Influence of Testing on Curriculum," pp. 83-121 in Laurel N. Tanner, ed., Critical Issues in Curriculum. 87th Yearbook of the NSSE, Part I. Chicago: The University of Chicago Press, 1988. Reprinted pp. 73-111 in Margaret J. Early and Kenneth J. Rehage, eds., Issues in Curriculum: A Selection of Chapters from Past NSSE Yearbooks. 98th Yearbook of the NSSE, Part II. Chicago: The University of Chicago Press, 1999., George F. Madaus

Annotation: Reviews the effects of testing, especially high-stakes standardized tests, on curriculum, instruction, and students; discusses past and present issues with examples from several countries.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum Standards and Testing, Evaluation of Instruction, Student Assessment, Comparative Curriculum, Freedom/Authority and Curriculum, Local Control of Schooling, Materials Development and Evaluation

 

Madaus, George F., and Thomas Kellaghan, "Curriculum Evaluation and Assessment," pp. 119-154 in Philip W. Jackson, ed., Handbook of Research on Curriculum. New York: Macmillan, l992., George F. Madaus and Thomas Kellaghan

Annotation: Summarizes the state of evaluation and assessment in curriculum, including historical issues, issues in testing, and six major components of curriculum evaluation.

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

 

Madaus, George F., and Laura M. O'Dwyer, "A Short History of Performance Assessment: Lessons Learned," Phi Delta Kappan, 80(May, 1999), 688-695., George F. Madaus and Laura M. O'Dwyer

Annotation: Traces the history of performance assessment from 210 BC to the present.

Broad Topical Focus: Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Student Assessment, Curriculum History

 

Madaus, George, Michael Russell, and Jennifer Higgins, "Why and How Should High-Stakes Testing be Monitored?" pp. 197-221 in their The Paradoxes of High-Stakes Testing. Charlotte, NC: Information Age Publishing, 2009., George Madaus, Michael Russell, and Jennifer Higgins

Annotation: Traces efforts made to monitor the technical aspects of tests for users and policymakers; proposes an independent body to perform this oversight function and suggests eight principles to follow in creating such an ongoing institution.

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: Student Assessment, Curriculum Standards and Testing, Curriculum and Politics

 

Madda, Christina L, Richard R. Halverson, and Louis M. Gomez, "Exploring Coherence as an Organizational Resource for Carrying Out Reform Initiatives," Teachers College Record, 109(August, 2007), 1957-1979., Christina L. Madda, Richard R. Halverson, and Louis M. Gomez

Annotation: Reports on a study of how one district's program design team approached implementing a reform program to provide district-wide student performance data; attention was given to attaining design process coherence as well as instructional program coherence.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Administration, Leadership, Finance
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Implementation, Curriculum Development Strategies, Curriculum Standards and Testing

 

Madey, Doren, L., A Study of the Relationship among Educational Linker Roles and Selected Linker Functions . Ph.D. Disssertation: Duke University, 1979., Doren L. Madey

Annotation: Presents research on linker roles and linker functions in knowledge dissemination.

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

 

Madey, Doren L., "Some Benefits of Integrating Qualitative and Quantitative Methods in Program Evaluation, with Illustrations," Educational Evaluation and Policy Analysis, 4(Summer, 1982), 223-236.*, Doren L. Madey

Annotation: Describes and illustrates the use of evaluation methods that integrate quantitative and qualitative approaches.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Evaluative Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Qualitative Research, Program Audit/Evaluation

 

Magrini, James M., "Cosmopolitanism and Curriculum in a New Key," pp. 143-174 in James M. Magrini, Social Efficiency and Instrumentalism in Education: Essays in Ontology, Phenomenology, and Philosophical Hermeneutics. New York: Routledge, 2014., James M. Magrini

Annotation: Analyzes Pinar's concept of cosmopolitanism in curriculum as it relates to Aoki's philosophy of curriculum; relates their work to work of other philosophers and curriculum scholars.

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 as Experience, Curriculum Aims and Objectives

 

Magrini, James M., "Huebner's Reading of Heidegger's Fundament Ontology," pp. 112-142 in James M. Magrini, Social Efficiency and Instrumentalism in Education: Essays in Ontology, Phenomenology, and Philosophical Hermeneutics. New York: Rutledge, 2014., James M. Magrini

Annotation: Examines concepts in Huebner's 1967 essay in Theory into Practice, 6(No. 4),"Curriculum as Concern for Man's Temporality;" traces their sources in Heidegger's works; focuses on meaning--making, authentic learning, and situational design of curriculum.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Visions and Philosophies, Curriculum Theorists
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 as Experience, Curriculum Aims and Objectives, Curriculum as Environment, Content Selection and Organization

 

Magrini, James M., New Approaches to Curriculum as Phenomenological Text: Continental Philosophy and Ontological Inquiry. New York: Palgrave Macmillan, 2015., James M. Magrini

Annotation: Contains three articles with an introduction and an epilogue; analyzes a theory of curriculum grounded in ontological not metaphysical instrumentalism; treats a phenomenology of nature.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum Theory Creation and Uses

 

Magrini, James M., "Phenomenology and Curriculum Implementation: Discerning a Living Curriculum through the Analysis of Ted Aoki's Situational Praxis," Journal of Curriculum Studies, 47(No. 2, 2015) 274-299., James M. Magrini

Annotation: Discusses and interprets Aoki's phenomenological understanding of curriculum implementation, his notion of situational praxis, his embrace of the human elements of curriculum design and implementtion, and his potential influence on educational practice; contains extensive references and quotes from Aoki's writings.

Broad Topical Focus: Curriculum Theorists, Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry, Philosophical Inquiry-Speculative Essay, Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Curriculum Professors, Literature of Curriculum, Curriculum Implementation

 

Magrini, James M., "Phenomenology and Curriculum Inquiry: Understanding the Methods of Willis, Van Manen, and Heidegger," pp. 62-84 in James M. Magrini, Social Efficiency and Instrumentalism in Education: Essays in Ontology, Phenomenology, and Philosophical Hermeneutics. New York: Routledge, 2014., James M. Magrini

Annotation: Discusses the approaches to phenomenological inquiry of leading curriculum scholars in relation to Heidegger's work; gives a defense of phenomenological inquiry.

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

 

Magrini, James M., "Philosophical Hermeneutics," pp. 85-111 in James M. Magrini, Social Efficiency and Instrumentalism in Education: Essays in Ontology, Phenomenology, and Philosophical Hermeneutics. New York: Routledge, 2014., James M. Magrini

Annotation: Explores philosophical hermeneutics by reference to philosophers from Socates to Gadamer; discusses the notion of Bildung; notes the work of curriculum scholars (Huebner, Macdonald, among others) in relation to this topic.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Conceptions and Theories
Source Discipline: Education
Mode of Inquiry in the Study: Hermeneutic Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

Magrini, James M., "Socratic Resonations: At the Limit of Education," pp. 170-184 in James M. Magrini, Reconceptualizing Plato's Socrates at the Limit of Education: A Socratic Curriculum Grounded in Finite Human Transcendencies. New York: Routledge, 2017., James M. Magrini

Annotation: Pulls together implications for a possible curriculum based on his analysis (earlier in the book) of Socratic forms of dialectics-dialogues; shows how this model differs from today's knowledge-based forms of standardized education; sums up the nature of an education based on question-worthy normative assumptions and Socratic dialogue.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Curriculum as Experience, Teaching/Learning Process, Ethical Issues in Curriculum, Self-Knowledge, Values in the Classroom, Authority of Teacher

 

Mahan, James M., "Frank Observations on Innovations in Elementary Schools," Interchange, 3(Nos. 2-3, 1972), 144-160., James M. Mahan

Annotation: Gives a 36-item six-stage set of guidelines for examining the installation of curricula; makes recommendations concerning the process of curriculum change.

Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Implementation

 

Mahoney, Joseph L., Joseph A. Durlak, and Roger P. Weinberg,"an Update on Social and Emotional Learning Outcome Reserach, Phi Delta Kappan, 100(December, 2018/January,2019) 18-25., Joseph L. Mahoney, Joseph A. Durlak, and Roger P. Weinberg

Annotation: Summarizes recent meta-analyses of research in social and emotional learning; notes key findings; gives implications for research, practice, and policy.

Broad Topical Focus: Relation of Curriculum Research to Practice
Source Discipline: Education
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum as Experience, Hidden Curriculum, Psychology and Curriculum, Self-Knowledge

 

Majchrzak, Ann, Methods for Policy Research. Beverly Hills, CA: Sage, 1984., Ann Majchrzak

Annotation: Gives basic procedures for conducting policy research in the context of related issues.

Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum Inquiry Guidelines, Curriculum Policies and Policy Making
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

Malen, Betty, and Michael Knapp, "Rethinking the Multiple Perspectives Approach to Educational Policy Analysis: Implications for Policy-Practice Connections," Journal of Educational Policy, 12(October, 1997), 419-445.*, Betty Malen and Michael Knapp

Annotation: Sets forth a general framework of eight common dimensions of policy and shows how these can be analyzed from five perspectives (rational, organizational, political, symbolic, normative).

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Conceptions and Theories
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Philosophical Inquiry-Speculative Essay, Content Analysis
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum

 

Malewski, Erik, "Proliferating Curriculum," pp. 1-39 in Erick Malewski, ed., Curriculum Studies Handbook: The Next Moment. New York: Routledge, 2010., Erik Malewski

Annotation: Places the essays that follow this article in the context of their contributions to recognizing the current status of the field of curriculum studies; analyzes them and articulates a framework for viewing them on a number of dimensions; based on papers by young reconceptualist scholars given at 2006 Purdue conference and responses to them by older scholars; gives the editor's sense of the field at the current moment and where it might go in the future.

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: Status Study
Narrow Topic: Curriculum Theory Creation and Uses, Value Assumptions and Ideologies in Curriculum

 

Maling, Jillian, and Bruce Keepes, "Educational Research and Evaluation," pp. 265-285 in Elliot W. Eisner, ed., Learning and Teaching the Ways of Knowing, 84th Yearbook of the NSSE, Part II. Chicago: University of Chicago Press, 1985., Jillian Maling and Bruce Keepes

Annotation: Gives some criticisms of the dominant paradigm and notes some recent developments in its use; describes the alternative qualitative paradigm; urges training in these approaches.

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

 

Malin, Joel R., Chris Brown, and Andrew Saultz, "What We Want, Why We Want It: K-12 Educators' Evidence Use to Support thier Grant Proposals," International Journal of Educational Policy & Leadership, 15(3, 2019)., Joel R. Malin, Chris Brown, and Andrew Saultz

Annotation: Reports a study of educators' use of research in their grant proposals, the factors influencing their use of this research, and the patterns of this use.

Broad Topical Focus: Relation of Curriclum Research to Practice
Source Discipline: Education
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Utilization

 

Malin, Joel R., and Vijay Keshaorao Paralkar,"Educational Knowledge Brokerage and Mobilization: The Marshall Memo Case," International Journal of Educational Policy and Leadership, 12(No. 7, 2017), 1-20., Joel R. Malin and Vijay Keshaorao Paralkar

Annotation: Outlines a knowledge mobilization framework and uses it to analyze one case, the weekly online Marshall Memo; examines its purposes, contents, and subscribers' views; reports the types of sources included, methods of dissemination, meaningfulness to subscribers, and the nature of the entire process; also contains a good summary of the literature on knowledge brokerage, mobilization, and related topics.

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, Content Analysis
Type of Study: Case Study
Narrow Topic: Knowledge Linkage, Knowledge Utilization

 

Maloney, Carmel, "Implementing Curriculum: A Case Study," Curriculum Perspectives, 13(September, 1993), 23-32., Carmel Maloney

Annotation: Surveys 12 teachers in three Australian primary schools on their experience of innovation using CBAM.

Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Survey
Narrow Topic: Curriculum Implementation, Comparative Curriculum

 

Mann, Dale, "The Impact of IMPACT II," Teachers College Record, 84(Summer, 1983), 837-870., Dale Mann

Annotation: Assesses outcomes of this project regarding instruction and change.

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

 

Mann, Dale, "The Politics of Training Teachers in Schools," Teachers College Record, 77(February, 1976), 323-338., Dale Mann

Annotation: Reports a project to change schools through teacher change; describes the stages in the process.

Broad Topical Focus: Curriculum Change
Source Discipline: Education
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: In-service Teacher Development, Curriculum and Politics

 

Mann, John S., "A Discipline of Curriculum Theory," The School Review, 76(December, 1968), 359-378.*, John S. Mann

Annotation: Conceptualizes curriculum theory as a discipline with organizational, substantive, and syntactical structures.

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

 

Mann, John S., "Curriculum Criticism," Teachers College Record, 71(1969), 27-40. Reprinted pp. 133-148 in William F. Pinar, ed., Curriculum Theorizing . Berkeley, CA: McCutchan, 1975. Also reprinted pp. 72-90 in George Willis, ed., Qualitative Evalution . Berkeley, CA: McCutchan, 1978., John S. Mann

Annotation: Shows how the processes of aesthetic criticism can be applied to curriculum phenomena.

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

 

Mann, John S., "On Contradictions in Schools," pp. 95-115 in James B. Macdonald and Esther Zaret, eds., Schools in Search of Meaning . Washington, DC: Association for Supervision and Curriculum Development, 1975., John S. Mann

Annotation: Indicates evidence of class ideology in schooling and the effects of this controlling ideology.

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

 

Mann, John Steven, and Alex Molnar, "On Student Rights," pp. 167-174 in William Pinar, ed., Curriculum Theorizing. Berkeley, CA: McCutchan, 1975., John Steven Mann and Alex Molnar

Annotation: Expresses a view of student rights as a form of social struggle within democratic procedures.

Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Freedom/Authority and Curriculum, Democratic Education

 

Mansilla, Veronica Boix, and Howard Gardner, "Of Kinds of Disciplines and Kinds of Understanding," Phi Delta Kappan, 78 (January, 1997), 381-386. *, Veronica Boix Mansilla and Howard Gardner

Annotation: Describes what "understanding" means in history and literature and discusses implications for teaching and assessment.

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: Curriculum and the Disciplines, Content Selection and Organization, Teacher Planning

 

Mardis, Marcia A., and Ellen S. Hoffman, "Educational Digital Libraries: Platforms for Innovation and Equity," pp. 163-180 in Sharon Y. Tettegah and Richard C. Hunter, eds., Technology and Education: Issues in Administration, Policy, and Applications in K12 Schools. New York: Elsevier, 2006., Marcia A. Mardis and Ellen S. Hoffman

Annotation: Presents a state-of-the-field report on policies and practices related to the development and use of digital libraries and the content available in them to teachers and students.

Broad Topical Focus: Curriculum Guides, Plans, Documents, Materials, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Media and Computers in Curriculum Development, Content Selection and Organization

 

Marklund, S., "Curriculum History: Sweden," pp. 220-222 in Torsten Husen and Thomas N. Postlethwaite, eds., International Encyclopedia of Education. Supplement Volume One. New York: Pergamon, 1988., S. Marklund

Annotation: Traces very briefly the history of curricula in Sweden from the thirteenth century to the present.

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: Comparative Curriculum, Curriculum History

 

Marshall, Catherine, and Gretchen B. Rossman, Designing Qualitative Research, 3rd ed. Thousand Oaks, CA: Sage, 1999., Catherine Marshall and Gretchen B. Rossman

Annotation: Provides section-by-section guidance on developing a proposal for doing qualitative educational research.

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

 

Marshall, Catherine, and Gretchen B. Rossman, Designing Qualitative Research. Newbury Park, CA: Sage, 1989., Catherine Marshall and Gretchen B. Rossman

Annotation: Describes all phases of planning and conducting qualitative research.

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

 

Marshall, James, "Honors: An Educational Criticism," pp. 296-302 in Elliot W. Eisner, ed., The Educational Imagination . New York: Macmillan, 1985., James Marshall

Annotation: Describes an honors class using educational criticism.

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

 

Marshall, James D., "John Dewey and Educational Research," Journal of Research and Development in Education, 17(Spring, 1984), 66-77.*, James D. Marshall

Annotation: Examines Dewey's account of the scientific method in relation to perceptions of his method.

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

 

Marshall, J. Dan,"A Successful Voyage," Journal of Curriculum and Supervision, 9(Fall,1993), 105-111., J. Dan Marshall

Annotation: Reviews background and years of Edmund C. Short as editor of Journal of Curriculum and Supervision.

Broad Topical Focus: Curriculum Theorists, Publication Outlets for Curriculum Research and Inquiry
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History

 

Marshall, J. Dan, James T. Sears, and Donna Adair, "Small Gatherings: A Town Meeting about Democractic Theory and Practice in Curriculum Studies," pp. 25-47 in Kris Sloan and James T. Sears, eds., Democratic Curriculum Theory and Practice: Retrieving Public Spaces. Troy, NY: Educator's International Press, 2001., J. Dan Marshall, James T. Sears, and Donna Adair

Annotation: Gives a brief history of small scholarly groups in Curriculum Studies over the last 50 years, including the rationale for another conference and papers for the first Curriculum and Pedagogy Conference in 2001, to which this paper was a contribution.

Broad Topical Focus: Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: American/International Curriculum Organizations, Curriculum History

 

Marshall, J. Dan, James T. Sears, and William H. Schubert, Turning Points in Curriculum: A Contemporary American Memoir. Columbus, OH: Merrill/Prentice Hall, 2000. 2nd ed., with Louise A. Allen and Patrick A. Roberts. Pearson Education, 2007., J. Dan Marshall, James T. Sears, and William H. Schubert

Annotation: Traces the history of the curriculum field in relation to events in society in five periods: 1897 to 1946, 1947 to 1960, 1961 to 1969, 1970 to 1983, and 1984 to lately; refers to much of the major literature in curriculum in each period.

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

 

Marshall, J. Dan, Richard C. Streedan, and Paul W. Zavagno, "Curriculum Theorizing: Stories from the Ground Up," Theory into Practice, 31(Summer, 1992), 264-269., J. Dan Marshall, Richard C. Streedan, and Paul W. Zavagno

Annotation: Gives a conversation between teacher, principal, and professor about curriculum as voice and inquiry.

Broad Topical Focus: Curriculum Conceptions and Theories, Relation of Curriculum Research to Practice
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Specialists in Schools

 

Marsh, Colin, "Curriculum Theorizing," pp. 215-239 in his Curriculum: An Analytic Introduction . Sydney, Australia: Ian Nooak, 1986.*, Colin Marsh

Annotation: Reviews various approaches to and categories of curriculum theorizing (system-oriented a priorists, system-opposing a priorists, system-indifferent explorers, and system-supportive explorers).

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry, Philosophical Inquiry-Conceptual Analysis
Type of Study: Research Synthesis
Narrow Topic: Curriculum Theory Creation and Uses

 

Marsh, Colin , and Catherine Harris-Hart, "Power, Knowledge, and Curriculum Change in Australia: A Critical Perspective," pp. 291-308 in Eero Ropo and Tero Autio, eds., International Conversations on Curriculum Studies: Subject, Society, and Curriculum. Rotterdam: Sense Publishers, 2009., Colin Marsh and Catherine Harris-Hart

Annotation: Summarizes the state of curriculum change models in both the literature and in Australian curriculum-change practices; employs the concepts of curriculum junctions and disjunctions in the analysis.

Broad Topical Focus: Curriculum Change, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Comparative Curriculum, Curriculum Implementation, Organization Theory

 

Marsh, Colin, and Michael Huberman, "Disseminating Curricula: A Look from the Top Down," Journal of Curriculum Studies, 16(January-March, 1984), 53-66., Colin Marsh and Michael Huberman

Annotation: Distinguishes several models of curriculum dissemination.

Broad Topical Focus: Curriculum Conceptions and Theories,Curriculum Enactment and Teaching,Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Implementation, Curriculum Development Strategies, Knowledge Utilization

 

Marsh, Colin J., "Curriculum Implementation: An Analysis of Australian Research Studies, 1973-83," Curriculum Perspectives, 6(May, 1986), 11-21., Colin J. Marsh

Annotation: Does a review and analysis of a decade of Australian studies on curriculum implementation.

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

 

Marsh, Colin J., "Curriculum Theorizing in Australia," The Journal of Curriculum Theorizing, 7(No. 2, 1987), 7-29., Colin J. Marsh

Annotation: Identifies Australian curriculum theorists and the books published from 1919 to 1981.

Broad Topical Focus: Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Comparative Curriculum, Literature of Curriculum

 

Marsh, Colin J., "Implementation of a Curriculum Innovation in Australian Schools," Knowledge: Creation, Diffusion, Utilization, 6(September, 1984), 37-58., Colin J. Marsh

Annotation: Describes curriculum innovation projects in Australia and derives models of implementation.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Implementation, Comparative Curriculum

 

Marsh, Colin J., "Integrative Inquiry: The Research Synthesis," pp. 271-283 in Edmund C. Short, ed., Forms of Curriculum Inquiry . Albany, NY: SUNY Press, 1991.*, Colin J. Marsh

Annotation: Describes the processes of doing integrative inquiry in curriculum.

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

 

Marsh, Colin J., "Outside-In Curriculum Development: Promises and Problems," British Journal of Educational Studies, 32(February, 1984), 18-26., Colin J. Marsh

Annotation: Provides a case study of curriculum development initiated outside the local setting.

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

 

Marsh, David D., Judy B. Codding, and Associates, The New American High School. Thousand Oaks, CA: Corwin Books, 1999., David D. Marsh and Judy B. Codding

Annotation: Argues for a standards-driven curriculum for the high school resulting in a certificate of initial mastery.

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 Standards and Testing, Value Assumptions and Ideologies in Curriculum, Secondary School Curriculum

 

Marsh, David D., and Judith M. Glassick, "Knowledge Utilization in Evaluation Efforts," Knowledge: Creation, Diffusion, Utilization, 9(March, 1988), 323-341., David D. Marsh and Judith M. Glassick

Annotation: Gives reports of studies on the use of evaluation results in curriculum decision-making.

Broad Topical Focus: Critique and Utilization of Curriculum Research and Inquiry, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Evaluative Inquiry
Type of Study: Survey
Narrow Topic: Knowledge Utilization

 

Marsh, David D., and Allan R. Odden, "Implementation of the California Mathematics and Science Curriculum Frameworks," pp. 219-239 in Allan R. Odden, ed., Education Policy Implementation. Albany,NY: SUNY Press, 1991.*, David D. Marsh and Allan R. Odden

Annotation: Describes the process of implementing California frameworks in science and math and their impacts on policy.

Broad Topical Focus: Curriculum Policies and Policy Making,Curriculum Evaluation,Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Curriculum Frameworks, Mathematics, Science, Curriculum Implementation

 

Martin, David S., Philip S. Saif, and Linda Thiel, "Curriculum Development: Who Is Involved and How?" Educational Leadership, 44(December 1986-January 1987), 40-48.*, David S. Martin, Philip S. Saif, and Linda Thiel

Annotation: Reports the results of a survey of curriculum administrators to discover to what extent high level involement in curriculum development is carried out in U. S. public schools; the questionnaire used is included.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Change, Curriculum Evaluation, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Survey
Narrow Topic: Curriculum Development Strategies, Curriculum Deliberation, Curriculum Implementation

 

Martinello, Marian L., and Gillian E. Cook, "Interdisciplinary Qualities of Inquiry," The Educational Forum, 58(Fall, 1993), 36-47.*, Marian L. Martinello and Gillian E. Cook

Annotation: Examines the modes of inquiry in the literary arts, the fine and performing arts, mathematics, the natural and social sciences, and the humanities; also examines the influences on and products of inquiry.

Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum Integration

 

Martin, Jane Roland, Changing the Educational Landscape: Philosophy, Women, and Curriculum. New York: Routledge, 1994., Jane Roland Martin

Annotation: Reprints 13 essays by the author on philosophical aspects of curriculum.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Collection of Studies
Narrow Topic: Content Selection and Organization, Hidden Curriculum, Curriculum and the Disciplines, Philosophical Schools

 

Martin, Jane Roland, "Curriculum and the Mirror of Knowledge," pp. 212-227 in her Changing the Educational Landscape: Philosophy, Women, and Curriculum. New York: Routledge, 1994., Jane Roland Martin

Annotation: Takes issue with the view that curriculum needs to mirror knowledge.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum and the Disciplines, Practical Knowledge

 

Martin, Jane Roland, "Needed: A New Paradigm for Liberal Education," pp. 37-60 in Jonas F. Soltis, ed., Philosophy and Education. Eightieth Yearbook of the Society for the Study of Education, Part I. Chicago: University of Chicago Press, 1981., Jane Roland Martin

Annotation: Critiques the traditional view of knowledge in the curriculum and advocates adding emotion and action to reason and thinking.

Broad Topical Focus: Curriculum Policies and Policy Making,Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry,Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Liberal Education/General Education

 

Martin, Jane Roland, Readings in the Philosophy of Education: A Study of Curriculum . Boston: Allyn & Bacon, 1970., Jane Roland Martin

Annotation: Contains 29 reprinted articles on the logic of curriculum, on aims and objectives, on the nature of knowledge, and on subjects and subject matters.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Philosophical Inquiry-Ampliative Criticism,Normative Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum Aims and Objectives, School Subjects, Curriculum and the Disciplines, Content Selection and Organization, Knowledge Generation

 

Martin, Jane Roland, "Redefining the Educated Person: Rethinking the Significance of Gender," Educational Researcher, 15(June-July, 1986), 6-10., Jane Roland Martin

Annotation: Argues for a gender-sensitive ideal of the educated person.

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

 

Martin, Jane Roland, "The Anatomy of Subjects," Educational Theory, 27(Spring, 1977), 85-95., Jane Roland Martin

Annotation: Distinguishes between school subjects and disciplines, showing overlaps in part or wholes.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Normative Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum and the Disciplines, School Subjects

 

Martin, Jane Roland, "The Disciplines and the Curriculum," Educational Philosophy and Theory, 1(1969), 23-40. Reprinted pp. 65-86 in Jane Roland Martin, Readings in the Philosophy of Education: A Study of Curriculum. Boston: Allyn & Bacon, 1970., Jane Roland Martin

Annotation: Explains what disciplines are and how the structure of disciplines has become the basis for curriculum theory; examines arguments for and against this view.

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

 

Martin, Jane Roland, "The Love Gap in the Edcuational Text," pp. 21-34 in Daniel Liston and Jim Garrison, eds., Teaching, Learning, and Loving: Reclaiming Passion in Educational Practice. New York: RoutledgeFalmer, 2004., Jane Roland Martin

Annotation: Describes love as the object of the growth and development of children through all educational agencies of society.

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

 

Martin, Jane Roland, "There's Too Much to Teach: Cultural Wealth in an Age of Scarcity," Educational Researcher, 25(March, 1996), 4-10; 16.*, Jane Roland Martin

Annotation: Offers an analysis of the problem of cultural abundance and the problem of selection for teaching from that abundance; proposes sharing the work with other cultural institutions besides the school.

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: Content Selection and Organization

 

Martin, Jane Roland, "Two Dogmas of Curriculum," Synthese, 51(April, 1982), 5-20. Reprinted pp. 187-199 in her Changing the Educational Landscape: Philosophy, Women, and Curriculum. New York: Routledge, 1994., Jane Roland Martin

Annotation: Describes and critiques the Dogma of God-Given Subjects and the Dogma of Immutable Basics.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum and the Disciplines, Practical Knowledge

 

Martin, Jane Roland, "What Should We Do with a Hidden Curriculum When We Find One?" Curriculum Inquiry, 6(No. 2, 1976), 135-151.*, Jane Roland Martin

Annotation: Examines the implications of theorists' definitions of the hidden curriculum, further analyzes the term, and raises questions about its educational implications.

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

 

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