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Polkinghorne, Donald, Methodology for the Human Sciences: Systems of Inquiry. Albany, NY: State University of New York Press, 1983., Donald Polkinghorne

Annotation: Reviews the received and pragmatic views of science followed by a treatment of systems of human action inquiry, including phenomenological and interpretive approaches.

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

 

Polkinghorne, Donald E., Narrative Knowing and the Human Sciences . Albany: State University of New York Press, 1988., Donald E. Polkinghorne

Annotation: Describes narrative knowing in history, literature, psychology, human action, and practice.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research and Inquiry-General
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and the Disciplines

 

Pollard, Andrew, Dennis Thiessen, and Ann Filer, eds., Children and Their Curriculum: The Perspectives of Primary and Elementary School Children. Bristol, PA: The Falmer Press, 1997., Andrew Pollard, Dennis Thiessen, and Ann Filer

Annotation: Contains nine studies of children's experiences of their curriculum; some chapters give attention to methodology for this type of inquiry.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum as Experience, Knowledge Generation

 

Ponder, Gerald A., "Schooling and Control: Some Interpretations of the Changing Social Function of Curriculum," pp. 139-167 in O. L. Davis, Jr., ed., Perspectives on Curriculum Development: 1776-1976 . Washington, DC: Association for Supervision and Curriculum Development, 1976., Gerald A. Ponder

Annotation: Traces changes in function exhibited by the curriculum over time; treats issues such as social control, diversity, and conformity.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum Aims and Objectives, Social Efficiency/Control, Curriculum and Politics

 

Ponder, Gerald A., "The Curriculum: Field Without a Past?" Educational Leadership, 31(February, 1974), 461-464., Gerald A. Ponder

Annotation: Discusses the need for a history of the curriculum field.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research Domains and Structure, 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: Knowledge Generation, Curriculum History

 

Ponte, Petra, and Jan Ax, "Action Research and Pedagogy as Science of the Child's Upbringing," pp. 324-335 in Susan Noffke and Bridget Somekh, eds., The Sage Handbook of Educational Action Research. Thousand Oaks, CA: Sage, 2009., Petra Ponte and Jan Ax

Annotation: Elucidates the European concept of pedagogy; distinguishes normative/dogmatic, humanistic, empirical/analytic, and critical pedagogy; notes the potential of action research for studying pedagogy.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Action Inquiry
Type of Study: Single Study
Narrow Topic: Teaching/Learning Process, Ethical Issues in Curriculum

 

Pope, Denise Clark, Doing School: How We Are Creating a Generation of Stressed Out, Materialistic, and Miseducated Students. New Haven, CT: Yale University Press, 2001., Denise Clark Pope

Annotation: Reports research on five successful California high school students and how they cope and succeed; ideals of the school are replaced by the learning of deception, hostility, and anxiety.

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 Aims and Objectives, Curriculum as Experience, Teaching/Learning Process

 

Popham, W. James, "Curriculum Control by Objectives," pp. 575-579 in Lee C. Deighton, ed., The Encyclopedia of Education, Volume 2. New York: Macmillan and Free Press, 1971., W. James Popham

Annotation: Describes the function, formulation, and types of curriculum objectives.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Status Study
Narrow Topic: Curriculum Aims and Objectives

 

Popham, W. James, "Curriculum, Instruction, and Assessment: Amiable Allies or Phoney Friends," Teachers College Record, 106(March, 2004), 417-428., W. James Popham

Annotation: Argues for close relationships among personnel dealing with curriculum, instruction, and assessment, especially in state departments of education and in universities.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design, Curriculum Evaluation, 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 Specialists in Schools, Curriculum Professors, Core Mandates, Curriculum Development Strategies, Evaluation of Instruction, Professionalization in Curriculum, Programs of Study in Curriculum and Instruction

 

Popham, W. James, "Curriculum Materials," Review of Educational Research, 39(June, 1969), 319-338., W. James Popham

Annotation: Examines research on the form, effectiveness, and evaluation of curriculum materials.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Guides, Plans, Documents, Materials
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Materials Development and Evaluation

 

Popkewitz, Thomas, "The Social Structure of School and Reform: A Case Study of IGE/S," pp. 411-441 in George Willis, ed., Qualitative Evaluation . Berkeley, CA: McCutchan, 1978., Thomas Popkewitz

Annotation: Describes effects of change processes related to the project, Individually Guided Education/Secondary.

Broad Topical Focus: Curriculum Change, Curriculum Development, Organization, Design, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry, Evaluative Inquiry, Scientific/Empirical Inquiry
Type of Study: Case Study
Narrow Topic: Curriculum Implementation

 

Popkewitz, Thomas S., "A Changing Terrain of Knowledge and Power: A Social Epistemology of Educational Research," Educational Researcher, 26(December, 1997), 18-29., Thomas S. Popkewitz

Annotation: Uses analytical and historical strategies to address the social context of educational research (space, time, and change) and its influence on the production of knowledge in the service of the democratic ideal.

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

 

Popkewitz, Thomas S., A Political Sociology of Educational Reform: Power/ Knowledge in Teaching, Teacher Education, and Research. New York: Teachers College Press, 1991., Thomas S. Popkewitz

Annotation: Devotes chapters to topics in the political sociology of education such as reform, research, teaching, teacher education, professionalism, power, knowledge.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research Domains and Structure
Source Discipline: Education
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Critical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation, Ideology and School Knowledge, Teacher Education, Curriculum and Politics

 

Popkewitz, Thomas S., "Craft and Community as Metaphors for Social Inquiry Curriculum," Educational Theory, 27(Fall, 1977), 310-321., Thomas S. Popkewitz

Annotation: Questions the assumptions of curriculum through use of social inquiry in classrooms, schools, and communities.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Social Studies

 

Popkewitz, Thomas S., "Curriculum as a Problem of Knowledge, Governing, and the Social Administration of the Soul," pp. 75-99 in Barry M. Franklin, ed., Curriculum and Consequence: Herbert M. Kliebard and the Promise of Schooling. New York: Teachers College Press, 2000., Thomas S. Popkewitz

Annotation: Traces the politics of school knowledge (subjects) as relates to school governance and freedom.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Development, Organization, Design, Curriculum Administration, Leadership, Finance
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Curriculum History, Ideology and School Knowledge, School Subjects, Freedom/Authority and Curriculum

 

Popkewitz, Thomas S., "Curriculum Study, Curriculum History, and Curriculum Theory: The Reason of Reason," Journal of Curriculum Studies, 41(June, 2009), 301-319., Thomas S. Popkewitz

Annotation: Explores the systems of reason that surround the language used within curriculum practices, policies, reforms, and research; several illustrations are given showing political commitments embedded in the language used; discusses issues involved and possible responses.

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

 

Popkewitz, Thomas S., ed., The Formation of the School Subjects: The Struggle for Creating an American Institution . Philadelphia: Falmer Press, 1987., Thomas S. Popkewitz

Annotation: Presents 11 chapters showing the ideological dimensions of the content of various subjects in the curriculum.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Collection of Studies
Narrow Topic: School Subjects, Curriculum History, Ideology and School Knowledge

 

Popkewitz, Thomas S., "Educational Evaluation as a Political Form," pp. 157-182 in his Paradigm and Ideology in Educational Research . London: Falmer Press, 1985., Thomas S. Popkewitz

Annotation: Shows how evaluation can be a rational science or can be transformed to address issues of social, philosophic, and political import.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Contexts and Societal Influences, Curriculum Evaluation
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry, Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

Popkewitz, Thomas S., "Educational Reform and the Problem of Institutional Life," Educational Researcher, 8(March, 1979), 3-8.*, Thomas S. Popkewitz

Annotation: Critques educational reform in terms of favored knowledge, students, and professional groups.

Broad Topical Focus: Curriculum Change, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Professionalization in Curriculum

 

Popkewitz, Thomas S., "Educational Reform as the Organization of Ritual: Stability as Change," Journal of Education (Boston University), 164(Winter, 1982), 5-29., Thomas S. Popkewitz

Annotation: Discusses attempts at educational reform from a critical perspective.

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

 

Popkewitz, Thomas S., "Educational Reform: Rhetoric, Ritual, and Social Interest," Educational Theory, 38 (Winter, 1988), 77-93., Thomas S. Popkewitz

Annotation: Discusses the social construction of schooling as evidenced by changes in curriculum and teaching; discusses the social distribution of knowledge and the discourses of school reform as evidence of social and political relations and interests.

Broad Topical Focus: Curriculum Policies and Policy Making,Curriculum Change,Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Critical Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Ideology and School Knowledge

 

Popkewitz, Thomas S., "Educational Research: Values and Visions of Social Order," Theory and Research in Social Education, 6(December, 1978), 20-39., Thomas S. Popkewitz

Annotation: Asserts that theory and research methods contain social and political values and can have ideological implications.

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

 

Popkewitz, Thomas S., "Knowledge and Interest in Curriculum Studies," pp. 335-354 in Thomas S. Popkewitz, ed., Critical Studies in Teacher Education: Its Folklore, Theory, and Practice . Philadelphia: Falmer, 1987.*, Thomas S. Popkewitz

Annotation: Critiques curriculum from perspective of preferred institutional knowledge and social and cultural interests.

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

 

Popkewitz, Thomas S., "Knowledge, Power, and a General Curriculum," pp. 69-93 in Ian Westbury and Alan C. Purves, eds., Cultural Literacy and the Idea of General Education , Eighty-Seventh Yearbook of the NSSE, Part II. Chicago: University of Chicago Press, 1988., Thomas S. Popkewitz

Annotation: Discusses power elements in subjects in the general education curriculum, including classroom inequities.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Ideology and School Knowledge, Liberal Education/General Education, School Subjects, Curriculum and Politics

 

Popkewitz, Thomas S., "Motion as Educational Change: The Misuse and Irrelevancy of Two Research Paradigms," pp. 129-155 in his Paradigm and Ideology in Educational Research . London: Falmer Press, 1984., Thomas S. Popkewitz

Annotation: Critiques the center-to-periphery model of change and the democratic problem-solving model of change and discusses related issues.

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, Curriculum Development Strategies, Curriculum Deliberation

 

Popkewitz, Thomas S. Paradigm and Ideology in Educational Research: Social Functions of the Intellect . Philadelphia: Falmer, 1984., Thomas S. Popkewitz

Annotation: Presents essays on various paradigms of educational research (scientific, qualitative, evaluative, etc.)

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

 

Popkewitz, Thomas S., "Paradigms in Educational Science: Different Meanings and Purpose to Theory," Journal of Education (Boston University), 162(Winter, 1980), 28-46.*, Thomas S. Popkewitz

Annotation: Compares the empirical-analytic, the symbolic science, and the critical science paradigms of educational research.

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

 

Popkewitz, Thomas S., "Soviet Pedagogic Science: Visions and Contradictions," Journal of Curriculum Studies, 16(April-June, 1984), 111-130. Rewritten for chapter three in his Paradigm & Ideology in Educational Research. London: Falmer Press, 1984., Thomas S. Popkewitz

Annotation: Describes pedagogical research in the Soviet Union and its commitments to dialectical materialism; reviews inquiry procedures in this research; describes educational psychology and didactics.

Broad Topical Focus: Relation of Curriculum Research to Practice, Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Conceptions of Teaching, Comparative Curriculum, Teaching/Learning Process, Curriculum and Politics, Teacher Education, Value Assumptions and Ideologies in Curriculum

 

Popkewitz, Thomas S., "The Formation of School Subjects and the Political Context of Schooling," pp. 1-14 in Thomas S. Popkewitz, ed., The Formation of the School Subjects: The Struggle for Creating an American Institution. Philadelphia: Falmer, 1987.*, Thomas S. Popkewitz

Annotation: Introduces the history of the creation of school subjects and the social and ideological pressures on this process.

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

 

Popkewitz, Thomas S., "The Production of Reason and Power: Curriculum History and Intellectual Traditions," Journal of Curriculum Studies, 29(March-April, 1997), 131-164., Thomas S. Popkewitz

Annotation: Discusses curriculum as systems of regulation and discipline in the historical examination of school subjects.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: School Subjects, Curriculum History, Curriculum and Politics, Ideology and School Knowledge, Content Selection and Organization

 

Popkewitz, Thomas S., "The Social Contexts of Schooling, Change, and Educational Research," Journal of Curriculum Studies, 13(July-September, 1981), 189-206., Thomas S. Popkewitz

Annotation: Considers a reform program (IGE) within its social and ideological context.

Broad Topical Focus: Curriculum Change, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Ethnographic Inquiry, Critical Inquiry
Type of Study: Case Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Ideology and School Knowledge

 

Popkewitz, Thomas S., and Lynn Fendler, Critical Theories in Education: Changing Terrains of Knowledge and Politics. New York: Routledge, 1999., Thomas S. Popkewitz and Lynn Fendler

Annotation: Explores systematically and from competing intellectual traditions the changing terrain of critical theoretical work in education.

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

 

Popkewitz, Thomas S., Allan Pitman, and Arlene Barry, "Educational Reform and Its Millenial Quality: The 1980's," Journal of Curriculum Studies, 18(July- September, 1986), 267-283.*, Thomas S. Popkewitz, Allan Pitman, and Arlene Barry

Annotation: Critiques the school reform movement of the l960s and the l980s in relation to various ideologies.

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

 

Popkewitz, Thomas S., B. Robert Tabachnick, and Kenneth M. Zeichner, "Dulling the Senses: Research in Teacher Education," Journal of Teacher Education, 30 (September-October, 1979), 52-60., Thomas S. Popkewitz, B. Robert Tabachnick, and Kenneth M. Zeichner

Annotation: Discusses the dominant research paradigm used in teacher education research, its effects and limitations, and suggests an alternative critical research stance.

Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teacher Education

 

Popp, Jerome A., "On the Autonomy of Educational Inquiry," Educational Studies, 5 (Winter, 1974-75), 197-204., Jerome A. Popp

Annotation: Advocates looking at practical educational problems using disciplinary theories to help choose variables to examine rather than to use them to generate knowledge as done traditionally in the disciplines.

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

 

Popp, Jerome A., "Paradigms in Educational Inquiry," Educational Theory, 25 (Winter, 1975), 28-39., Jerome A. Popp

Annotation: Discusses solutions to practical problems and the place of philosophical inquiry in this; urges choice among paradigms of educational inquiry.

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

 

Popp, Jerome A., "Practice and Malpractice in Philosophy of Education," Educational Studies, 9(Fall, 1978), 275-294., Jerome A. Popp

Annotation: Asks what is the point of philosophizing; distinguishes between inquiry aimed at practical and at theoretical understanding; explores the scientific and value aspects of philosophical inquiry in education.

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

 

Porro, Barbara, "Playing the School System: The Low Achiever's Game," pp. 256-274 in Elliot W. Eisner, ed., The Educational Imagination . New York: Macmillan, 1985., Barbara Porro

Annotation: Describes a strategy used by low-achieving students.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism, Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Exceptional Education

 

Portelli, John P., "Exploring the Hidden Curriculum," Journal of Curriculum Studies, 25(July-August, l993), 343-358., John P. Portelli

Annotation: Analyzes four meanings of hidden curriculum and their moral implications.

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

 

Portelli, John P., "On Defining Curriculum," Journal of Curriculum and Supervision, 2(Summer, 1987), 354-367.*, John P. Portelli

Annotation: Identifies issues in defining the concept of curriculum; reviews leading definitions of curriculum and argues against the effort to offer such definitions; urges clarification of the relationship of curriculum to other educational concepts.

Broad Topical Focus: 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

 

Porter, Andrew C., Curriculum Assessment," pp. 141-159 in Judith L. Green, Gregory Camilli, and Patricia B. Elmore, eds., Handbook of Complementary Methods in Education Research. Mahwah, NJ: Lawrence Erlbaum, 2006., Andrew C. Porter

Annotation: Discusses procedures for doing curriculum assessment.

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

 

Porter, Andrew C., "National Standards and School Improvement in the 1990s: Issues and Promise," American Journal of Education, 102(August, 1994), 42l-449., Andrew C. Porter

Annotation: Analyzes different types of standards as they are emerging from current debates on curriculum standards; also discusses several related issues.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Curriculum Standards and Testing, Curriculum and Politics, Content Selection and Organization

 

Porter, Andrew C., Douglas A. Archbald, and Alexander K. Tyree, Jr., "Reforming the Curriculum: Will Empowerment Policies Replace Control?" pp. 11-36 in Susan H. Fuhrman and Betty Malen, eds., The Politics of Curriculum and Testing: The 1990 Yearbook of the Politics of Education Association . Philadelphia: Falmer, 1991.*, Andrew C. Porter, Douglas A. Archbald, and Alexander K. Tyree Jr.

Annotation: Reports recent developments in math and social studies and analyzes the processes of policy control and teacher empowerment in these contexts.

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

 

Porter, Andrew C., John Smithson, and Eric Osthoff, "Standard Setting as a Strategy for Upgrading High School Mathematics and Science," pp. 138-166 in Richard F. Elmore and Susan H. Fuhrman, eds., The Governance of Curriculum. 1994 ASCD Yearbook. Alexandria, VA: Association for Supervision and Curriculum Development,1994., Andrew C. Porter, John Smithson, and Eric Osthoff

Annotation: Examines effects of using curriculum policy instruments such as increased graduation requirements, state curriculum frameworks, staff development, and textbook adoption requirements in six states.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Secondary School Curriculum, Mathematics, Science, Curriculum Frameworks

 

Porter, Andrew, Jennifer McMaken, Jun Hwang, and Rui Yang, "Common Core Standards: The New U. S. Intended Curriculum," Educational Researcher, 40(April, 2011), 103-116., Andrew Porter, Jennifer McMaken, Jun Hwang, and Rui Yang

Annotation: Analyzes differences between the recently developed common core standards and those currently functioning in several selected states--in mathematics and English language arts; employs an alignment by cells procedure from the Survey of Enacted Curriculum (Porter, ER, 37(7), 2002); compares content topics and cognitive demand, among other matters.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Evaluation, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Content Selection and Organization, Curriculum and Politics

 

Posner, George, "A Cognitive Science Conception of Curriculum and Instruction," Journal of Curriculum Studies, 14(October-December, 1982), 343-351.*, George Posner

Annotation: Poses the concept of curricular task as a basis for suggesting inquiry questions.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Teaching/Learning Process

 

Posner, George, "Curriculum Planning Models," pp. 1328-1334 in Torsten Husen and Thomas N. Postlethwaite, eds., The International Encyclopedia of Education, 2d ed. New York: Pergamon, 1994.*, George Posner

Annotation: Analyzes curriculum planning models as to procedural, descriptive, and conceptual features and illustrates each with examples.

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

 

Posner, George J., "Curriculum Knowledge," pp. 1223-1227 in T. Husen and T. N. Postlethwaite, eds., International Encyclopedia of Education . New York: Pergamon, 1984., George J. Posner

Annotation: Discusses knowledge as curriculum content and knowledge of curriculum development (means-end, naturalistic, epistemological, analysis of experiences and preconceptions, approaches).

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Decision-making Processes, Curriculum Conceptions and Theories, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Content Selection and Organization, Curriculum Development Strategies

 

Posner, George J., "Making Sense of Diversity: The Current State of Curriculum Research," Journal of Curriculum and Supervision, 4(Summer, 1989), 340-361.*, George J. Posner

Annotation: Differentiates 21 types of curriculum research questions that fall into six categories.

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

 

Posner, George J., "Models of Curriculum Planning," pp. 77-97 in Landon E. Beyer and Michael W. Apple, eds., The Curriculum: Problems, Politics, and Possibilities . Albany, NY: State University of New York Press, 1988. Also pp. 79-100 in their Second Edition, 1998.*, George J. Posner

Annotation: Discusses two perspectives on curriculum planning (technical production and critical) and distinguishes procedural, descriptive, conceptual, and ideological questions related to them.

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

 

Posner, George J., "The Extensiveness of Curriculum Structure: A Conceptual Scheme," Review of Educational Research, 44(Fall, 1974), 401-407., George J. Posner

Annotation: Analyzes the structure of curriculum along two dimensions--the commonality and the temporality of the relationship between curriculum elements--for the purpose of generating research questions.

Broad Topical Focus: Curriculum Conceptions and Theories,Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Scientific/Empirical Inquiry,Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Concomitant Instruction

 

Posner, George J., "The Role of Student Assessment in Curriculum Reform," Peabody Journal of Education, 69(Summer, 1994), 91-99., George J. Posner

Annotation: Sets forth the traditional belief system associated with student assessment, critiques that system, and provides an alternate belief system for authentic assessment.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Evaluation of Instruction, Value Assumptions and Ideologies in Curriculum, Student Assessment

 

Posner, George J., "The Use of Construct Validation Procedures in Curriculum Research," Curriculum Theory Network, 11(Spring, 1973), 34-46., George J. Posner

Annotation: Reports on a dissertation study of research procedures for use in evaluating constructs relevant to people, processes, and products in curriculum.

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

 

Posner, George J., "Tools for Curriculum Research and Development: Potential Contributions from Cognitive Science," Curriculum Inquiry, 8(Winter, 1978), 311-340., George J. Posner

Annotation: Explores cognitive science as an approach to research in curriculum, including use of semantic networking, content analysis, and changing conceptual states of learners.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research Domains and Structure, Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

Posner, George J., and Kenneth A. Strike, "A Categorization Scheme for Principles of Sequencing Content," Review of Educational Research, 46(Fall, 1976), 665-690.*, George J. Posner and Kenneth A. Strike

Annotation: Presents six major content sequencing principles and explores their applicability to existing schemes and for future development of curricula.

Broad Topical Focus: Curriculum Development, Organization, Design,Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Scientific/Empirical Inquiry,Theoretical/Conceptual Inquiry
Type of Study: Research Synthesis
Narrow Topic: Content Selection and Organization

 

Posner, George J., Kenneth A Strike, Peter W. Hewson, and William A. Gertzog, "Accommodation of a Scientific Conception: Toward a Theroy of Conceptual Change," Science Education, 66( April, 1982), 211-227.*, George J. Posner, Kenneth A. Strike, Peter W. Hewson, and William A. Gertzog

Annotation: Reports evidence of accommodation by students of science of various scientific conceptions.

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: Psychology and Curriculum, Teaching/Learning Process, Science

 

Posner, George V., "Curriculum Research: Domains of the Field," The Journal of Curriculum Theorizing, 1(Winter, 1979), 80-92.*, George V. Posner

Annotation: Presents and discusses nine domains of curriculum research that interrelate planning/development and teaching/learning in an input, process, output model.

Broad Topical Focus: Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

Potter, Jonathan, and Margaret Wetherell, Discourse and Social Psychology: Beyond Attitudes and Behavior. London: Sage, 1987., Jonathan Potter and Margaret Wetherell

Annotation: Presents a multi-faceted discussion of discourse analysis as a research technique.

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

 

Powell, Dave, "Moving Forward, Looking Back: Renewing the Struggle for an American Curriculum," Journal of Curriculum and Pedagogy, 8(No. 2, 2011), 136-154., Dave Powell

Annotation: Analyzes the views of Kliebard and Ravitch on American curriculum and school reform.

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

 

Poynting, Scott, "Flies and Elephants: The Common Sense of Relevance," Curriculum Perspectives, 6(October, 1986), 17-22., Scott Poynting

Annotation: Provides a critique of the relevance trend.

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: Curriculum Differentiation

 

Prado, C. G., "Educating the Self: Dewey and Foucault," pp. 174-193 in Paul Fairfield, ed., John Dewey and Continental Philosophy. Carbondale, IL: Southern Illinois University Press, 2010., C. G. Prado

Annotation: Presents a clear analysis of the similarities and differences between Dewey's and Foucault's philosophical positions: argues that Dewey goes farther down the road that both traveled.

Broad Topical Focus: Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Teaching/Learning Process, Self-Knowledge, Ethical Issues in Curriculum, Conceptions of Teaching, Character Education, Curriculum and Politics, Social Efficiency/Control, Value Assumptions and Ideologies in Curriculum

 

Prain, Vaughan, "Textualizing Your Self in Research: Some Current Challanges," Journal of Curriculum Studies, 29(January-February, 1997), 71-85., Vaughan Prain

Annotation: Explores the question of textual authority in postmodern researchers' use of self in autobiographical or first-person inquiry.

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

 

Prakash, Madhu Suri, and Leonard Joseph Waks, "Four Conceptions of Excellence," Teachers College Record, 87(Fall, 1985), 79-101., Madhu Suri Prakash and Leonard Joseph Waks

Annotation: Conceptualizes excellence as proficiency , as disciplinary initiation, as self-actualization, and as social responsibility.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Curriculum as Experience, Curriculum Standards and Testing

 

Pratt, David, "Curriculum Design as Humanistic Technology," Journal of Curriculum Studies, 19(March-April, 1987), 149-162.*, David Pratt

Annotation: Distinguishes between the humanistic and technical orientations on curriculum and urges a dialogue between the two.

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

 

Pratt, David and Edmund C. Short, "Curriculum Management," pp. 1320-1325 in Torsten Husen and Thomas N. Postlethwaite, eds., The International Encyclopedia of Education, 2d ed. New York: Pergamon, 1994.*, David Pratt and Edmund C. Short

Annotation: Covers curriculum development processes of needs assessment, planning of all elements of curriculum, structuring of the elements, installation, maintenance, and research.

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

 

Prawat, Richard S., "The Value of Ideas: Problems versus Possibilities in Learning," Educational Researcher, 22(August-September, l993), 5-16.*, Richard S. Prawat

Annotation: Reviews the idea-based social-constructivism (embedded) approach to designing curriculum and instruction.

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

 

Preston, Ralph C., and Estoy T. Reddin, "Status of the Curriculum," Review of Educational Research, 27(June, 1957), 250-261., Ralph C. Preston and Estoy T. Reddin

Annotation: Treats briefly types of curriculum organization and programs (including core curriculum and various subjects) and other related topics.

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

 

Prideaux, David, "School Based Curriculum Decision-Making in South Australia: Change of Policy or Change of Action," Curriculum Perspectives, 5(October, 1985), 7-10., David Prideaux

Annotation: Presents three ways of resolving the mismatch between policy and action with an Austrailian example.

Broad Topical Focus: Curriculum Change,Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Comparative Curriculum

 

Prideaux, David, "School-based Curriculum Development: Partial, Pardoxical, and Piecemeal," Journal of Curriculum Studies, 25(March-April,1993), 169-178.*, David Prideaux

Annotation: Shows how school-based curriculum development can be a means of central authorities controlling local decision-making in the Australian setting.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Comparative Curriculum, Local Control of Schooling

 

Priestley, Mark , et al., "Curriculum Making: A Conceptual Framing," pp. 1-27 in Mark Priestley, et al., eds., Curriculum Making in Europe: Policy and Practice Within and Across Diverse Contexts. Emerald Publishing, 2021., Mark Priestley

Annotation: Reviews scholarly work on curriculum making (levels, layers, and sites) (macro and meso) as an introduction to the book that gives examples from 9 European national educational systems.

Broad Topical Focus: Currricuum Decision-Making Processes, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Sudy
Narrow Topic: Curriculum Development Strategies, Comparative Curriculum

 

Priestley, Mark, "Whatever Happened to Curriculum Theory? Critical Realism and Curriculum Change," Pedagogy, Culture, & Society, 19(No. 2, 2011), 221-237., Mark Priestley

Annotation: Trances the recent decline in use of curriculum theory in most English-speaking countries and urges countering the current instrumentalist model of curriculum with a critical realism model related to Margaret Archer's social theory; spells out the features of such a curriculum theory and draws implications for curriculum policy-making and change.

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

 

Priestley, Mark, and Gert Biesta, eds., Reinventing the Curriculum: New Trends in Curriculum Policy and Practice. London: Bloomsbury, 2013., Mark Priestley and Gert Biesta

Annotation: Presents several writers' examination of the origins and development of Scotland's Curriculum for Excellence (2012) as well as its focus on capacities and outcomes; provides critiques of these focal elements; compares it to Australian and Unites States curricula, among others; assesses the prospect of using its approach in other settings.

Broad Topical Focus: Curriculum Develpment, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophiclal Inquiry--Ampliative Criticism; Philosophical Inquiry--Speculative Essay, Historical Inquiry, Theoretical/Conceptual Inquiry
Type of Study: Collection of Studies, Case Study
Narrow Topic: Comparative Curriculum, Curriculum Development Strategies, Curriculum History, Content Selection and Organization

 

Priestley, Mark, and Stavroula Philipou, "Curriculum Making as Social Practice: Complex Webs of Enactment," The Curriculum Journal, 29(No. 2, 2018), 151-158., Mark Priestley and Stavroula Philipou

Annotation: Introduces a set of seven reports (which follow this preview) on how curriculum is made from curriculum policies in seven settings (Australia, Finland, United Kingdom, Scotland, Cyprus, Canada, Estonia); these studies illustrate curriculum-making at national, local, and classroom levels and utilize various forms of research; they introduce concepts and strategies such as policy actors, shared sense-making, enactment with freedom, curriculum brokers, teacher agency, effect of local circumstances; as background, this introduction reports the state of curriculum-making as revealed in the literature of the field; the seven papers were first presented in a 2017 European Conference on Curriculum Studies and provide a rich and varied understanding of how curriculum-making is actually done.

Broad Topical Focus: Curriculum Enactment and Teaching, Currriculum Decision-Making Processes, Curriculum Definitions, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Case Study
Narrow Topic: Curriculum Implementation, Comparative Curriculum, Curriculum Development Strategies

 

Pring, Richard, "Bloom's Taxonomy: A Philosophical Critique," Cambridge Journal of Education, 1(February, 1971), 83-91. Reprinted pp. 36-42 in Nigel Norris, ed., Curriculum and Teaching: 35 YEars of the Cambridge Journal of Eduction. New York: Routledge, 2008., Richard Pring

Annotation: Critiques false distinctions in Bloom's classifications through epistemological analysis.

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

 

Pring, Richard, "Curriculum Integration," Proceedings of the Philosophy of Education Society of Great Britain, Supplementary Issue, 5(July, 1971), 170-200. Reprinted pp. 123-149 in R. S. Peters, ed., The Philosophy of Education. Oxford: Oxford University Press, 1973., Richard Pring

Annotation: Curriculum integration is analyzed in terms of the unity of knowledge, experience, inquiry or problem-solving, and epistemological questions concerning the relationship of the disciplines.

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

 

Pring, Richard, "The Development of Curriculum Studies at the Institute of Education [University of London], pp. 195-208 in David Halpin and Paddy Walsh, eds., Educational Commonplaces: Essays to Honour Denis Lawton. London: Institute of Education, University of London, 2005., Richard Pring

Annotation: Gives the history of the initiation and development of the Department of Curriculum Studies at the University of London in 1972 with Denis Lawton at its head.

Broad Topical Focus: Curriculum Theorists, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Programs of Study in Curriculum and Instruction, Comparative Curriculum, Curriculum Professors

 

Pring, Richard, "The Language of Curriculum Analysis," pp. 54-69 in Paul Hirst, et al., The Curriculum: The Doris Lee Lectures. London: University of London, Institute of Education, 1975. Reprinted pp. 163-179 in Richard Pring, Philosophy of Education: Aims, Theory, Common Sense, and Research. New York: Continuum, 2004., Richard Pring

Annotation: Argues for curriculum theorists to ground their theoretical work in curriculum practice; analyzes the work of Hirst, Young, and Bernstein; suggests that practical matters in curriculum have elements related to practical reasoning rather than to concepts describing the curriculum itself.

Broad Topical Focus: Curriculum Conceptions and Theories, Relation of Curriculum Research to Practice, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Curriculum Professors

 

Pring, Richard, "The Language of Curriculum Analysis," pp. 54-69 in The Curriculum: The Doris Lee Lectures, 1975. London: University of London Institute of Education, 1975., Richard Pring

Annotation: Critiques the way of conceiving of curriculum planning by Hirst, following the lead of Young and Bernstein; advances some proposals for new language for curriculum.

Broad Topical Focus: Curriculum Conceptions and Theories,Inquiry Language in Curriculum Research,Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism,Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Curriculum Theory Creation and Uses

 

Pritchard, Ivor A., "Travelers and Trolls: Practitioner Research and Institutional Review Boards," Educational Researcher, 31(April, 2002), 3-13., Ivor A. Pritchard

Annotation: Discusses ethical issues related to action research with special attention given to issues confronted by Institutional Review Boards.

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

 

Proctor, Nigel, "Matching the School Curriculum and Teacher Education," Journal of Education for Teaching, 12(No. 2, 1986), 141-153., Nigel Proctor

Annotation: Provides charts on aims and designs in DES and HMI papers in England and Wales; discusses teacher education's need to match these.

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

 

Proefriedt, William A., High Expectations: The Cultural Roots of Standards Reform in American Education. New York: Teachers College Press, 2010., William A. Proefriedt

Annotation: Argues against the policies and practices of educational reformers who demand testing, high individual achievement for all, and an economic model of curriculum for national competitiveness; traces threads both for and against these views throughout American educational history; gives a close reading and balanced interpretation of our leading educators over the last 250 years.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Visions and Philosophies, Curriculum Contexts and Societal Influences
Source Discipline: Education
Mode of Inquiry in the Study: Historical Inquiry, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum History, Curriculum Aims and Objectives, Curriculum Standards and Testing, Philosophical Schools, Value Assumptions and Ideologies in Curriculum

 

Provenzo, Eugene F., Jr., The Difference Engine: Computing, Knowledge, and the Transformation of Learning. Lanham, MD: Rowman & Littlefield, 2012., Eugene F. Provenzo Jr.

Annotation: Reviews the nature of computing and related technology and its changing role in accessing and reconfiguring knowledge; provides a broad general philosophical treatment of this topic; draws implications for education in K-12 and higher education; gives introduction to language of the hypertext age and examples of a variety of current technologies.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Computers and Technology as Subjects, Teaching/Learning Process

 

Pruyn, Marc, and Luis M. Huerta-Charles, eds., Teaching Peter McLaren: Paths of Dissent. New York: Peter Lang, 2005., Marc Pruyn and Luis M. Huerta-Charles

Annotation: Presents ten essays giving McLaren's intellectual contributions and ways his ideas are used with students.

Broad Topical Focus: Curriculum Theorists, Curriculum Contexts and Societal Influences
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Collection of Studies
Narrow Topic: Curriculum Theory Creation and Uses, Value Assumptions and Ideologies in Curriculum

 

Pugh, Kevin J., and Michael M. Phillips, "Helping Students Develop an Appreciation for School Content," Theory into Practice, 50(No. 4, 2011), 285-292., Kevin J. Pugh and Michael M. Phillips

Annotation: Discusses the concept of "content appreciation" and how it can be fostered in teaching.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Conceptions of Teaching, Content Selection and Organization, Motivation, Values in the Classroom

 

Purpel, David E., "Goals 2000, The Triumph of Vulgarity, and the Legitimation of Social Justice," pp. 57-70 in David E. Purpel, Moral Outrage in Education. New York: Peter Lang, 1999., David E. Purpel

Annotation: Analyzes and critiques the language and ideology of Goals 2000 policies and procedures and offers an alternative.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Ideology and School Knowledge

 

Purpel, David E., "Holistic Education in a Prophetic Voice," pp. 109 - 131 in David E. Purpel, Moral Outrage in Education. New York: Peter Lang, 1999., David E. Purpel

Annotation: Draws the parallel between the prophetic tradition in religion and the critical function needed in relation to curriculum policies and programs.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design, Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization

 

Purpel, David E., "Moral Outrage and Education," pp. 187-207 in David E. Purpel, Moral Outrage in Education. New York: Peter Lang, 1999., David E. Purpel

Annotation: Argues that cultural and social transformation can be achieved, not by study and criticism, but by application of spirituality in education; awe, faith, ultimate meaning, commitment, confession, moral outrage, and grief.

Broad Topical Focus: Curriculum Proposals in Coherent Form
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Religious Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Ethical Issues in Curriculum, Values in the Classroom, Curriculum Aims and Objectives

 

Purpel, David E., The Moral and Spiritual Crisis in Education: A Curriculum for Justice and Compassion in Education . Granby, MA: Bergin & Garvey, 1989., David E. Purpel

Annotation: Proposes a religious and moral framework for American public education.

Broad Topical Focus: Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay,Normative Inquiry,Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Content Selection and Organization, Ethical Issues in Curriculum, Classics of Curriculum Literature

 

Purpel, David E., and Kevin Ryan, "It Comes with the Territory: The Inevitability of Moral Education in the Schools," pp. 357-365 in James R. Gress, ed., Curriculum: An Introduction to the Field. Berkeley, CA: McCutchan, 1988., David E. Purpel and Kevin Ryan

Annotation: Argues for making moral education visible in the curriculum, in the hidden curriculum, and in the school culture.

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: Hidden Curriculum, Character Education, Values in the Classroom, Content Selection and Organization

 

Pyott, Terri D., and Joshua R. Polanin, "High-Quality Meta-Analysis in a Systematic Review," Review of Educational Research, 90(1, 2020), 24-46., Terri D. Pyott and Joshua R. Polanin

Annotation: Reviews best practices for doing meta-analysis in systematic reviews of quantitative research for transparency and accountability.

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

 

Quantz, Richard A., and Terence W. O'Connor, "Writing Critical Ethnography: Dialogue, Multivoicedness and Carnival in Cultural Texts," Educational Theory, 38 (Winter, 1988), 95-109., Richard A. Quantz and Terence W. O'Connor

Annotation: Discusses issues related to doing critical ethnography drawing on work of Bakhtin.

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

 

Special Issue: Exploring Qualitative/Quantitative Research Methodologies in Education, Anthropology and Education Quarterly, 8(May, 1977)., Anthropology and Education Quarterly

Annotation: Provides the papers from a 1976 conference on the use of both methodologies in educational research.

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

 

Quinn, Molly, ed., Complexifying Curriculum Studies: Reflections on the Generative and Generous Gifts of William E. Doll, Jr. New York: Routledge, 2019, Molly Quinn

Annotation: Contains 21 essays by Doll's colleagues and students that highlight the significance of his curricular and educational ideas and of his life and personality.

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

 

Quinn, Molly, and Jim Garrison, "The Curriculum Story or the Curriculum Word? Mythos and Logos at the Crossroads of the Postmodern," JCT, 17(Fall, 2001), 125-139., Molly Quinn and Jim Garrison

Annotation: Explores the battle between vision and logic (story and word) in curriculum theory.

Broad Topical Focus: Curriculum Conceptions and Theories
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

 

Ragan, William B., and Gene D. Shepherd, "Historical Influences," pp. 9-43 in their Modern Elementary Curriculum . 4th Edition. New York: Holt, Rinehart and Winston, 1971., William B. Ragan and Gene D. Shepherd

Annotation: Summarizes historical influences on the curriculum from the colonial period to the present.

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

 

Raizen, Senta A., "Dissemination Programs at the National Institute of Education: 1974-1979," Knowledge: Creation, Diffusion, Utilization, 1(December, 1979), 259-292., Senta A. Raizen

Annotation: Describes NIE's dissemination programs.

Broad Topical Focus: Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Education
Mode of Inquiry in the Study: Historical Inquiry, Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Linkage, Knowledge Utilization, Government Role in Educational Research & Development

 

Raizen, Senta A., "Standards for Science Education," Teachers College Record, 100(Fall, 1998), 66-121., Senta A. Raizen

Annotation: Analyzes the concept of standards and its use and purposes (pp. 72-75) as a preamble to a review of the various science standards developed by AAAS, NSTA, NRC, etc.

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

 

Ramsay, Peter, "Fresh Perspectives on the School Transformation-Reproduction Debate: A Response to Anyon from the Antipodes," Curriculum Inquiry, 13(Fall, 1983), 295-320., Peter Ramsay

Annotation: Critiques the methodology used by Anyon in her study, 11(No.1, 1981), and four of her findings; indicates differences in findings from his own New Zealand study.

Broad Topical Focus: Curriculum Policies and Policy Making,Curriculum Inquiry Guidelines,Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism,Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Comparative Curriculum, Value Assumptions and Ideologies in Curriculum

 

Ratcliffe, John W., "Notions of Validity in Qualitative Research Methodology," Knowledge: Creation, Diffusion, Utilization, 5(December, 1983), 147-167., John W. Ratcliffe

Annotation: Analyzes the notions of validity in relation to methodologies of qualitative research.

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

 

Raths, James D., "Teaching Without Specific Objectives," Educational Leadership, 28(April, 1971), 714-720., James D. Raths

Annotation: Explains alternatives to specifying objectives for teaching.

Broad Topical Focus: Curriculum Development, Organization, Design,Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry,Normative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Teaching/Learning Process

 

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