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Rosenthal, Robert, Meta-Analytic Procedures for Social Science Research . Beverly Hills, CA: Sage, 1984., Robert Rosenthal

Annotation: Presents a formal treatment of procedures for doing meta-analysis of social science research.

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

 

Ross, Alistair, Curriculum: Construction and Critique. London: The Falmer Press, 2000., Alistair Curriculum: Ross

Annotation: Traces the history, parameters, and polticial constraints within which arguments over curriculum have taken place in England.

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

 

Ross, Dorene D., "Action Research for Preservice Teachers: A Description of Why and How," Peabody Journal of Education, 64(Spring, 1987), 131-150., Dorene D. Ross

Annotation: Reviews the literature on the topic and on guidelines for action research in preservice teacher education.

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

 

Ross, Dorene Doerre, "An Introduction to Curriculum Criticism," Journal of Thought, 19(Summer, 1984), 47-60. Reprinted pp. 162-174 in Robert S. Sherman and Rodman B. Webb, eds., Qualitative Research in Education: Focus and Methods. Philadelphia: Falmer, 1988.*, Dorene Doerre Ross

Annotation: Reviews the process of doing aesthetic criticism in curriculum.

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

 

Ross, E. Wayne, "Institutional Constraints on Curriculum Deliberation," Journal of Curriculum and Supervision, 8(Winter,1993), 95-111.*, E. Wayne Ross

Annotation: Reports a case study of curriculum deliberation in terms of selected institutional constraints.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Deliberative Inquiry
Type of Study: Case Study
Narrow Topic: Curriculum Deliberation

 

Ross, E. Wayne, Jeffrey W. Cornett, and Gail McCutcheon, Teacher Personal Theorizing: Connecting Curriculum Practice, Theory, and Research. Albany, NY: SUNY Press, 1992., E. Wayne Ross, Jeffrey W. Cornett, and Gail McCutcheon

Annotation: Examines the relation between teacher theorizing and teacher practice.

Broad Topical Focus: Curriculum Enactment and Teaching, Relation of Curriculum Research to Practice, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry, Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Conceptions of Teaching, Teacher Knowledge, Teacher Planning

 

Ross, E. Wayne, and Lynne M. Hannay, "Towards a Critical Theory of Reflective Inquiry," Journal of Teacher Education, 37(July-August, 1986), 9-15., E. Wayne Ross and Lynne M. Hannay

Annotation: Advocates a laboratory approach where practices can be modeled, experienced, and reflected upon.

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: Teacher Education, Conceptions of Teaching

 

Rossi, Peter H., "Assessing Organizational Capacity for Educational R & D in an Academic Institution," Educational Researcher, 5(April, 1976), 3-10., Peter H. Rossi

Annotation: Explains a variety of issues related to the topic with implications.

Broad Topical Focus: Curriculum Research and Inquiry-General
Source Discipline: Education
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Organization Theory, Education as a Field of Study

 

Ross, John A., "Assessing the Impact of Off-Campus Graduate Instruction on Schools," Journal of Curriculum Studies, 18(July-September, 1986), 345-346., John A. Ross

Annotation: Reports a Canadian study on the topic.

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

 

Rossman, Gretchen B., and Sharon F. Rallis, Learning in the Field: An Introduction to Qualitative Research. Thousand Oaks, CA: Sage, 1998., Gretchen B. Rossman and Sharon F. Rallis

Annotation: Describes the step-by-step process of doing qualitative research in education, with examples of descriptive, evaluative, and action 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, Qualitative Research

 

Rothberg, Donald, "Spiritual Inquiry," ReVision, 17(2,1995), 2-12, Donald Rothberg,

Annotation: Defines spiritual inquiry, explains five methods for doing it, and cites work using each method; discusses contrasts between spiritual inquiry and other kinds of inquiry.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Relgious Inquiry
Type of Study: SIngle
Narrow Topic: Knowledge Generation, Religious & Private Schooling

 

Rothman, Robert, "Laying a Common Foundation for Success," Phi Delta Kappan, 94(November,2012) 57-61., Robert Rothman

Annotation: Gives the story of the development of the Common Core Standards and the movement toward implementation by several states as of this date.

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

 

Rothman, Robert, Something in Common: The Common Core Standards and the Next Chapter in American Education. Cambridge, MA: Harvard Education Press, 2011., Robert Rothman

Annotation: Traces the origin and progression of the Common Core Standards movement and its political history over the last two decades; presents examples of the standards in reading and mathematics; gives the arguments pro and con for various stances on the standards.

Broad Topical Focus: Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Historical Inquiry
Type of Study: Status Study
Narrow Topic: Curriculum Standards and Testing, Curriculum History

 

Rowan, John, "A Dialectical Paradigm for Research," pp. 93-112 in Peter Reason and John Rowan, eds., Human Inquiry . New York: John Wiley and Sons, 1981.*, John Rowan

Annotation: Puts forth an approach to human inquiry that relies on multiple types of questions and multiple cycles of data gathering.

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

 

Rowell, Patricia M., "The Quality of Social Interaction in Curriculum Planning: Observations from a Situational Study," pp. 67-80 in Ted Aoki, Kenneth Jacknicke, and Douglas Franks, eds., Understanding Curriculum As Lived: Curriculum Canada VII. Vancouver, BC: Centre for the Study of Curriculum and Instruction, University of British Columbia, 1986., Patricia M. Rowell

Annotation: Reports a study of six aspects of social interaction in curriculum planning in a school system including the lived experience of participants.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Deliberative Inquiry, Phenomenological Inquiry, Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation

 

Rubin, Louis, "Muddy Curriculum Waters," Peabody Journal of Education, 69(Summer, 1994), 21-37., Louis Rubin

Annotation: Sums up current issues in curriculum reform having policy implications.

Broad Topical Focus: Curriculum Change, Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum

 

Rubin, Louis, "Ralph W. Tyler Remembered," Educational Leadership, 51(May, 1994), 84-85., Louis Rubin

Annotation: Explains Tyler's intellectual and personal gifts of greatness.

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

 

Rubin, Louis, "The Ralph Tyler Legacy: In Memoriam, Ralph Tyler (1902-1994)," Educational Researcher, 23(June-July, 1994), 32-33., Louis Rubin

Annotation: Points out the outstanding qualities that made Ralph Tyler's personal and professional life so valued by so many people.

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

 

Rubin, Louis J., "Ralph W. Tyler: A Remembrance," Phi Delta Kappan, 75(June, 1994), 784-785; 789., Louis J. Rubin

Annotation: Gives a tribute to Ralph W. Tyler who died February 18, 1994, at age 91+.

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

 

Rudduck, Jean, "A Case for Case Records?: A Discussion of Some Aspects of Lawrence Stenhouse's Work in Case Study Methodology," pp. 101-119 in Robert G. Burgess, ed., Strategies of Educational Research: Qualitative Methods. Philadelphia: Falmer Press, 1985., Jean Rudduck

Annotation: Sets forth a thorough treatment of the topic.

Broad Topical Focus: Curriculum Inquiry Guidelines
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

 

Rudduck, Jean, Innovation and Change: Developing Involvement and Understanding. Philadelphia, PA: Open University Press (Taylor & Francis), 1991., Jean Rudduck

Annotation: Brings together twelve previously published essays by the author that are related to curriculum change.

Broad Topical Focus: Curriculum Change
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: In-service Teacher Development, Curriculum Implementation

 

Rudduck, Jean, and David Hopkins, eds., Research as a Basis for Teaching: Readings from the Work of Lawrence Stenhouse . Portsmouth, NH: Heinemann Educational Books, 1985., Jean Rudduck and David Hopkins

Annotation: Collects excerpts from the writings of Stenhouse on curriculum research and the teacher.

Broad Topical Focus: Curriculum Theorists, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Collection of Studies
Narrow Topic: Teacher Research, Conceptions of Teaching

 

Rudolph, John L., "From World War to Woods Hole: The Use of Wartime Research Models for Curriculum Reform," Teachers College Record, 104(March, 2002), 212-241., John L. Rudolph

Annotation: Argues that government research and development techniques were used with the NSF/USOE-funded science curriculum projects of the 1950s and 1960s.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Government Role in Educational Research & Development, Science

 

Rugg, Harold, American Life and the School Curriculum: Next Steps Toward Schools of Living. Boston: Ginn and Company, 1936., Harold Rugg

Annotation: Reviews in detail the history of United States curriculum within the context of social changes; purposes a new educational program: a school of living.

Broad Topical Focus: Curriculum Theorists, Curriculum Visions and Philosophies, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Classics of Curriculum Literature, Curriculum Aims and Objectives, Curriculum History, Literature of Curriculum, Secondary School Curriculum, Curriculum Professors, Curriculum Frameworks

 

Rugg, Harold O., "A Preface to the Reconstruction of the American School Curriculum," Teachers College Record, 27(March, 1926), 600-616., Harold O. Rugg

Annotation: Makes a case for problem-oriented curriculum organization in support of a social-reconstruction purpose for curriculum.

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: Content Selection and Organization, Value Assumptions and Ideologies in Curriculum

 

Rugg, Harold O., Foundations for American Education . Yonkers-on-Hudson, NY: World Book Co., 1947., Harold O. Rugg

Annotation: Presents some of the history of progressive education.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Classics of Curriculum Literature

 

Rugg, Harold O., The Child-Centered School . Yonkers-on-Hudson, New York: World Book Co., 1928., Harold O. Rugg

Annotation: Presents a description of progessive schools.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Classics of Curriculum Literature

 

Rulcker, T., "Curriculum Reform," pp. 1248-1257 in T. Husen and T. N. Postlethwaite, eds., International Encyclopedia of Education . New York: Pergamon, 1984., T. Rulcker

Annotation: Discusses the curriculum reform system in various national contexts; reviews various models of curriculum development (RDD, democratic interaction) and problems associated with implementing curriculum reforms.

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

 

Rutkowski, David, Leslie Rutkowski, and Gjert Langfelt, "Reading Economics, Thinking Education: The Relevance--and Irrelevance--of Economic Theory for Curriculum Research," Journal of Curriculum Studies, 44(No. 2 2012), 165-192., David Rutkowski, Leslie Rutkowski, and Gjert Langfelt

Annotation: Reviews 85 published studies that examined the political, the programmatic, and the practical in relation to curriculum theory by methods of economic research.

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

 

Rutten, Kris, and Ronald Soetaert, "Revisiting the Rhetorical Curriculum," Journal of Curriculum Studies, 44(No. 6, 2012), 727-743., Kris Rutten and Ronald Soetaert

Annotation: Makes the case for inclusion of the new rhetoric in the curriculum; reviews the related literature; introduces a set of essays related to the topic appearing in the same issue of the Journal of Curriculum Studies.

Broad Topical Focus: Curriculum Policies and Policy Making, 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: Content Selection and Organization, English

 

Ruzgar, M. Emir,"On Matters that Matter in Curriculum Studies: An Interview with Ian Westbury," Journal of Curriculum Studies, 50(6, 2018), 670-684., M. Emir Ruzgar

Annotation: Gives Westbury's perspectives on the history of 1) the crisis in the curriculum field; 2) Schwab's contributions on curriculum as a field of deliberative practice;3) Didaktik; 4) liberal education vs general education; and 5) assessment within the curriculum -- includes among many insights not previously shared.

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

 

Ryan, Alan G., "Program Evaluation within the Paradigms," Knowledge: Creation, Diffusion, Utilization, 10(September, 1988), 25-47.*, Alan G. Ryan

Annotation: Analyzes systematically the differences between the empirical-analytic, the interpretive, and the critical-theoretical paradigms of program evaluation research.

Broad Topical Focus: Curriculum Evaluation,Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Evaluative Inquiry,Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

Ryan, Kevin, "The New Moral Education," Phi Delta Kappan, 68(November, 1986), 228-233.*, Kevin Ryan

Annotation: Shows how moral education has changed from the 1940s to the present.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Values in the Classroom, Curriculum as Environment, Hidden Curriculum

 

Sabar, Naama, "Curriculum Development at School Level," pp. 1267-1272 in Torsten Husen and Thomas N. Postlethwaite, eds., The International Encyclopedia of Education, 2d ed. New York: Pergamon, 1994.*, Naama Sabar

Annotation: Describes the nature and characteristics of school level curriculum development and identifies its advantages and disadvantages.

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

 

Sabar, Naama, "Curriculum Development, School Based," pp. 201-205 in Torsten Husen and Thomas N. Postlethwaite, eds., International Encyclopedia of Education, Supplement Volume One. New York: Pergamon, 1988., Naama Sabar

Annotation: Discusses the school-based curriculum development strategy and the variables involved along with its advantages and disadvantages.

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

 

Sabatier, Paul A., "Knowledge, Policy-Oriented Learning, and Policy Change," Knowledge: Creation, Diffusion, Utilization, 8(June, 1987), 649-692., Paul A. Sabatier

Annotation: Explores the dimensions of policy-making and change.

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

 

Sabia, Daniel R., Jr., and Jerald Wallulis, eds., Changing Social Science: Critical Theory and Other Critical Perspectives . Albany, NY: State University of New York Press, 1983., Daniel R. Sabia Jr. and Jerald Wallulis

Annotation: Explains aspects of critical social science in some detail.

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

 

Sadler, D. Royce, "The Origins and Functions of Evaluative Criteria," Educational Theory, 35(Summer, 1985), 285-297., D. Royce Sadler

Annotation: Analyzes several aspects of the evaluative criteria found in the 1981 Standards by the Joint Committee on Standards for Educational Evaluation.

Broad Topical Focus: Curriculum Evaluation,Curriculum Policies and Policy Making,Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

Safstrom, Carl Anders, "On the Way to a Postmodern Curriculum Theory--Moving from the Question of Unity to the Question of Difference," Studies in Philosophy and Education, 18(November, 1999), 221-233., Carl Anders Safstrom

Annotation: GIves a critique of curriculum theory related to the new sociology of education in Sweden and offers a version based on neo-pragmatic elements found in Habermas' communicative rationality; discusses the politics of difference and the differences in language requiring negotiation.

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

 

Sagarin, Stephan K., The Story of Waldorf Education in the United States: Past, Present, and Future. Great Barrington, MA: Steiner Books, 2011., Stephan K. Sagarin

Annotation: Provides a historical treatment of Waldorf Education in the United States and the incorporation (and lack thereof) of the educational ideas of Rudolf Steiner in specific schools.

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, Ethical Issues in Curriculum, Curriculum Aims and Objectives, Teaching/Learning Process, Values in the Classroom

 

Sagor, Richard, How to Conduct Collaborative Action Research. Alexandria, VA: Association for Supervision and Curriculum Development, 1993., Richard Sagor

Annotation: Describes collaboration, problem formulation, data collection and analysis, and reporting of results of action research and how to put it into action.

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

 

Sagor, Richard, The Action Research Guidebook: A Four-Step Process for Educators and School Teams. Thousand Oaks, CA: Corwin, 2005., Richard Sagor

Annotation: Gives teachers heuristic procedures and model forms for planning and data gathering in a four-step practical how-to-do-it manual; gives rationale for each step in the action research process.

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, Teacher Research

 

Sahlberg, Pasi, Finnish Lessons: What Can the World Learn from Educational Change in Finland? New York: Teachers College Press, 2011., Pasi Sahlberg

Annotation: Describes and explains the changes in and results of educational policies and practices in Finland during the last two decades; accounts for what unique features have put student achievement at or near the top of international comparisons; offers thoughts on what lessons other nations might (or perhaps should not) derive from this Finnish experience.

Broad Topical Focus: Curriculum Change, Curriculum Proposals in Coherent Form, Curriculum Policies and Policy Making, Curriculum Conceptions and Theories
Source Discipline: Education
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Comparative Curriculum, Curriculum Aims and Objectives, Freedom/Authority and Curriculum, Value Assumptions and Ideologies in Curriculum

 

Sahlberg, Pasi, "The Finnish Paradox: Public Education Within a Competitive Market Economy," pp. 110-130 in Frank Adamson, Bjorn Astrand, and Linda Darling-Hammond, eds., Global Educational Reform: How Privatization and Public Investment Influence Educational Outcomes. New York: Rutledge, 2016., Pasi Sahlberg

Annotation: Explains the features of the Finnish educational system that has been completely supported by public funds and has attained top level global status in student achievement while remaining immune to the lure of the Global Education Reform movement with its opposite features of market-mechanisms, standarization of learning, test-based accountability,and neoliberal ideology.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Comparative Curriculum, Curriculum and Politics, Freedom/Authority and Curriculum, Curriculum Standards and Testing, Democratic Education, Local Control of Schooling

 

Sanders, Donald P., "Educational Inquiry as Developmental Research," Educational Researcher, 10(March, 1981), 8-13.*, Donald P. Sanders

Annotation: Presents the elements of developmental research in education.

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

 

Sanders, Donald P., and Marian Schwab, "Schooling and the Development of Education," The Educational Forum, 45(March, 1981), 265-289.*, Donald P. Sanders and Marian Schwab

Annotation: Critiques the R & D model of curriculum development in terms of practical stumbling blocks to school improvement.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Change, Curriculum Research Domains and Structure, Curriculum Administration, Leadership, Finance, Curriculum Contexts and Societal Influences
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum

 

Sanders, Donald P., and Marian Schwab, "Science and the Educating Process," Theory into Practice, 18(December, 1979), 349-356.*, Donald P. Sanders and Marian Schwab

Annotation: Contrasts conventional scientific inquiry and the developmental research process as employed in educational inquiry.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Development as Inquiry, Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Comparisons Among Inquiry Modes

 

Sanders, James R., "Curriculum Evaluation," pp. 1185-1188 in T. Husen and T. N. Postlethwaite, eds., International Encyclopedia of Education. New York: Pergamon, 1984., James R. Sanders

Annotation: Sums up issues related to curriculum evaluation: need for, who should do it, organization for doing it, and limitations.

Broad Topical Focus: Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Program Audit/Evaluation

 

Sanders, James R., "Curriculum Evaluation Research," pp. 212-213 in Torsten Husen and Thomas N. Postlethwaite, eds., International Encyclopedia of Education. Supplement Volume One. New York: Pergamon, 1988., James R. Sanders

Annotation: Notes questions evaluation research should address, methods for doing such research, how reports can be tailored to various audiences, and needed research on the use of evaluation research.

Broad Topical Focus: Curriculum Evaluation, Defining Curriculum Research Questions, Curriculum Inquiry Guidelines, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry, Evaluative Inquiry
Type of Study: Status Study
Narrow Topic: Knowledge Generation

 

Sandlin, Jennifer A., "What Is(n't) Curriculum Studies?" Journal of Curriculum and Pedagogy, 5(WInter, 2008), 65-68., Jennifer A. Sandlin

Annotation: Contains a well elaborated statement on how the author (a professor of adult education) construes the field of curriculum studies and its purposes.

Broad Topical Focus: Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses

 

Sandlin, Jennifer A., Jake Burdick, and Trevor Norris, "Erosion and Experience: Education for Democracy in a Consumer Society," Review of Research in Education,36 (March, 2012), 139-168., Jennifer A. Sandlin, Jake Burdick, and Trevor Norris

Annotation: Explores evidence of the ideology of consumerism and commercialism at work in the schools and of the erosion of the public sphere; reviews research on these topics and on their consequences in public schooling; identifies critical practices used against these ideologies.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Curriculum Aims and Objectives, Curriculum and Politics, Value Assumptions and Ideologies in Curriculum, Democratic Education

 

Sandlin, Jennifer A., and Jennifer L. Milam, "Cultural Jamming as Curriculum: Exploring the Critical Public Pedagogy of Adbusters and Reverend Billy," pp. 131-150 in Sheri Leafgren, Brian D. Schultz, Michael P. O'Malley, Larry Johnson, Jeanne F. Brady, and Audrey M. Dentith, eds., The Articulation of Curriculum and Pedagogy for a Just Society: Advocacy, Artistry, and Activism. Troy, NY: Educator's International Press, 2007., Jennifer A. Sandlin and Jennifer L. Milam

Annotation: Describes efforts at jamming (or confronting) cultural messages in ads from a critical curriculum perspective.

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

 

Sandlin, Jennifer A., Jennifer L. Milam, and Corrine M. Wickens, " 'Spend Smart, Live Rich': Popular Pedagogy and the Construction of the 'Good Consumer' in the Popular Culture Lifestyle Magazine 'Budget Living'," Journal of Curriculum and Pedagogy, 4(Summer, 2007), 113-135., Jennifer A. Sandlin, Jennifer L. Milam, and Corrine M. Wickens

Annotation: Presents a critical media analysis of what is conveyed to readers of the magazine 'Budget Living'; addresses the not-so-hidden curriculum of consumerism.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Guides, Plans, Documents, Materials
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Discourse Analysis, Hidden Curriculum

 

Sandlin, Jennifer A., Michael P. O'Malley, and Jake Burdick, "Mapping the Complexity of Public Pedagogy Scholarship 1894-2010," Review of Educational Research, 81(September, 2011),338-375., Jennifer A. Sandlin, Michael P. O'Malley, and Jake Burdick

Annotation: Traces the meaning and use of the term "public pedagogy" in the literature; reviews studies of its use in the areas of 1) popular culture and everyday life, 2) informal institutions and public spaces, 3) cultural and political discourse, and 4) public intellectuals and social activism; makes recommendations for future research.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Literature of Curriculum, Citizenship Education, Curriculum as Experience

 

Sanger, Jack, "Awakening a Scream of Consciousness: The Critical Group in Action Research," Theory Into Practice, 29(Summer, 1990), 174-178., Jack Sanger

Annotation: Presents an example of action research by a group working on grading at CARE in East Anglia.

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

 

Santolli, Susan P., Rebecca McMahan Giles, and Edward L. Shaw, Jr., "Curriculum in the United States: A Work in Progress," pp. 360-375 in James D. Kirylo, and Ann K Nauman, eds. Curriculum Development: Perspectives from Around the World. Olney, MD: Association for Childhood Education International, 2010., Susan P. Santolli, Rebecca McMahan Giles, and Edward L. Shaw Jr.

Annotation: Discusses the major features of curriculum in the United States from colonial times to the present.

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

 

Santoro, Doris A., "'We're Not Going To Do That Because It's Not Right': Using Pedagogical Responsibility to Reframe the Doublespeak of Fidelity," Educational Theory, 66(Nos.1-2, 2016), 263-277., Doris A. Santoro

Annotation: Draws on Dewey to argue for teachers' responsibility to implement curriculum ethically, amid mandates by corporatocratic policy makers to adhere with fidelity to specific education laws or regulations.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Enactment and Teaching, Curriculum Contexts and Societal Influences, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Curriculum Implementation, Ethical Issues in Curriculum, Freedom/Authority and Curriculum, Local Control of Schooling

 

Santos, Bonaventura de Sousa, "Ecologies of Knowledge," pp. 185-211 in Bonaventura de Sousa Santos, Epistemologies of the South: Justice Against Epistemicide. New York: Rutledge, 2014., Bonaventura de Sousa Santos

Annotation: Make the case that epistemologies other than those generated by European and North American philosophers (e. g., those from the Global South) should be included in an "ecology of knowledge"; refers chiefly to non-scientific knowledges such as those based on the experience of persons and on various practice (especially of local knowledge and by subaltern groups); extensive explication of the concept is presented; offers thirteen observations as a basis for bringing about such an ecology of knowledge; the book containing this chapter discusses the concept of cognitive justice and its implications world-wide.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Contexts and Societal Influences
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry, Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum and the Disciplines, Value Assumptions and Ideologies in Curriculum, Practical Knowledge, Knowledge Utilization, Ideology and School Knowledge, Content Selection and Organization

 

Sarason, Seymour B., "Programmatic and Behavioral Regularities," pp. 569-589 in Arno A. Bellack and Herbert M. Kliebard, eds., Curriculum and Evaluation . Berkeley, CA: McCutchan, 1977., Seymour B. Sarason

Annotation: Explores the thesis that introducing change requires changing the regularities of the situation; examples are given from several subject areas and their regularities.

Broad Topical Focus: Curriculum Change, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: School Subjects

 

Sardo-Brown, Deborah, "Elementary Teachers' Perceptions of Action Research," Action in Teacher Education, 14(Summer, 1992), 55-59., Deborah Sardo-Brown

Annotation: Describes action research studies of nine elementary teachers and these teachers' perceptions of the classroom research process.

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, Classroom Observation & Research, Teacher Research

 

Sarid, Ariel, "Rethinking the Modernist Curriculum with Habermas's Concept of Self-Critical Appropriation,"Journal of Curriculum Studies, 49(Issue 4, 2017),456-475., Ariel Sarid

Annotation: Analyzes the issue of disciplinary and interdisciplinary subjects in the curriculum by reference to some studies from UK, France, and Finland in light of Habermas's position; concludes that a balanced curriculum is desirable.

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

 

Saunders, M. S., "Locality and the Curriculum: Towards a Positive Critique," Comparative Education, 15(No. 2, 1979), 217-230., M. S. Saunders

Annotation: Describes how curriculum content can be drawn from the local community in the context of contextualized, decontextualized, and interventional frameworks.

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, Value Assumptions and Ideologies in Curriculum

 

Sawand, Daiyo and Michael T. Caley, "Dissipative Structures: New Metaphors for Becoming in Education," Educational Researcher, 14(March, 1985), 13-19., Daiyo Sawand and Michael T. Caley

Annotation: Suggests the applicability of the metaphor of turbulance (destabilization and self-reorganization) to educational processes.

Broad Topical Focus: Inquiry Language in Curriculum Research
Source Discipline: Education
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses

 

Sawyer, Richard D., "Curriculum Deliberation Over Time: A Nexus of Teacher Dilemmas, Questions, Experimentation, and Agency," Teachers College Record, 119(No. 14,2017)., Richard D. Sawyer

Annotation: Describes a qualitative study of the changes in curriculum decision-making that occurred over an eleven-year span by 24 New Jersey teachers; reports the detailed patterns found for all 24 teachers; analyzed by levels taught and by preparation type (college or alternative route); a few broad conclusions are stated across individuals as well as for individuals over time.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation, Curriculum Implementation, Teacher Planning, Teaching/Learning Process, Teacher Education

 

Saxe, David Warren, "Framing a Theory for Social Studies Foundations," Review of Educational Research, 62(Fall, 1992), 259-277., David Warren Saxe

Annotation: Establishes the origin of the social studies as a curriculum area in the United States.

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

 

Saylor, J. Galen, "Design of the Curriculum," Review of Educational Research, 24(June, 1954), 204-213., J. Galen Saylor

Annotation: Discusses the nature of curriculum design and various approaches at secondary and elementary levels; discusses the core curriculum.

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

 

Scarino, Angela, "The Australian Curriculum and Its Conceptual Bases: A Critical Analysis," pp. 19-29 in Alan Reid and Deborah Price, eds., The Australian Curriculum: Promises, Problems, and Possibilities. Canberra: Australian Curriculum Studies Associationm 2018., Angela Scarino

Annotation: Identifies a lack of conceptual bases in the Australian Curriculum for its view of learners and their life-worlds, for its view of learning, for its view of knowledge and knowing, and for its view of the curriculum as a whole.

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; Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Frameworks, Curriculum Development Strategies, Content Selection and Organization, Curriculum Theory Creation and Uses, Comparative Curriculum

 

Schaefer, Robert J., "Retrospect and Prospect," pp. 3-25 in Robert M. McClure, ed., The Curriculum: Retrospect and Prospect . The 70th Yearbook of NSSE, Part I. Chicago: The University of Chicago Press, 1971., Robert J. Schaefer

Annotation: Reviews the historical antecedents of current curriculum thought.

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

 

Schaffarzick, Jon, "Federal Curriculum Reform: A Crucible for Value Conflict," pp. 1-24 in Jon Schaffarzick and Gary Sykes, eds., Value Conflicts and Curriculum Issues: Lessons from Research and Experience . Berkeley, CA: McCutchan, 1979., Jon Schaffarzick

Annotation: Describes the rise and fall of federal curriculum reforms in the 1960s and 1970s.

Broad Topical Focus: Curriculum Change, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Government Role in Educational Research & Development

 

Schaffarzick, Jon, "How Can We Know What is Best? Procedural Alternatives in Curriculum Development," Educational Leadership, 33(May, 1976), 571-576., Jon Schaffarzick

Annotation: Analyzes procedures used and recommended by nine curriculum developers; related to the author's last chapter in Strategies for Curriculum Devlopment, 1975.

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 Development Strategies

 

Schaffarzick, Jon, "Questions and Requirements for the Comparative Study of Curriculum Development Procedures," pp. 211-256 in Jon Schaffarzick and David H. Hampson, eds., Strategies for Curriculum Development . Berkeley, CA: McCutchan, 1975., Jon Schaffarzick

Annotation: Gives an approach to comparing various ways of developing curriculum based on the work of ten authorities; includes nine common characteristics, ten types of variations, and five problem areas.

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

 

Schaffarzick, Jon, and David H. Hampson, eds., Strategies of Curriculum Development . Berkeley, CA: McCutchan, 1975., Jon Schaffarzick and David H. Hampson

Annotation: Presents 11 articles by persons involved in curriculum development projects of the 1950s and 1960s; emphasis in each article is on strategies used in developing the curriculum.

Broad Topical Focus: 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 Development Strategies, Curriculum History

 

Schaffarzick, Jon, and Gary Sykes, eds., Value Conflicts and Curriculum Issues: Lessons from Research and Experience. Berkeley: McCutchan, 1979., Jon Schaffarzick and Gary Sykes

Annotation: Contains papers presented to a 1975 NIE conference on the topic of curriculum development in the United States and summaries of discussions held (by the editors, van Geel, Boyd, Cuban, Kliebard, Tyler, Walker, Noddings).

Broad Topical Focus: Curriculum Development, Organization, Design,Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum Development Strategies, Curriculum History, Curriculum and Politics

 

Schank, Roger, Teaching Minds: How Cognitive Science Can Save Our Schools. New York: Teachers College Press, 2011., Roger Schank

Annotation: Proposes a cognitive process-based education built around 12 processes: four conceptual processes (prediction, judgment, experimentation, evaluation), four analytic processes (argument, planning, causation, judgment), and four social processes (influence, teamwork, negotiation, describing); argues against a subject-centered (knowledge) curriculum; sees online schooling as the future of education.

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: Content Selection and Organization, Curriculum Aims and Objectives, Curriculum as Experience, Media and Computers in Curriculum Development, Practical Knowledge, Criticism of Schooling

 

Scharta, Michael, ed., Qualitative Voices in Educational Research. Philadelphia: Falmer Press, 1993., Michael Scharta

Annotation: Gives examples of qualitative research studies in education where "voice" is highlighted.

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

 

Scheffler, Israel, "Human Nature and Potential (AESA R. Freeman Butts Lecture-1982)," Educational Studies, 3(Fall, 1983), 211-224., Israel Scheffler

Annotation: Describes the nautre of human potential in three constructions--a capacity notion, a predictive notion, and a decision notion.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Curriculum Potential, Psychology and Curriculum

 

Scheffler, Israel, "Justifying Curriculum Decisions," School Review, 66(Winter, 1958), 461-472. Reprinted pp. 116-125 in his Reason and Teaching. Indianapolis: Bobbs-Merrill Co., 1973. Reprinted pp. 497-505 in Arno A. Bellack and Herbert M. Kliebard, eds., Curriculum and Evaluation . Berkeley, CA: McCutchan, 1977., Israel Scheffler

Annotation: Explains the need to justify curriculum decisions and explores the bases for such decisions.

Broad Topical Focus: Curriculum Decision-making Processes,Curriculum Policies and Policy Making,Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation

 

Scheffler, Israel, "On the Education of Policymakers," Harvard Educational Review, 54(May, 1984), 152-165.*, Israel Scheffler

Annotation: Outlines reflexive awareness of presuppositions of value, culture, habit, and knowledge as basis for the education of policy makers.

Broad Topical Focus: Curriculum Policies and Policy Making, Relation of Curriculum Research to Practice
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Professionalization in Curriculum, Programs of Study in Curriculum and Instruction, Value Assumptions and Ideologies in Curriculum

 

Scheffler, Israel, "Philosophy and the Curriculum," pp. 31-41 in his Reason and Teaching . Indianapolis, IN: Bobbs-Merrill, 1973., Israel Scheffler

Annotation: Describes the analytic form of thought and related issues as they apply to various subjects in the curriculum; discusses philosophical inquiry processes as applied to education.

Broad Topical Focus: Curriculum Inquiry Guidelines,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: Single Study
Narrow Topic: Content Selection and Organization, School Subjects, Knowledge Generation

 

Scheffler, Israel, "The Practical as a Focus for Curriculum: Reflections on Schwab's View," pp. 181-197 in his Reason and Teaching . Indianapolis: Bobbs-Merrill, 1973., Israel Scheffler

Annotation: Discusses Schwab's treatment of the practical in curriculum and identifies several shortcomings in this view.

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

 

Schilling, Marie, "Knowledge and Liberal Education: A Critique of Paul Hirst," Journal of Curriculum Studies, 18(January-March, 1986), 1-16., Marie Schilling

Annotation: Provides a critique of Hirst's Knowledge and the Curriculum (1974) and argues against an epistemic base for liberal education and in favor of a virtue-oriented liberal education.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Philosophical Inquiry-Ampliative Criticism,Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Liberal Education/General Education

 

Schinkel, Anders, "Wonder and Moral Education," Educational Theory, 68(No. 1, 2018), 31-48., Anders Schinkel

Annotation: Explores the moral significance of wonder in the education of the young; distinguishes several aspects of wonder and notes those having more significance for moral education; gives reasons for identifying the content of wonder in choosing educational experiences.

Broad Topical Focus: Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry--Coneptual Analysis, Philosopical Inquiry--Ampliative Criticism
Type of Study: SIngle Study
Narrow Topic: Moral Education, Curriculum Aims and Objectives

 

Schiro, Michael Stephen, Curriculum Theory: Conflicting Visions and Enduring Concerns. Thousand Oaks, CA: Sage Publications, 2008., Michael Stephen Schiro

Annotation: Outlines four curriculum ideologies (scholar academic, social efficiency, learner-centered, and social reconstruction) and systematically illustrates and analyzes each ideology for its view of aims, knowledge, the child, learning, teaching, and evaluation; contrasts and compares the four curriculum ideologies, and provides an inventory for educators to identify their own curriculum ideologies.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Visions and Philosophies
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

 

Schmidt, William H., Andrew C. Porter, Robert E. Floden, Donald J. Freeman, and John R. Schwille, "Four Patterns of Teacher Content Decision-Making," Journal of Curriculum Studies, 19(September-October, 1987), 439-455., William H. Schmidt, Andrew C. Porter, Robert E. Floden, Donald J. Freeman, and John R. Schwille

Annotation: Reports a study of teachers' content decision-making across nine factors.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum Implementation

 

Schmidt, William H., and Richard S. Prawat, "Curriculum Coherence and National Control of Education: Issue or Non-Issue?" Journal of Curriculum Studies, 38(December, 2006), 641-658., William H. Schmidt and Richard S. Prawat

Annotation: Reports a study in 37 countries of national policy instruments designed to produce curricular consistence and coherence; results indicate that national control is not as strongly associated with these desired outcomes as functional credibilty derived from alternative policy instruments.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Comparative Curriculum, Freedom/Authority and Curriculum, Curriculum and Politics, Local Control of Schooling, Textbooks

 

Schmuck, Richard A., Practical Action Research for Change. Arlington Heights, IL: Skylight Training and Publishing, 1997., Richard A. Schmuck

Annotation: Describes the action research process and gives workbook exercises.

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

 

Schneider, Jack, From the Ivory Tower to the Schoolhouse: How Scholarship Becomes Common Knowledge in Education. Cambridge, MA: Harvard Education Press, 2014., Jack Schneider

Annotation: Describes four exemplary research ideas that found their way into educational practice and provides and analysis of why they did so (perceived significance, philosophical compatibility, occupational realism, transportability); these four were Bloom's Taxonomy, multiple intelligences, project method, direct instruction; four related ideas that did not so readily make it into practice are also discussed.

Broad Topical Focus: Relation of Curriculum Research to Practice
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Utilization, Teaching/Learning Process

 

Schneider, Jack, and Derek Gottlieb, "In Praise of Ordinary Measures: The Present Limits and Future Possibiliites of Educational Accountabillity," Educational Theory, 71(No. 4, 2021),455-473., Jack Schneider and Derek Gottlieb

Annotation: Discusses the limitations of present accounttabilty measures and argues for the use of less formal measures such as teacher observations and surveys, as well as formal tests, etc.

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

 

Schneider, Mercedes K., A Chronicle of Echoes: Who's Who in the Implosion of American Education. Charlotte, NC: Information Age Publishing, 2014., Mercedes K. Schneider

Annotation: Exposes fraud and deceit by numerous 'reform' organizations in education funded by corporate donors and politicians in efforts to privatize public education and to destroy it; thoroughly documents each organization's activities, funders, and leaders (TFA, KIPP, CCCS, ALEC, Walton Foundation, etc).

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Change
Source Discipline: Education
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Environment, Curriculum History, Freedom/Authority and Curriculum, Local Control of Schooling, Government Role in Educational Research & Development

 

Schniedewind, Nancy,"A Short History of the Ambush of Public Education," pp. 4-22 in Nancy Schniedewind and Mars Shevin, eds., Educational Courage: Resisting the Ambush of Public Education. Boston: Beacon Press, 2012., Nancy Schniedewind

Annotation: Summarizes the takeover of public education in the United States by business and technical interests.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Conceptions and Theories
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Curriculum Aims and Objectives, Curriculum Frameworks, Curriculum Standards and Testing, Democratic Education, Hidden Curriculum, Local Control of Schooling, Values in the Classroom, Teacher Planning

 

Schoenfeld, Alan H., "Looking Toward the 21st Century: Challenges of Educational Theory and Practice," Educational Researcher, 28(October, 1999), 4-14., Alan H. Schoenfeld

Annotation: Addresses the need to relate educational research with practical import ; illustrates what is being done and should be done in several areas of educational research, including curriculum and assessment.

Broad Topical Focus: Relation of Curriculum Research to Practice, Curriculum Research Domains and Structure
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Knowledge Utilization

 

Schoenfeld, Alan H., "What Doesn't Work: The Challenge and Failure of the What Works Clearinghouse to Conduct Meaningful Reviews of Studies of Mathematics Curricula," Educational Researcher, 35(March, 2006), 13-21., Alan H. Schoenfeld

Annotation: Reports the author's experience in critiquing the Clearinghouse's work in synthesizing research on mathematics curricula; draws implications about governmental ideology affecting integrity of inquiry; related articles follow.

Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum Inquiry Guidelines, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry, Integrative Inquiry, Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Government Role in Educational Research & Development, Knowledge Utilization, Value Assumptions and Ideologies in Curriculum, Mathematics

 

Schofield, Harry, "The Concept 'Curriculum'," pp. 123-148 in his The Philosophy of Education: An Introduction . London: Barnes and Noble, 1972., Harry Schofield

Annotation: Presents criteria for curriculum content and describes the influence of method and culture on curriculum.

Broad Topical Focus: Curriculum Definitions,Curriculum Conceptions and Theories,Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Content Selection and Organization

 

Schon, Donald A. The Reflective Practitioner: How Professionals Think in Action . New York: Basic Books, 1983., Donald A. Schon

Annotation: Describes various facets of reflection-in-action by practitioners in diverse fields, including education.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Research, Curriculum Deliberation, Conceptions of Teaching, Professionalization in Curriculum

 

Schon, Donald A., "The Theory of Inquiry: Dewey's Legacy to Education, Curriculum Inquiry, 22(Summer, 1992), 119-139., Donald A. Schon

Annotation: Illustrates reflection-in-action as transactional inquiry and offers an epistemology of design.

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

 

Schon, Donald A., William D. Drake, and Roy I. Miller, "Social Experimentation as Reflection-in-Action," Knowledge: Creation, Diffusion, Utilization, 6(September, 1984), 5-36., Donald A. Schon, William D. Drake, and Roy I. Miller

Annotation: Shows how programs of social experimentation are attempts at doing reflection-in-action.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Change, Curriculum Proposals in Coherent Form
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Research

 

Schoonmaker, Frances, "Curriculum Making, Models, Practices and Issues: A Knowledge Fetish?" pp. 1-33 in Lyn Corno, ed., Education Across a Century: The Centennial Volume. 100th Yearbook of the National Society for the Study of Education, Part I. Chicago: The University of Chicago Press, 2001.*, Frances Schoonmaker

Annotation: Presents an analysis of the NSSE yearbooks on curriculum and references in many others to curriculum making; the 26th Yearbook is a central volume in the analysis; offers a new question for curriculum making: what is worth knowing?

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Enactment and Teaching, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Literature of Curriculum, Classics of Curriculum Literature, Content Selection and Organization, Curriculum Development Strategies

 

Schoonmaker, Frances, Living Faithfully: The Transformation of Washington School. Charlotte, NC: Information Age Publishing, 2012., Frances Schoonmaker

Annotation: Reports the stances and deliberative processes taken by the principals, teachers, and others in transforming a failed Oklahoma school into a successful one, a conflicted school into a school with a wholesome atmosphere; extensive quotes are included from participants; interpreted with spiritual and sacred dimensions taken from philosopher Philip H. Phenix.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Elementary School Curriculum, Ethical Issues in Curriculum, Teaching/Learning Process, Value Assumptions and Ideologies in Curriculum, Supervision of Instruction, In-service Teacher Development

 

Schoonmaker, Frances, "Only Those Who See Take Off Their Shoes: Seeing the Classroom as a Spiritual Space," Teachers College Record, 111(December, 2009)., 2713-2731., Frances Schoonmaker

Annotation: Argues for recognizing classrooms as spiritual space; offers examples from the author's own experience of teaching that illustrate students experiencing awe, wonder, and other dimensions of spirituality; suggests ways teachers and teacher educators can enhance their ability to see and facilitate the spiritual aspects of classroom learning.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Religious Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Curriculum as Experience, Conceptions of Teaching, Self-Knowledge, Values in the Classroom, Value Assumptions and Ideologies in Curriculum, Hidden Curriculum, Teaching/Learning Process

 

Schrag, Francis, "Conceptions of Knowledge," pp. 268-301 in Philip W. Jackson, ed., Handbook of Research on Curriculum. New York: Macmillan,1992., Francis Schrag

Annotation: Reviews six traditions in education concerning knowledge (apprenticeship, philosophical, rhetorical, scientific, psychotherapeutic, mystical); summarizes the conceptualization, selection, and organization of knowledge in curriculum; traces attempts to distinguish kinds of knowledge; and gives an overview of critical sociology of knowledge.

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: Knowledge Generation, Value Assumptions and Ideologies in Curriculum, Philosophical Schools, Content Selection and Organization

 

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