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Tyree, Alexander K., Jr., "Examining the Evidence: Have States Reduced Local Control of Curriculum?" Educational Evaluation and Policy Analysis, 15(Spring, 1993), 34-50.*, Alexander K. Tyree Jr.

Annotation: Analyzes four states' curriculum policies (in New York, California, Texas, Florida) on four qualities: consistency, prescriptiveness, authority, and power.

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

Tyrrell, Ronald W., "An Appraisal of the Tyler Rationale," School Review, 83(November, 1974), 151-162.*, Ronald W. Tyrrell

Annotation: Provides a supportive view of the Tyler rationale.

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

Ubbelohde, Robert Allen, "A Neo-Conservative Approach in Curriculum," pp. 22-34 in Alex Molnar and John A. Zahorik, eds., Curriculum Theory . Washington, DC: ASCD, 1977.*, Robert Allen Ubbelohde

Annotation: Identifies assumptions of a neo-conservative view of curriculum.

Broad Topical Focus: Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Philosophical Schools

Uhrmacher, P. Bruce, "The Curriculum Shadow," Curriculum Inquiry, 27(Fall, 1997), 317-329., P. Bruce Uhrmacher

Annotation: Posits a descriptor of curriculum called "curriculum shadow" that refers to what is disdained by the curriculum; illustrated with examples.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Definitions
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

Uljens, Michael, and Rose M. Ylimaki, "Non-affirmative Theory of Education and Foundation of Curriculum Studies, Didaktik, and Educational Leadership," Chapter 1, pp. 3-145 in Michael Uljens and Rose M. Ylimako, eds., Bridging Educational Leadership, Curriculum Theory, and Didaiktik: Non-affirmative Theory of Education. New York: Springer, 2017., MIcheal Uljens and Rose M. Ylimaki

Annotation: Provides an extensive exploration of the historical literature on theorizing educational leadership, curriculum, and Didaktik; makes a plea for bridging the work of all three types of theorizing; offers a non-affirmative theory of education as a framework for accomplishing this effort of bridging all three

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

Unks, Gerald, "Three Nations' Curricula: What Can We Learn from Them?" NASSP Bulletin, 76(December, 1992), 30-46.*, Gerald Unks

Annotation: Surveys subjects in the curriculum of Japan, Great Britain, and Germany, and relates this information to policy issues in U. S. curriculum

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

Unruh, Glenys, G., "Toward a Theory of Responsible Curriculum Development," pp. 277-292 in her Responsive Curriculum Development: Theory and Action . Berkeley: McCutchan, 1975., Glenys G. Unruh

Annotation: Provides a scientific curriculum theory of responsive curriculum development with a series of propositions and constructs.

Broad Topical Focus: Curriculum Conceptions and Theories
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

Urban, Wayne J., "The Graduate Education of a Black Scholar: Horace Mann Bond and the University of Chicago," pp. 72-88 in Craig Kridel, ed., Curriculum History . Lanham, MD: University Press of America, 1989., Wayne J. Urban

Annotation: A study of the experience of one student at the University of Chicago.

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

Vagle, Mark D., Crafting Phenomenological Research. Walnut Creek,CA: Left Coast Press, 2014, Mark D. Vagle

Annotation: Presents a researcher-friendly introduction to the craft of doing phenomenological research; builds on the work of philosophical luminaries as well as three contemporary methodological approaches (Giorgi 2009 descriptive, van Manen 2001 hermeneutic, Dahlberg & Dahlberg, 2008 reflective); presents the author's own post-intentional approach along with practical guidelines and examples of phenomenological writing.

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

Valenzuela, Angela, "Accountability and the Privatization Agenda," pp. 263-294 in Angela Valenzuela, ed., Leaving Children Behind: How "Texas-Style" Accountability Fails Latino Youth. Albany, NY: State University of New York Press, 2005., Angela Valenzuela

Annotation: Documents the politics of the Texas legislation on school accountability and testing in 2003, and its relation to the conservative movement supporting educational privatization and vouchers.

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

Vallance, Elizabeth, "A Deadpan Look at Humor in Curriculum Discourse (Or, the Serious Versus the Solemn in Education)," Curriculum Inquiry, 10(Summer, 1980), 179-189., Elizabeth Vallance

Annotation: Discusses the value of humor in overly serious AERA presentations.

Broad Topical Focus: Curriculum Conceptions and Theories, Inquiry Language in Curriculum Research, Publication Outlets for Curriculum Research and Inquiry
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Discourse Analysis

Vallance, Elizabeth, "Aesthetic Inquiry: Art Criticism," pp. 155-172 in Edmund C. Short, ed., Forms of Curriculum Inquiry . Albany, NY: SUNY Press, 1991.*, Elizabeth Vallance

Annotation: Describes the processes of aesthetic inquiry in curriculum.

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

Vallance, Elizabeth, "A Second Look at Conflicting Conceptions of Curriculum," Theory Into Practice, 25(Winter, 1986), 24-30., Elizabeth Vallance

Annotation: Reviews and critiques the 1973 categories of curriculum conceptions (Eisner and Vallance, 1973) and adds two new conceptions.

Broad Topical Focus: Curriculum Definitions,Curriculum Conceptions and Theories,Curriculum Proposals in Coherent Form
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: Value Assumptions and Ideologies in Curriculum

Vallance, Elizabeth, "Backward-Looking Criticism as a Forward-Looking Concept: Response to Walter Werner," Curriculum Inquiry, 10(Summer, 1980), 143-154., Elizabeth Vallance

Annotation: Contrasts reductive criticism with artistic criticism.

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

Vallance, Elizabeth, "Curriculum as a Field of Practice," pp. 154-164 in Fenwick W. English, ed., Fundamental Curriculum Decisions , 1983 ASCD Yearbook. Alexandria, VA: Association for Supervision and Curriculum Development, 1983., Elizabeth Vallance

Annotation: Identifies major questions and common threads related to curriculum development; describes curriculum as a field of practice and draws implications for training curriculum practitioners.

Broad Topical Focus: Curriculum as a Field of Practice and Study, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Status Study
Narrow Topic: Practical Knowledge, Programs of Study in Curriculum and Instruction, Value Assumptions and Ideologies in Curriculum, Curriculum Specialists in Schools

Vallance, Elizabeth, "Focus on Students in Curriculum Knowledge: A Critique of Curriculum Criticism," pp. 37-43 in William H. Schubert and Ann L. Schubert, eds., Conceptions of Curriculum Knowledge: Focus on Students and Teachers . University Park, PA: College of Education, Penn State University, 1982., Elizabeth Vallance

Annotation: Calls for curriculum criticism to be done by students themselves since they have the experience of the curriculum.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry, Aesthetic Inquiry and Curriculum Criticism
Type of Study: Single Study
Narrow Topic: Curriculum as Experience

Vallance, Elizabeth, "Hiding the Hidden Curriculum: An Interpretation of the Language of Justification in Nineteenth Century Educational Reform," Curriculum Theory Network, 4(No. 1, 1973/74), 5-21. Reprinted pp. 590-607 in Arno A. Bellack and Herbert M. Kliebard, eds., Curriculum and Evaluation . Berkeley, CA: McCutchan, 1977.*, Elizabeth Vallance

Annotation: Traces the historical evidence for the hidden curriculum.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Hidden Curriculum

Vallance, Elizabeth, "Scanning Horizons and Looking at Weeds: A Critical Description of 'The Great Plains Experience'," pp. 140-160 in George Willis, ed., Qualitative Evaluation. Berkeley, CA: McCutchan, 1978., Elizabeth Vallance

Annotation: Presents an educational criticism of a distance learning course in which the author portrays its qualities.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism
Type of Study: Single Study
Narrow Topic: Evaluation of Instruction

Vallance, Elizabeth, "The Critic's Perspective: Some Strengths and Limitations of Aesthetic Criticism in Education," Curriculum Perspectives, 3(October, 1983), 23-27.*, Elizabeth Vallance

Annotation: Critiques the use of aesthetic criticism in educational studies.

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

Vallance, Elizabeth, "The Hidden Curriculum and Qualitative Inquiry as States of Mind," Journal of Education (Boston University), 162(Winter, 1980), 138-151.*, Elizabeth Vallance

Annotation: Shows how quanlitative inquiry can be used to study the hidden curriculum.

Broad Topical Focus: Defining Curriculum Research Questions, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Hidden Curriculum, Curriculum as Experience

Vallance, Elizabeth, "The Practical Uses of Curriculum Theory," Theory Into Practice, 21(Winter, 1982), 4-10., Elizabeth Vallance

Annotation: Discusses the practical uses of curriculum theory with stress on analysis of real situations.

Broad Topical Focus: Curriculum Conceptions and Theories, Relation of Curriculum Research to Practice
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, Teacher Knowledge

Vallance, Elizabeth, "The Public Curriculum of Orderly Images," Educational Researcher, 24(March, 1995), 4-13., Elizabeth Vallance

Annotation: Describes the curriculum and related planning for the Saint Louis Art Museum by the Director of Education.

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

Vallance, Elizabeth, "Ways of Knowing and Curriculum Conceptions: Implications for Program Planning," pp. 199-217 in Elliot W. Eisner, ed., Learning and Teaching the Ways of Knowing, 84th Yearbook of the NSSE, Part II. Chicago, IL: University of Chicago Press, 1985., Elizabeth Vallance

Annotation: Describes four existing systems of curriculum thought and poses a fifith--the ways of knowing--within which curriculum decisions can be oriented.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Conceptions and Theories, Curriculum Research Domains and Structure
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, Curriculum Deliberation, Curriculum and the Disciplines, Practical Knowledge

Valli, Linda, "Becoming Clerical Workers: Business Education and the Culture of Femininity," pp. 213-234 in Michael W. Apple and Lois Weis, eds., Ideology and Practice in Schooling . Philadelphia, PA: Temple University Press, 1983., Linda Valli

Annotation: Reports a study of women's experiencing office work.

Broad Topical Focus: 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, Vocational vs. Liberal Education

Valli, Linda, Robert G. Croninger, Marilyn J. Chambliss, Anna O. Graeber,and Daria Buese. Test Driven: High-Stakes Accountability in Elementary Schools. New York: Teachers College Press, 2008., Linda Valli, Robert G. Croninger, Marilyn J. Chambliss, Anna O. Graeber, and Daria Buese

Annotation: Presents data on how high-stakes testing and NCLB affected three elementary schools in the same school district during 2004-2005; teachers' stories are told about the test-taking cultures that developed, how they affected teachers' roles and responsibilities, how the curriculum was affected by the test-taking culture, how professional development changed, and how actual teaching was driven by this culture; key findings and policy recommendations are included with this report.

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

van Bruggen, John C., "Curriculum Development Centers," pp 1272-1278 in Torsten Husen and Thomas N. Postlethwaite, eds., The International Encyclopedia of Education, 2d ed. New York: Pergamon, 1994.*, John C. van Bruggen

Annotation: Names and describes the work of curriculum development centers around the world.

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

van den Akker, Jan, "A European Perspective on Curriculum Development and Innovation," pp. 535-545 in Edmond Hau-Fai Law and Chenzhi Li, eds., Curriculum Innovations in Changing Societies: Chinese Perspectives from Hong Kong Taiwan, and Mainland China. Rotterdam: Sense Publishers, 2013., Jan van den Akker

Annotation: Compares European and Chinese curriculum development and research on nine threads of a "curriculum spider-web."

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: Comparative Curriculum, Content Selection and Organization

van den Akker, Jan, "Building Bridges: How Research May improve Curriculum Policies and Classroom Practices," pp. 175-195 in Sheila M. Stoney, Ed., Beyond Lisbon 2010: Perspectives from Research and Development for Education Policy in Europe. CIDREE and NFER, 2010., Jan van den Akker

Annotation: Explores ways that design and development research (D&DR) can strengthen curriculum policy making and classroom practices; reiterates the author's 2003 conceptualization of curriculum and curriculum development strategies; sets out key features of curriculum design and development research (preliminary investigation, theoretical embedding, empirical testing, documentation, analysis and refection on process and outcomes, evaluation); gives general format that design principles derived through this process should take; encourages international sharing of curriculum D&DR findings.

Broad Topical Focus: Relation of Curriculum Research to Practice, Curriculum Develpment, Organizaion, Design, Curricuum Research Domains and Structure, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Development as Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum Development Strategies

van den Akker, Jan, "Curriculum Perspectives: An Introduction," pp. 1-10 in Jan van den Akker, Wilmad Kuiper, and Uwe Hameyer, eds., Curriculum Landscapes and Trends. Dordrecht: Kluwer Academic Publishers, 2003., Jan van den Akker

Annotation: Conceptualizes curriculum levels, components, and development strategies in a spider web model.

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

van den Akker, Jan, "Principles and Methods of Development Research," pp. 1-14 in Jan van den Akker, Robert M. Branch, Kent Gustafson, Nienke Nieveen, and Tjeerd Plomp, eds., Design Approaches and Tools in Education and Training. Dordrecht: Kluwer Academic Publishers, 1999., Jan van den Akker

Annotation: Defines and conceptualizes development research, compares this to other research approaches, discusses its methods and challenges.

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

van den Akker, Jan, "The Potential of Development Research for Improving the Relation Between Curriculum Research and Curriculum Development," pp. 37-53 in Moritz Rosenmund, Anna-Verena Fries, and Werner Heller, eds., Comparing Curriculum-Making Processes. New York: Peter Lang, 2002., Jan van den Akker

Annotation: Describes the purposes and processes involved in doing development research and contrasts these with those of curriculum development at the practical level.

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, Comparative Curriculum, Curriculum Development Strategies

Van den Akker, Jan, Keono Gravemeijer, Susan McKenney, and Nienke Nieveen, eds., Educational Design Research. New York: Routledge, 2006., Jan van den Akker, Keono Gravemeijer, Susan McKenney, and Nienke Nieveen

Annotation: Contains ten articles advocating and illustrating the use of design research in education as a form of developing products, practices, and policies.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Development as Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation, Curriculum Development Strategies, Materials Development and Evaluation

Akker, Jan van den, Wilmad Kuiper, and Uwe Hameyer, eds., Curriculum Landscapes and Trends. Dordrecht: Kluwer Academic Publishers, 2003., Jan van den Akker, Wilmad Kuiper, and Uwe Hameyer

Annotation: Contains analyses of curricular innovations in the Netherlands, United Kingdom, Germany, Israel, and Finland.

Broad Topical Focus: Curriculum Change, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Evaluative Inquiry
Type of Study: Collection of Studies
Narrow Topic: Comparative Curriculum

Vandenberg, Brian, "Play as Curriculum," The Journal of Curriculum Theorizing, 1(Summer, 1979), 229-237., Brian Vandenberg

Annotation: Portrays play as curriculum and defends this view.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Early Childhood Curriculum

Vandenberg, Donald, "Researching Lived Experience: A Review Essay," Educational Theory , 42(Winter, 1992), 119-126.*, Donald Vandenberg

Annotation: Critiques a book by Max Van Manen on methods of phenomenological research.

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

van de Oudeweetering, Karmijn, and Joke Voogt, "Teachers' Conceptualization and the Enacdtment of Twenty-First Century Competences: Exploring Dimensions for New Curricula," The Curriculum Journal, 29(No. 1, 2018), 116-133., Karmijn van de Oudeweetering and Joke Voogt

Annotation: Reports a study of teachers' targeting their instruction toward specified competences found in five published sets of twenty-first century competences; findings fell into six dimensions that were studied for time and emphasis; draws implications for practice and research.

Broad Topical Focus: 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 Aims and Objectives

Van Geel, Tyll, Authority to Control the School Program. Lexington, MA: Lexington Books, 1976., Geel Tyll Van

Annotation: Describes legal bases for controlling the curriculum; draws policy implications.

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

van Geel, Tyll, "The New Law of the Curriculum," pp. 25-71 in Jon Schaffarizick and Gary Sykes, eds., Value Conflicts and Curriculum Issues: Lessons from Research and Experience . Berkeley, CA: McCutchan, 1979., Geel Tyll van

Annotation: Shows how both federal courts and Congress legislate curriculum and how agencies interpret these laws; discusses similar actions at the state level; shows how local control has been altered.

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

Van Lohuizen, and C. W. Wali, "Knowledge Management and Policy-Making," Knowlege: Creation, Diffusion, Utilization, 8(September, 1986), 12-38., Lohuizen Van and C. W. Wali

Annotation: Discusses policy making and the role knowledge plays in it.

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

Van Manen, Max, "An Experiment in Educational Theorizing: The Utrecht School," Interchange, 10(No. 1, 1978/1979), 48-66., Manen Max Van

Annotation: Describes the contributions of the Utrecht School of theorizing in education and their use in the curriculum field.

Broad Topical Focus: Curriculum Conceptions and Theories, Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Comparative Curriculum

Van Manen, Max, "Beyond Assumptions: Shifting the Limits of Action Research," Theory Into Practice, 29(Summer, 1990), 152-158., Manen Max Van

Annotation: Analyzes assumptions frequently found in doing action research and outlines the functions of pedagogical thought and action.

Broad Topical Focus: Inquiry Language in Curriculum Research, Curriculum Enactment and Teaching
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum Aims and Objectives

Van Manen, Max, "Edifying Theory, Serving the Good," Theory into Practice, 21 (Winter, 1982), 44-49., Manen Max Van

Annotation: Sets forth curriculum theory that edifies children through teachers' lives.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay,Normative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Values in the Classroom, Curriculum Theory Creation and Uses, Teaching/Learning Process

Van Manen, Max, "Language of Deep Structure in Curriculum Inquiry," pp. 43-59 in Kenneth Reeder and Donald Wilson, eds., Language, Culture, and Curriculum . Vancouver: Center for the Study of Curriculum and Instruction, University of British Columbia, 1978., Manen Max Van

Annotation: Explains how to do phenomenological inquiry into the deep structure of curricular experience.

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

Van Manen, Max, "Linking Ways of Knowing with Ways of Being Practical," Curriculum Inquiry, 6(No. 3, 1977), 205-228.*, Manen Max Van

Annotation: Discusses the practical as effective control, as communicative understanding, and as critical reflection; lays out forms of knowledge related to each conception.

Broad Topical Focus: Relation of Curriculum Research to Practice, Curriculum Inquiry Guidelines, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Philosophical Inquiry-Speculative Essay, Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Practical Knowledge, Comparisons Among Inquiry Modes

Van Manen, Max, "Objective Inquiry Into Structures of Subjectivity," The Journal of Curriculum Theorizing, 1(Winter, 1979), 44-64.*, Manen Max Van

Annotation: Demonstrates the use of situation analysis of life-world phenomena and implications for curriculum and teaching.

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

Van Manen, Max, "Pedagogy, Virtue, and Narrative Identity in Teaching," Curriculum Inquiry, 24(Summer, 1994), 135-170., Manen Max Van

Annotation: Describes the pedagogical relation and the virtues or qualities of teaching.

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

Van Manen, Max, "Phenomenological Pedagogy," Curriculum Inquiry, 12(Fall, 1982), 282-299.*, Manen Max Van

Annotation: Explicates a form of pedagogic competence that accounts for understanding the experiences of children and explains how phenomenological methods of research can elicit this understanding.

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

Van Manen, Max, "Practicing Phenomenological Writing," Phenomenology+Pedagogy, 2(No. 1, 1984), 36-69.*, Manen Max Van

Annotation: Gives process through which one may write up phenomenological research.

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

Van Manen, Max, "Reconceptionalist Curriculum Thought: A Review of Recent Literature," Curriculum Inquiry, 8(Winter, 1978), 365-375.*, Manen Max Van

Annotation: Takes a hard look at four books written by curriculum reconceptualists.

Broad Topical Focus: Curriculum Conceptions and Theories,Curriculum Theorists,Curriculum Research Domains and Structure,Curriculum Research and Inquiry-General,Critique and Utilization of Curriculum Research and Inquiry,Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism,Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Curriculum History, Knowledge Generation, Literature of Curriculum

Van Manen, Max, Researching Lived Experience: Human Science for an Action Sensitive Pedagogy . Albany: State University of New York Press, 1990. Second edition with new Preface, London, Ontario: The Althouse Press, 1997., Manen Max Van

Annotation: Provides a thorough-going treatment of hermeneutic phenomenological research, reflection , and writing.

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

Van Manen, Max, "Theory of the Unique: Thoughtful Learning for Pedagogic Tactfulness," pp. 63-80 in Geoffrey Milburn and Robin Enns, eds., Curriculum Canada VI. Vancouver: CSCI, University of British Columbia, 1985., Manen Max Van

Annotation: Explains the theoretic basis of pedagogical tactfulness, introduces phenomenological research, and illustrates inquiry in this mode; followed by a response to this article.

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

Van Manen, Max, "The Phenomenology of Pedagogic Observation," Canadian Journal of Education, 4(March, 1979), 5-16.*, Manen Max Van

Annotation: Describes how phenomenological descriptions are constructed.

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

Van Manen, Max, "The Relation Between Research and Pedagogy," Phenomenology + Pedagogy, 4(No. 3, 1980), 78-93. Reprinted pp. 437-452 in William F. Pinar, ed., Contemporary Curriculum Discourses . Scottsdale, AZ: Gorsuch Scarisbrick, 1988., Manen Max Van

Annotation: Discusses the phenomenology of pedagogy, of the particular case.

Broad Topical Focus: Curriculum Guides, Plans, Documents, Materials
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Conceptions of Teaching

Van Manen, Max, "We Need to Show How Our Human Science Practice is a Relation of Pedagogy," Phenomenology+Pedagogy, 4(No. 3, 1986), 78-93.*, Manen Max Van

Annotation: Shows what pedagogy is not and what it is; calls for pedogogical interpretation of certain phenomena in children.

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

Van Manen, M. J. Max, "An Exploration of Alternative Research Orientations in Social Education," Theory and Research in Social Education, 3(No. 1, 1975), 1-28., Manen Van and M. J. Max

Annotation: Treats traditional, interpretive, and critical forms of research in social education.

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

Van Til, William, ed., ASCD in Retrospect. Alexandria, VA: Association for Supervision and Curriculum Development, 1986., Til William Van

Annotation: Presents comments by 11 past-presidents of ASCD on the organization's contributions in various domains; all chapters have historical relevance.

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

Vars, Gordon F., "Another Look at Tomorrow's High School, Part One: Implication s for High School Curriculum from the Eight-Year Study," Voices from the Field (Journal of the National High School Association), 2(Fall, 1999), 27-34.*, Gordon F. Vars

Annotation: Presents five lessons of the Eight-Year Study for the high school curriculum; five more lessons appear in part two of the article appearing in the next issue of the journal, 2, Spring/Summer, 2000.

Broad Topical Focus: Curriculum Development, Organization, Design, Relation of Curriculum Research to Practice, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Classics of Curriculum Literature, Secondary School Curriculum

Vars, Gordon F., "Another Look at Tomorrow's High School, Part Two: Lessons from the Eight-Year Study for High School Methods, Guidance Assessment, and the Change Process," Voices from the Field (Journal of the National High School Association), 2(Spring/Summer, 2000), 4-11., Gordon F. Vars

Annotation: Presents lessons 6-10 (1-5 appear in previous issue of the journal, 2, Fall, 1999) of the Eight-Year Study for the high school curriculum.

Broad Topical Focus: Curriculum Development, Organization, Design, Relation of Curriculum Research to Practice, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Classics of Curriculum Literature, Secondary School Curriculum

Vars, Gordon F., "Common Learnings: A 50-Year Quest," Journal of Curriculum and Supervision, 16(Fall, 2000), 70-89.*, Gordon F. Vars

Annotation: Traces the scholarly history of common learnings and the core or integrated design for organizing curriculum content; includes summaries of Vars' work related to these topics.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Theorists, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry, Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Content Selection and Organization, Curriculum Integration, Core Mandates, Liberal Education/General Education

Vars, Gordon F., and William T. Lowe, "Societal Forces Influencing Curriculum Decisions," Review of Educational Research, 33(June, 1963), 254-267., Gordon F. Vars and William T. Lowe

Annotation: Examines research on social realities and social problems that relate to selection of curricular subject matter and learning experiences.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Content Selection and Organization

Venezky, Richard L.,"Texbooks in School and Society," pp. 436-462 in Philip W. Jackson, ed., Handbook of Research on Curriculum. New York: Macmillan, 1992., Richard L. Venezky

Annotation: Defines the nature and value of textbooks in U. S. schools, reviews the control of the content of textbooks, and traces the historical evolution of school textbooks.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Textbooks, Curriculum History, Materials Development and Evaluation

Vickers, Geoffrey, The Art of Judgment: A Study of Policy Making, Century Edition. Thousand Oaks, CA: Sage, 1995. Reprint of the Chapman & Hall 1965 book., Geoffrey Vickers

Annotation: Asserts features of policy-making as a regulatory function; Chapter 2, "Appreciation," highlights necessity of fully appreciating the dimensions of the problem before proposing solutions.

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

Violas, Paul C., "Progressives and Revisionist History," pp. 34-38 in Laurel N. Tanner, ed., Papers of the Society for the Study of Curriculum History. University Park, PA: The Society, College of Education, Penn State University, 1981., Paul C. Violas

Annotation: Provides a revisionist historian's view of papers by progressives Butts, Caswell, and Leonard that precede this paper.

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

Virtue, David C., "Remembering Gordon Vars," Middle School Journal, 43(March, 2012), 5., David C. Virtue

Annotation: Presents a tribute to middle school proponent Gordon Vars upon his death.

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

Visscher-Voerman, Irene, Kent Gustafson, and Tjeerd Plomp, "Educational Design and Development: An Overview of Paradigms," pp. 15-28 in Jan van den Akker, Robert M. Branch, Kent Gustafson, Nienke Nieveen, and Tjeerd Plomp, eds., Design Approaches and Tools in Education and Training. Dordrecht: Kluwer Academic Publishers, 1999., Irene Visscher-Voerman, Kent Gustafson, and Tjeerd Plomp

Annotation: Describes, analyzes, and compares four development paradigms (instrumental, communicative, pragmatic, and artistic); gives vignettes of each paradigm.

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

Voithofer, Rick, "Designing New Media Educaiton Research: The Materiality of Data, Representation, and Dissemitation," Educational Researcher, 34(December, 2005),3-14., Rick Voithofer

Annotation: Discusses the uses of digital technologies in conducting education research; treats their potential for designing research questions, choosing appropriate forms for data collection, and choosing how to report results.

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

Waetjen, Walter B., "Curiosity and Exploration: Roles in Intellectual Development and Learning," pp. 40-58 in A. Harry Passow and Robert R. Leeper, eds., Intellectual Development: Another Look . Washington, DC: Association for Supervision and Curriculum Development, 1964., Walter B. Waetjen

Annotation: Summarizes studies of curiosity and related variables that have implications for education.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Research Synthesis
Narrow Topic: Psychology and Curriculum

Wagner, John, "The Unavoidable Intervention of Educational Research: A Framework for Reconsidering Researcher-Practitioner Cooperation," Educational Researcher, 26(October, 1997), 13-22., John Wagner

Annotation: Analyzes three forms of researcher-practitioner cooperation: data-extraction agreements, clinical partnerships, and co-learning agreements.

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

Wagner, Jon, "Ignorance in Educational Research: Or, How Can You Not Know That?" Educational Researcher, 22(June-July, 1993), 15-23., Jon Wagner

Annotation: Proposes the conceptualizing of research as a process of removing blank spots and blind spots rather than the search for truth.

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

Wagstaff, Juanita Garcia, "Site-Based Management, Shared Decision Making, and Science and Mathematics Education: A Tale of Two Districts," Theory into Practice, 34(Winter, 1995), 66-73.*, Juanita Garcia Wagstaff

Annotation: Evaluates the impact of site-based management and shared decision-making in two Texas school districts.

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

Wahlstrom, Ninni, "Where is 'Political' in Curriculum Research? Journal of Curriculum Studies, 50(6, 2018), 711-723", Ninni Wahlstrom

Annotation: Reviews articles in JCS's first 50 years that reflect the changing history of curriculum research during this period; treats topics such as content vs goals, the advent of ethnographic methods, the tension over whether to focus on schools or their broader social contexts; and whether a political perspective should be incorporated into curriculum research.

Broad Topical Focus: Curriculum Reseach and Inquiry-General
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Knowledge Generation, Comparisons Among Inquiry Modes

Wahlstrom, Ninni, and Daniel Sundberg, "Discursive Institutionalism: Toward a Framework for Analyzing the Relation Between Policy and Curriculum," Journal of Educational Policy, 33(1, 2017)., Ninni Wahlstrom and Daniel Sundberg

Annotation: Offers a framework for analyzing transnational curricula at several levels (societal, programmatic, policy enactment, and curricular enactment) based on curriculum theory and discursive institutionalism (illustrated in the context of Swedish Lgr 11).

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Concpetual Inquiry
Type of Study: Single Study
Narrow Topic: Comparative Curriculum

Waks, Leonard J., "Brown v Board, Common Citizenship,and the Limits of Curriculum," Journal of Curriculum and Supervision, 20(Winter, 2005), 94-128., Leonard J. Waks

Annotation: Shows how equal or common citizenship has not been achieved through court decisions since Brown, how factors inside and outside schools have changed the context for equal citizenship, and poses a possible solution: the networked common school in a virtual megasetting.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Policies and Policy Making, Curriculum Development, Organization, Design, Curriculum Contexts and Societal Influences, Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum History, Citizenship Education, Media and Computers in Curriculum Development, Hidden Curriculum, Criticism of Schooling, Curriculum Aims and Objectives

Waks, Leonard J., Education 2.0: The Learningweb Revolution and the Transformation of the School. Boulder, CO: Paradigm Publishers, 2014, Leonard J. Waks

Annotation: Argues for a new version of open schooling based on a network of web and web-supported educational organizations; presents a practical proposal based on contemporary research fully explicated; offers guidance on changing to this new paradigm.

Broad Topical Focus: Curriculum Proposals in Coherent Form, Curriculum Change, Curriculum Policies and Policy Making
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Open Education, Organization Theory, Alternatives in Education, Criticism of Schooling, Media and Computers in Curriculum Development

Waks, Leonard J., "Educational Objectives and Existential Heroes," pp. 15-29, "Curriculum as Engineering Design," pp. 31-35; "Curriculum Philosophy and Accountability," pp. 37-42 in Leonard J. Waks, Technology's School: The Challenge to Philosophy. Greenwich, CT: JAI Press, 1995. *, Leonard J. Waks

Annotation: Critiques the doctrine of technical planning, evaluation, and behavioral specification and their relation to accountability

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

Waks, Leonard J., "Nonbehavioral Goals: Investigating the Validity of the Two-Defect Argument," Curriculum Theory Network, 4(No.1, 1973/74), 37-42., Leonard J. Waks

Annotation: Points out the problems with behavioral goals in educational research and why scientific researchers have problems with nonnbehavioral goals.

Broad Topical Focus: Curriculum Development, Organization, Design,Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism,Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives

Waks, Leonard J., "Philosophy, Education, and the Doomsday Threat," Review of Educational Research, 39(December, 1969), 607-621., Leonard J. Waks

Annotation: Describes analytic philosophy and shows how it can be used in analysis of educational terms such as "teaching," "learning," "aims," and others.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Research Synthesis
Narrow Topic: Curriculum Aims and Objectives, Teaching/Learning Process

Waks, Leonard J., "Reid's Theory of Curriculum as Institutionalized Practice," Journal of Curriculum Studies, 32(July-August, 2000), 589-598.*, Leonard J. Waks

Annotation: Reviews Reid's book, Curriculum as Institution and Practice, 1999, and comments on two concerns.

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

Waks, Leonard J., "Rereading 'Democracy and Education' Today," Education and Culture, 23(No.1, 2007), 27-37., Leonard J. Waks

Annotation: Draws on Dewey to suggest two emphases for the curriculum: 1) studies of transnational human concerns, and 2) shared activities/subject matter across ethnic and cultural groups locally; these can help to overcome the excesses of nationalism and a fractured culture.

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: Classics of Curriculum Literature, Content Selection and Organization, Curriculum Aims and Objectives

Waks, Leonard J., "The Concept of Fundamental Educational Change," Educational Theory, 57(No. 3, 2007), 277-295., Leonard J. Waks

Annotation: Addresses the differences between educational change at the organizational and at the institutional levels of education; defines "fundamental change" in this context; examines Cuban's 1992 article on curriculum stability and change.

Broad Topical Focus: Curriculum Change
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Organization Theory

Waks, Leonard J., "The Educational Situation 1901-2001: From Industrial Nation-State to Global Network Society," Journal of Curriculum and Supervision, 17(WInter, 2002), 100-103., Leonard J. Waks

Annotation: Includes a reprint of a portion of Dewey's 1902 "The Educational Situation" ; introduces a symposium on this writing of Dewey's.

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

Waks, Leonard J., " 'The Educational Situation as Concerns the Universtiy' : 1901-2001," Journal of Curriculum and Supervision, 17(Winter, 2002), 144-159., Leonard J. Waks

Annotation: Reviews the substance of Dewey's 1902 article and analyzes the recent and current situation facing higher education today in light of its contrast with Dewey's time.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Decision-making Processes, Curriculum Theorists, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Higher Education Curriculum

Waks, Leonard J., "The Project Method in Postindustrial Education," Journal of Curriculum Studies," 29(July-August, 1997), 391-406.*, Leonard J. Waks

Annotation: Reviews historical conceptions of project-based curricula as offerred by Dewey and Kilpatrick and notes critiques of these by Charters and Bode; suggest starting points for new formulations.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum History, Value Assumptions and Ideologies in Curriculum, Teaching/Learning Process

Walberg, Herbert, "Quantification Reconsidered," pp. 369-402 in Edmund W. Gordon, ed., Review of Research in Education, 11(1984). Washington, DC: AERA, 1984., Herbert Walberg

Annotation: Justifies the use of quantitative research in education to obtain a summary of phenomena; many related theoretical and procedural issues are also addressed.

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

Walberg, Herbert J., "The Social Environment as a Mediator of Classroom Learning," Journal of Educational Psychology, 60(1969), 443-448., Herbert J. Walberg

Annotation: Analyzes the social environment as a mediator of classroom learning.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Environment, Teaching/Learning Process

Walberg, Herbert J., Richard P. Niemiec, and Wayne C. Frederick, "Productive Curriculum Time," Peabody Journal of Education, 69(Spring,1994), 86-100., Herbert J. Walberg, Richard P. Niemiec, and Wayne C. Frederick

Annotation: Reviews research on use of time and its effects on learning within the curriculum and the school day and year.

Broad Topical Focus: Curriculum Administration, Leadership, Finance
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Content Selection and Organization, Time on Task

Walker, Decker, "A Naturalistic Model for Curriculum Development," School Review, 80(November, 1971), 51-65. Also ERIC Document No. ED 042 252.*, Decker Walker

Annotation: Presents a conception of curriculum development that embraces political elements and processes.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Conceptions and Theories, Curriculum Policies and Policy Making, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation

Walker, Decker, "Curriculum Policymaking," pp. 280-286 in Marvin C. Alkin, ed., Encyclopedia of Educational Research, 6th ed. New York: Macmillan,1992.*, Decker Walker

Annotation: Summarizes the state of curriculum policy making in the U. S. from 1958 to 1991; notes both national and state processes at work as well as the effects.

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: Curriculum History

Walker, Decker, "The Curriculum Field in Formation: A Review of the Twenty-Sixth Yearbook of the National Society for the Study of Education," Curriculum Theory Network, 4(No. 4, 1975), 263-280.*, Decker Walker

Annotation: Reviews the 26th NSSE Yearbook in its historical context.

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

Walker, Decker F., "A Barnstorming Tour of Writing in Curriculum," pp. 71-81 in Arthur W. Foshay, ed., Considered Action for Curriculum Improvement, 1980 ASCD Yearbook. Washington, DC: Association for Supervision and Curriculum Development, 1980.*, Decker F. Walker

Annotation: Gives an overview of various types of curriculum literature and offers some criticisms on such writings.

Broad Topical Focus: Curriculum as a Field of Practice and Study, Curriculum Guides, Plans, Documents, Materials
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Literature of Curriculum, Knowledge Generation

Walker, Decker F., "Approaches to Curriculum Development," pp. 263-290 in Jon Schaffarzick and Gary Sykes, eds., Value Conflicts and Curriculum Issues: Lessons from Research and Experience . Berkeley, CA: McCutchan, 1979.*, Decker F. Walker

Annotation: Distinguishes three modes of curriculum development: policy making, generic, and site-specific development.

Broad Topical Focus: Curriculum Development, Organization, Design,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, Freedom/Authority and Curriculum

Walker, Decker F., "A Study of Deliberation in Three Curriculum Projects," Curriculum Theory Network, 7(1971), 118-134., Decker F. Walker

Annotation: Describes a system of analysis used to study three curriculum development projects; has application elsewhere as well.

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

Walker, Decker F., "Back to the Future: The New Conservatism in Education," Educational Researcher, 19(April, 1990), 35-38., Decker F. Walker

Annotation: Reviews three 1987 books (Finn & Ravitch, Hirsch, Bloom) and notes their ideological perspectives and their non-research bases.

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

Walker, Decker F. "Curriculum Theory is Many Things to Many People," Theory into Practice, 21(Winter, 1982), 62-65.*, Decker F. Walker

Annotation: Distinguishes four types of 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

Walker, Decker F., "Methodological Issues in Curriculum Research," pp. 98-118 in Philip W. Jackson, ed., Handbook of Research on Curriculum. New York: Macmillan, 1992., Decker F. Walker

Annotation: Reviews writings on scientific and qualitative research methods in general and in curriculum, and proposes a method of formative curriculum research appropriate to use with practical curriculum problems.

Broad Topical Focus: Curriculum Inquiry Guidelines, Relation of Curriculum Research to Practice
Source Discipline: Curriculum
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry, Scientific/Empirical Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation

Walker, Decker F., "Straining to Lift Ourselves: A Critique of the Foundations of the Curriculum Field." Curriculum Theory Network, 5(No. 1, 1975), 3-25., Decker F. Walker

Annotation: Examines underlying assumptions about curriculum policy found in the 1927 NSSE yearbook on curriculum-making and draws current implications.

Broad Topical Focus: Curriculum Policies and Policy Making,Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism,Philosophical Inquiry-Speculative Essay,Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Professionalization in Curriculum, Classics of Curriculum Literature, Value Assumptions and Ideologies in Curriculum

Walker, Decker F., "Toward Comprehension of Curricular Realities," pp. 268-308 in Lee S. Shulman, ed., Review of Research in Education, 4: 1976. Itasca, IL: F. E. Peacock, 1977.*, Decker F. Walker

Annotation: Reviews research in four domains of curriculum: curriculum in relation to student achievement, curriculum change in relation to social forces, change processes within school and classroom, and studies of the curriculum field itself.

Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum as a Field of Practice and Study, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Program Audit/Evaluation, Student Assessment, Value Assumptions and Ideologies in Curriculum

Walker, Decker F., "What Curriculum Research?" Journal of Curriculum Studies, 5(May, 1973), 58-72. Reprinted pp. 510-525 in James R. Gress and David E. Purpel, eds., Curriculum: An Introduction to the Field. Berkeley, CA: McCutchan, 1978.*, Decker F. Walker

Annotation: Identifies alternative research assumptions to the traditional empirical research assumptions.

Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum Inquiry Guidelines, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Normative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum, Comparisons Among Inquiry Modes

Walker, Decker F., and Jon Schaffarzick, "Comparing Curricula," Review of Educational Research, 44(Winter, 1974), 83-111. Reprinted pp. 412-441 in Arno A. Bellack and Herbert M. Kliebard, eds., Curriculum and Evaluation. Berkeley, CA: McCutchan, 1977.*, Decker F. Walker and Jon Schaffarzick

Annotation: Reviews studies that compare results of various subject curricula and draws implications from these results.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Evaluative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation, School Subjects

Walker, H. M., "Curriculum and Instruction: Special Education," pp. 229-232 in Torsten Husen and Thomas N. Postlethwaite, eds., International Encyclopedia of Education. Supplement Volume One. New York: Pergamon, 1988., H. M. Walker

Annotation: Discusses the identification, teaching, and assessment of social skills to special education students; also suggests related needed research.

Broad Topical Focus: Curriculum Development, Organization, Design, Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Exceptional Education, Content Selection and Organization