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Buras, Kristen L., Rightist Multiculturalism: Core Lessons on Neoconservative School Reform. New York: Routledge, 2008., Kristen L. Buras

Annotation: Provides a thorough review and critique of E. D. Hirsh's Core Knowledge Movement; specifically challenges its neoconservative definition of multiculturalism.

Broad Topical Focus: Curriculum Proposals in Coherent Form, Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Value Assumptions and Ideologies in Curriculum, Multicultural Education

Buras, Kristen L., and Michael W. Apple, "Introduction," pp.1-39 in The Subaltern Speak: Curriculum, Power, and Educational Struggles. New York: Routledge, 2006., Kristen L. Buras and Michael W. Apple

Annotation: Gives comprehensive context for understanding the ten studies that follow the introduction; defines subaltern communities and how they speak and act in education; analyzes issues of voice, identity, and whose knowledge is most valued.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Value Assumptions and Ideologies in Curriculum, Freedom/Authority and Curriculum, Ideology and School Knowledge

Burbules, Nicholas C., "The Hidden Curriculum and the Latent Function of Schooling: Two Overlapping Perspectives." 2. "Who Hides the Hidden Curriculum," pp. 281-291 in C. J. B. Macmillan, ed., Philosophy of Education, 1980. Proceedings of the 36th Annual Meeting of the Philosophy of Education Society. Normal, IL: Philosophy of Education Society, ISU, 1981., Nicholas C. Burbules

Annotation: Gives an analysis of various perspectives on the hidden curriculum's place in serving a latent function of schooling.

Broad Topical Focus: Curriculum Policies and Policy Making,Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Hidden Curriculum, Curriculum Aims and Objectives

Burch, Kerry, "Eros, Pedagogy, and the Pursuit of Happiness," pp. 85-100 in Daniel Liston and Jim Garrison, eds., Teaching, Learning, and Loving: Reclaiming Passion in Educational Practice. New York: RoutledgeFalmer, 2004., Kerry Burch

Annotation: Highlights government's role in facilitating the pursuit of happiness; contrasts concepts of economic and personal competitiveness with concepts of individual and civic fulfillment.

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

Burdell, Pat, "Teen Mothers in High School: Teaching Their Curriculum," pp. 163-208 in Micheal W. Apple, ed., Review of Research in Education, 21, 1995-1996. Washington, DC: American Educational Research Association, 1995., Pat Burdell

Annotation: Reviews studies on a social problem and related school practices including curricular responses to the problem.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Development, Organization, Design, Curriculum Policies and Policy Making, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry, Critical Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum Differentiation, Curriculum and Politics, Content Selection and Organization

Burgess, Robert G., ed., Field Methods in the Study of Education . Philadelphia: Falmer Press, 1985., Robert G. Burgess

Annotation: Reports a 1982 British conference on ethnographic research; covers theoretical issues, data collection, and field methods.

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

Burgess, Robert G., ed., Strategies of Educational Research: Qualitative Methods. London: Falmer Press, 1985., Robert G. Burgess

Annotation: Presents eleven articles on a variety of qualitative research methods.

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

Burgess, Robert G., ed., The Research Process in Educational Settings: Ten Case Studies . Sussex: Falmer Press, 1984., Robert G. Burgess

Annotation: Gives first person accounts (most from dissertations) of ethnographic studies.

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

Burke, Daniel J., "Essential Knowledge: The Secondary School Dilemma," The High School Journal, 78 (Feb-Mar, 1995), 142-150.*, Daniel J. Burke

Annotation: Suggests six categories of essential knowledge and six categories of learning processes that should form the content of secondary school curriculum.

Broad Topical Focus: Curriculum Proposals in Coherent Form, Curriculum Development, Organization, Design, Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Secondary School Curriculum, Curriculum Aims and Objectives

Burke, Kenneth, and Avner Segall, "Christianity and Its Legacy in Education," Journal of Curriculum Studies, 43(No. 5, 2011), 631-658., Kenneth Burke and Avner Segall

Annotation: Analyzes the relationship between religion and education; examines historically the remnants of Christian thought in U. S. schooling (dates-B.C./A.D.; terms-dean, mission,academic gowns; apple-as metaphor; childhood-as innocent or deviant; conversion-regulation of behavior, et cet.); addresses implications of this analysis.

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

Burke, Melva M., "The Personal and Professional Journey of James B. Macdonald," The Journal of Curriculum Theorizing, 6(Fall, 1985), 84-119., Melva M. Burke

Annotation: Gives a thorough story of Macdonald's life and professional career.

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: Value Assumptions and Ideologies in Curriculum, Curriculum Professors

Burkhardt, Hugh, "From Design Research to Large-Scale Impact: Engineering Research in Education," pp. 121-150 in Jan van den Akker, Koeno Gravemeijer, Susan McKenney, and Nienke Nieveen, eds., Educational Design Research. New York: Routledge, 2006., Hugh Burkhardt

Annotation: Describes the engineering approach to design research; gives illustrations in education; advocates increased support for this kind of research.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Development as Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Comparisons Among Inquiry Modes, Curriculum Development Strategies, Government Role in Educational Research & Development, Knowledge Generation

Burkhardt, Hugh, and Alan H. Schoenfeld, "Improving Educational Research: Toward a More Useful, More Influential, and Better-Funded Enterprise," Educational Researcher, 32(December, 2003), 3-14., Hugh Burkhardt and Alan H. Schoenfeld

Annotation: Makes the case for a development or design (engineering) approach to research to increase its usefulness.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Development as Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Government Role in Educational Research & Development

Burlbaw, Lynn M., "Curriculum Journal Index: 1929-1943," Curriculum History, 2021 (1). https://journals.tdl.org/ch/index.php/ch/issue/current, Lynn M. Burlbaw

Annotation: Gives an alphabetical index of titles and authors of articles appearing in the Curriculum Journal for its entire existence.

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

Burlbaw, Lynn M., ed., Curriculum History: 1995. College Station, TX: Society for the Study of Curriculum History, 1996., Lynn M. Burlbaw

Annotation: Compiles ten papers presented at the 1995 meeting of the Society for the Study of Curriculum History in San Francisco; other collections are available from the Society for later years.

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

Burlbaw, Lynn M., "More than 10,000 Teachers: Hollis L. Caswell and the Virginia Curriculum Revision Program," Journal of Curriculum and Supervision, 6 (Spring, 1991), 233-254. A version of this article also appears in pp. 53-71 in Lynn M. Burlbaw and Sherry L. Field, eds., Explorations in Curriculum History. Greenwich, CT: Information Age Publishing, 2005., Lynn M. Burlbaw

Annotation: Reviews the history of the Virginia Curriculum Revision Program in the 1930s including the role played by Hollis L. Caswell.

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

Burlbaw, Lynn M., and Sherry L. Field, eds., Explorations in Curriculum History Research. Greenwich, CT: Information Age Publishing, 2005., Lynn M. Burlbaw and Sherry L. Field

Annotation: Collects 24 studies presented to the Society for the Study of Curriculum History between 1989 and 2004.

Broad Topical Focus: Curriculum as a Field of Practice and Study, Publication Outlets for Curriculum Research and Inquiry
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum History, Literature of Curriculum

Burlingame, Martin, "The U.S. Government and the Public School Curriculum: An Interpretation of the Post-Second World War Decades," Journal of Curriculum Studies, 14(October- December, 1982), 313-329., Martin Burlingame

Annotation: Portrays U.S. school curriculum 1945 to the present in terms of the federal government's efforts to moderize curriculum.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Research Synthesis
Narrow Topic: Government Role in Educational Research & Development, Curriculum History

Burnaford, Gail, James Beane, and Barbara Brodhagen, "Teacher Action Research: Inside an Interpretive Curriculum," Middle School Journal, 26(November, 1994), 5-13.*, Gail Burnaford, James Beane, and Barbara Brodhagen

Annotation: Describes action research done by teachers where action research is viewed as curriculum, not something being done to curriculum, along with assumptions and examples.

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 Research, Curriculum Integration

Burnaford, Gail, Joseph Fischer, and David Hobson, eds., Teachers Doing Research: Practical Possibilities. Mahwah, NJ: Lawrence Erlbaum, 1996., Gail Burnaford, Joseph Fischer, and David Hobson

Annotation: Provides sketches of various work done by teachers as researchers of their own teaching and related classroom matters; the editors present context about the research process.

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

Burns, Allan F., "On the Ethnographic Process in Anthropology and Education," Anthropology and Education Quarterly, 7(August, 1976), 25-33., Allan F. Burns

Annotation: Describes the research process involved in doing ethnographic research in education.

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

Burns, Gerald T., "Tradition and Revolution in the American Secondary Curriculum: The Cambridge High School Case," Journal of Curriculum Studies, 20(March-April, 1988), 99-118., Gerald T. Burns

Annotation: Documents a change in a Massachusetts high school form 1849-1886.

Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Case Study
Narrow Topic: Secondary School Curriculum, Curriculum History

Burns, James P.,"The Past in the Present: The Historic Reach of the 'Tyler Rationale'," pp. 65-93 in James P. Burns, Power, Curriculum, and Embodiment: Rethinking Curriculum as Counter-Conduct and Counter-Politics. New York: Palgave Macmillan, 2018 ", James P. Burns

Annotation: Gives a critique of the Tyler Rationale in its historic context and analyzes the instrumental assumptions embedded in it; shows how the instructional design that has risen to implement his model is based on the same assumptions.

Broad Topical Focus: Curriculum Theorists, Curriculum Development-Organization-Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry, Philosphical Inquiry-Conceptual Analysis, Critical Inquiry, Theortical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Classics of Curriculum Literature, Curriculum History, Value Assumptions and Ideologies in Curriculum

Burrell, Gibson, and Gareth Morgan, Sociological Paradigms and Organizational Analysis: Elements of the Sociology of Corporate Life . London: Heinemann, 1979. ., Gibson Burrell and Gareth Morgan

Annotation: Distinguishes several paradigms of sociological research.

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

Bussis, Anne M., Edward A. Chittenden, and Marianne Amarel, Beyond Surface Curriculum: An Interview Study of Teachers' Understandings . Boulder, CO: Westview Press, 1976., Anne M. Bussis, Edward A. Chittenden, and Marianne Amarel

Annotation: Reports a phenomenological study of teachers' understanding of curriculum.

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

Butler, Frank A., "Organization of the Curriculum," Review of Educational Research, 12(June, 1942). 274-279., Frank A. Butler

Annotation: Reviews research by types of curriculum organization.

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

Button, H. Warren, "Creating More Useable Posts: History in the Study of Education," Educational Researcher, 8(May, 1979), 3-9., H. Warren Button

Annotation: Reviews history of education as a discipline and the gaps in inquiry in this field; discusses appropriate uses of "history."

Broad Topical Focus: Critique and Utilization of Curriculum Research and Inquiry,Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum History, Knowledge Utilization

Butt, Richard, "Curriculum: Metatheoretical Horizons and Emancipatory Action," The Journal of Curriculum Theorizing, 6(Summer, 1985), 7-23., Richard Butt

Annotation: Notes the place of critical and valuation theory in curriculum; critiques past curriculum theory and urges pursuit of emancipatory curriculum theory.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Curriculum and Politics

Butt, Richard L., "An Integrative Function for Teachers' Biographies," pp. 146-159 in Geoffrey Milburn, Ivor F. Goodson, and Robert J. Clark, eds., Re-Interpreting Curriculum Research: Images and Arguments . Philadelphia: Falmer, 1989., Richard L. Butt

Annotation: Describes the use of autobiography in a graduate course for teachers and discusses the rationale for its use in research and in courses.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry, Hermeneutic Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Programs of Study in Curriculum and Instruction

Butt, Richard L., "Arguments for Using Biography in Understanding Teacher Thinking," pp. 95-102 in Rob Halkes and John K. Olson, eds., Teacher Thinking: A New Perspective on Persisting Problems in Education . Lisse, Netherlands: Swets and Zeitlenger, 1984., Richard L. Butt

Annotation: Argues for the use of biography in understanding teacher thinking.

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

Butt, Richard L., and Danielle Raymond, "Arguments for Using Qualitative Approaches in Understanding Teacher Thinking: The Case for Biography," The Journal of Curriculum Theorizing, 7(No. 1, 1987), 62-93.*, Richard L. Butt and Danielle Raymond

Annotation: Argues for use of biography in studying teaching and curriculum; includes two vignettes.

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

Butt, Richard L., and Danielle Raymond, "Biographical and Contextual Influences on an 'Ordinary' Teacher's Thought and Actions," in J. Louryk, C. Clarke, and R. Halkes eds., Teacher Thinking and Professional Action . Luse, Holland: Swets and Zeitlinger, 1988., Richard L. Butt and Danielle Raymond

Annotation: Reports influence of teachers' biography and context on their thoughy and practice.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry, Aesthetic Inquiry and Curriculum Criticism
Type of Study: Single Study
Narrow Topic: Teacher Knowledge, Teacher Planning

Butt, Richard, Danielle Raymond, and Lloyd Yamagishi, "Autobiographic Praxis: Studying the Formation of Teachers' Knowledge," Journal of Curriculum Theorizing, 7(Winter, 1988), 89-164., Richard Butt, Danielle Raymond, and Lloyd Yamagishi

Annotation: Describes assumptions behind an approach to authobiography with examples from teachers; gives an extensive treatment.

Broad Topical Focus: Curriculum Enactment and Teaching,Curriculum Inquiry Guidelines,Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay,Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teacher Knowledge

Butts, R. Freeman, "The Progressive Malaise of Revisionist Historians--As Seen by a Progressive," pp. 23-28 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., R. Freeman Butts

Annotation: Argues against revisionist historians' views of education and its treatment of progressive educaiton.

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

Byrd-Bredbenner, Carol, Lily Hair O'Connell, Barbara Shannon, and James M Eddy, "A Nutrition Curriculum for Health Education: Its Effect on Students' Knowledge, Attitudes, and Behavior," Journal of School Health, 4(November, 1984), 385-388.*, Carol Byrd-Bredbenner, Lily Hair O'Connell, Barbara Shannon, and James M. Eddy

Annotation: Reports an evaluation study of junior and senior high school nutrition education programs.

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

Byrk, Anthony S., Louis M. Gomez, Alicia Grunow, and Paul G. Le Mahieu, Learning to Improve: How America's Schools Can Get Better at Getting Better. Cambridge, MA: Harvard Education Press, 2015., Anthony S. Byrk, Louis M. Gomez, Alicia Grunow, and Paul G. Le Mahieu

Annotation: Provides a structure and process for improving educational practice based on the Carnegie Foundation's own field work in schools utilizing six improvement principles (a chapter is devoted to each); networked improvement communities and a systems perspectives are key features.

Broad Topical Focus: Curriculum Change
Source Discipline: Education
Mode of Inquiry in the Study: Development as Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Practical Knowledge, Organization Theory, Value Assumptions and Ideologies in Curriculum

Cady, Joan M., "The Progressive Legacy of Holism," Education and Culture, 11(Summer, 1995), 13-23.*, Joan M. Cady

Annotation: Reviews historically those curriculum conceptions that combine curriculum and instruction holisticly.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Definitions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum History

Cala, William G, "The Mismeasure and Abuse of our Children: Why School Officials Must Resist State and National Standardized Testing Reforms," pp. 149-165 in Sandra Mathison, and E. Wayne Ross, eds., Defending Public Schools, Volume I: The Nature and Limits of Standards Based Reform and Assessment. Westport, CT: Praeger, 2004., William G. Cala

Annotation: Argues against using high-stakes testing ang for action against these policies.

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: Curriculum Standards and Testing, Curriculum and Politics

Calder, J. R., "The Cells of the 'Bloom Taxonomy'," Journal of Curriculum Studies, 15(July-September, 1983), 291-302., J. R. Calder

Annotation: Examines five shortcomings of Bloom's Taxonomy: Cognitive Domain.

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

Calhoun, Emily F., "Action Research: Three Approaches," Educational Leadership, 51(October, 1993), 62-65., Emily F. Calhoun

Annotation: Describes individual teacher research, collaborative action research, and schoolwide action research.

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

Calhoun, Emily F., How to Use Action Research in the Self-Reviewing School. Alexandria, VA: ASCD, 1994., Emily F. Calhoun

Annotation: Describes the five phases of the action research process for school-wide improvement.

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

Callahan, Daniel, and Bruce Jennings, eds., Ethics, the Social Sciences, and Policy Analysis . New York: Plenum Press, 1983., Daniel Callahan and Bruce Jennings

Annotation: Describes policy analysis research approaches.

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

Campbell, Donald T., "A Tribal Model of the Social System Vehicle Carrying Scientific Knowledge," Knowledge: Creation, Diffusion, Utilization, 1(December, 1979), 181-201., Donald T. Campbell

Annotation: Describes scientific knowledge in a face-to-face social system.

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

Campbell, Donald T., "Experiments as Arguments," Knowledge: Creation, Diffusion, Utilization, 3(March, 1982), 327-337., Donald T. Campbell

Annotation: Discusses the use of social experiments to develop the case for or against a position.

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

Campbell, Donald T., Methodology and Epistemology for Social Science: Selected Papers. E. Samuel Overman, ed. Chicago: University of Chicago Press, 1989., Donald T. Campbell

Annotation: Presents a compilation of Campbell's writings on research methodologies in social science.

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

Campbell, John P., Richard L. Daft, and Charles Hulin, What to Study: Generating and Developing Research Questions . Beverly Hills, CA: Sage, 1982., John P. Campbell, Richard L. Daft, and Charles Hulin

Annotation: Surveys questions guiding research in social and psychological research; discusses significance of these questions and the need for better questions.

Broad Topical Focus: Defining Curriculum Research Questions
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

Campbell, Michele, Judy Carr, and Douglas Harris, "Board Members Needn't be Experts to Play a Vital Role in Curriculum," The American School Board Journal, 176(April, 1989), 30-32., Michele Campbell, Judy Carr, and Douglas Harris

Annotation: Outlines the role of school board members in curriculum.

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

Carlgren, Ingrid, and Daniel Kallos, "Lessons from a Comprehensive School System for Curriculum Theory and Research: Sweden Revisited after Twenty Years," Journal of Curriculum Studies, 29(July-August, 1997), 407-430., Ingrid Carlgren and Daniel Kallos

Annotation: Updates a 1977 report from Sweden on the same topic with new lessons learned from the intervening 20 years; the role of the theory of frame-factors is reanalyzed.

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

Carlson, Dennis, "An Ontological Grounding for Curriculum: Learning to be In-the-World," The Journal of Curriculum Theorizing, 4(Summer, 1982), 207-215., Dennis Carlson

Annotation: Argues for the study of "being-in-the-world" of individual students in the curriculum.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Inquiry Guidelines, Defining Curriculum Research Questions, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

Carlson, Dennis, "Are We Making Progress? Ideology and Curriculum in an Age of No Child Left Behind," pp. 91-114 in Lois Weis, Cameron McCarthy, and Greg Dimitriadis, eds., Ideology, Curriculum, and the New Sociology of Education: Revisiting the Work of Michael Apple. New York: Routledge, 2006., Dennis Carlson

Annotation: Comments on Apple's use of the language of ideology in the critique of hegemonic power and urges the forging of counter-hegemonic movements to act against control mechanisms in education, especially in NCLB.

Broad Topical Focus: Curriculum Theorists, Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Ideology and School Knowledge, Value Assumptions and Ideologies in Curriculum, Social Efficiency/Control

Carlson, Dennis, "'Updating' Individualism and the Work Ethic: Corporate Logic in the Classroom," Curriculum Inquiry, 12(Summer, 1982), 125-160., Dennis Carlson

Annotation: Discusses work in advanced capitalist countries, worker compliance and resistance, the Individualized Instructional Planning model as a form of human control, and related student compliance and resistance.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Hidden Curriculum, Social Efficiency/Control

Carlson, Dennis, and Michael W. Apple, eds., Power/Knowledge/Pedagogy: The Meaning of Democratic Education in Unsettling Times. Boulder, CO: Westview Press, 1998., Dennis Carlson and Michael W. Apple

Annotation: Gives contemporary political views of curriculum reform, identity issues, textbooks, and pedagogy.

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

Carlson, Dennis L., "Constructing the Margins: Of Multicultural Educaiton and Curriculum Settlements," Curriculum Inquiry, 25(Winter, 1995), 407-431.*, Dennis L. Carlson

Annotation: Builds the case for a reconstructed multicultural curriculum that overcomes current restricted version; a response follows in a succeeding article with the author giving a rejoiner in another article.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design, Curriculum Change, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Differentiation, Ideology and School Knowledge, Multicultural Education, Values in the Classroom, Democratic Education

Carlson, Dennis L., "Curriculum Planning and the State: The Dynamics of Control in Education," pp. 98-115 in Landon E. Beyer and Michael W. Apple, eds., The Curriculum: Problems, Politics, and Possibilities . Albany, NY: State University of New York Press, 1988., Dennis L. Carlson

Annotation: Expresses concern with state-sponsored systems models of curriculum planning and proposes an alternative.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Local Control of Schooling

Carr, David, "Knowledge, Mind and the Curriculum," Educational Philosophy and Theory, 16(March, 1984), 12-22., David Carr

Annotation: Tries to show that learning of practical skills such as gymnastics and pottery cannot be conceived of by aligning them with epistemological categories.

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

Carr, David, "Practical Pursuits and the Curriculum," Journal of Philosophy of Education, 12(1978), 69-80., David Carr

Annotation: Asks whether there are forms of practical knowledge (creative, physical, etc.) that do not fall within forms of formal discourse and inquiry such as those set forth by Hirst, White, etc.

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: Practical Knowledge, Knowledge Generation, Curriculum and the Disciplines

Carr, David, "Rational Curriculum Planning," pp. 173-184 in Roger Marples, ed., The Aims of Education. New York: Routledge, 1999., David Carr

Annotation: Traces philosophical assumptions behind, and problems with, attempts at technical/rational curriculum planning; advocates a moral rather than technological approach.

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, Curriculum Development Strategies, Value Assumptions and Ideologies in Curriculum

Carr, David, "Varieties of Goodness in the School Curriculum," Educational Philosophy and Theory, 25(No.1, 1993), 1-18., David Carr

Annotation: Analyzes the various kinds of values inherent in curriculum and curriculum studies.

Broad Topical Focus: Curriculum Development, Organization, Design, Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Normative Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Values in the Classroom

Carr, Wilfred, "Can Educational Research Be Scientific?" pp. 77-86 in Wilfred Carr, For Education: Toward Critical Educational Inquiry. Bristol, PA: Open University Press, 1995. *, Wilfred Carr

Annotation: Contrasts scientific and interpretive questions in educational inquiry.

Broad Topical Focus: Defining Curriculum Research Questions, 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

Carr, Wilfred, "Educational Theory and its Relation to Educational Practice," pp. 100-109 in Noel Entwistle, ed., Handbook of Educational Ideas and Practices . New York: Routledge, 1990.*, Wilfred Carr

Annotation: Describes the evolution of five approaches to educational theory: common-sense, philosophical, applied science, practical, and critical.

Broad Topical Focus: Relation of Curriculum Research to Practice, 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, Comparisons Among Inquiry Modes, Curriculum Theory Creation and Uses, Curriculum History

Carr, Wilfred, For Education: Toward Critical Educational Inquiry. Philadelphia: Open University Press, 1995., Wilfred Carr

Annotation: Reprints eight previously published articles by the author; includes new material by Carr in introduction and epilogue and by Stephen Kemmis in prologue; demonstrates use of philosphical inquiry on theory/practice issues and educational inquiry generally.

Broad Topical Focus: Curriculum Inquiry Guidelines, Inquiry Language in Curriculum Research, Relation of Curriculum Research to Practice
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Philosophical Inquiry-Ampliative Criticism, Critical Inquiry, Multiple/Mixed Forms of Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation, Practical Knowledge

Carr, Wilfred, "Philosophy, Values, and Educational Science," Journal of Curriculum Studies, 17(April-June, 1985), 119-132.*, Wilfred Carr

Annotation: Examines the contention that values should be eliminated from educational research and argues that their inclusion does not make research impossible.

Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum Inquiry Guidelines, Inquiry Language in Curriculum Research
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Normative Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum

Carr, Wilfred, "Whatever Happened to Action Research?" pp. 100-107 in Wilfred Carr, For Education: Toward Critical Educational Inquiry. Bristol, PA: Open University Press, 1995.*, Wilfred Carr

Annotation: Discusses the nature of action research in relation to its contrast with positivism.

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, Value Assumptions and Ideologies in Curriculum, Comparative Curriculum

Carr, Wilfred, and Anthony Hartnett, Education and the Struggle for Democracy: The Politics of Educational Ideas. Bristol, PA: Open University Press, 1996., Wilfred Carr and Anthony Hartnett

Annotation: Offers critique and history of the democratic politics of the 1988 change in curriculum in the United Kingdom and provides a new democratic theory of education.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Visions and Philosophies, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Historical Inquiry, Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Citizenship Education, Curriculum and Politics, Philosophical Schools, Comparative Curriculum, Democratic Education

Carr, Wilfred, and Stephen Kemmis, "A Critical Approach to Theory and Practice," pp. 129-154 in Wilfred Carr and Stephen Kemmis, eds., Becoming Critical: Knowing through Action Research , Revised ed. Geelong, Victoria: Deakin University Press, 1986.*, Wilfred Carr and Stephen Kemmis

Annotation: Traces the origins of critical theory in Habermas and offers some criticism in the context of action research.

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

Carr, Wilfred, and Stephen Kemmis, Becoming Critical: Knowing Through Action Research . Geelong, Victoria, Australia: Deakin University Press, 1983. Revised Edition, 1986., Wilfred Carr and Stephen Kemmis

Annotation: Examines the naturalistic, interpretive, and critical views of educational theory and practice; spells out the critical approach to action research.

Broad Topical Focus: Curriculum Inquiry Guidelines, Relation of Curriculum Research to Practice
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Comparisons Among Inquiry Modes

Carson, A. S., "Community Participation and Curriculum Decisions," Educational Philosophy and Theory, 13(March, 1981), 39-53., A. S. Carson

Annotation: Analyzes the expectations and problems involved in community participation and curriculum decisions.

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

Carson, A. S., "Experts and Control of Curriculum," Journal of Educational Thought, 13(August, 1979), 129-139., A. S. Carson

Annotation: Argues that educational theorists can contribute to curriculum decision making but control of curriculum should be left to local decision makers.

Broad Topical Focus: Curriculum Policies and Policy Making,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: Local Control of Schooling

Carson, Richard N., "A Taxonomy of Knowledge Types for Use in Curriculum Design," Interchange, 35(March, 2004), 59-79., Richard N. Carson

Annotation: Poses a classification of nine knowledge types (empirical, rational, conventional, conceptual, cognitive process skills, psychomotor, affective , narrative, and received) for use in curriculum lesson planning.

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

Carson, Terrance, "Questioning Curriculum Implementation: Scenes from a Conversation," JCT: An Interdisciplinary Journal of Curriculum Studies, 9(Spring,1992), 71-96., Terrance Carson

Annotation: Illustrates conversation as a mode of research on the topic of curriculum implementation.

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

Carson, Terrance, "What Kind of Knowing Is Critical Action Research?" Theory Into Practice, 29(Summer, 1990), 167-173., Terrance Carson

Annotation: Presents an example of collaborative action research in peace education.

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, Social Studies

Carson, Terrance R., "A Teacher of Influence," JCT: Journal of Curriculum Theorizing, 11(No. 4, 1995), 7-10., Terrance R. Carson

Annotation: Sketches life and work of Ted Aoki and introduces essays inspired by him.

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, Curriculum Professors

Carson, Terrance R., "Closing the Gap Between Research and Practice: Conversation as a Mode of Doing Research," Phenomenology+Pedagogy, 4( No. 2, 1986), 73-85., Terrance R. Carson

Annotation: Describes "conversation" as a way of researching experience of the curriculum (with examples).

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

Carson, Terrance R., "Curriculum Implementation as a Problem of Human Action," pp. 117-27 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.*, Terrance R. Carson

Annotation: Reports the meaning of curriculum implementation as understood by teachers.

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

Carson, Terrance R., "Teaching as Curriculum Scholarship: Honoring Professor Ted Tetsuo Aoki," The Journal of Curriculum Theorizing, 7(Fall, 1987), 7-10., Terrance R. Carson

Annotation: Describes at his retirement Aoki's approach to teaching as seen by his students and others in essays that follow.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Theorists, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Programs of Study in Curriculum and Instruction

Carson, Terrance R., and Dennis J. Sumara, eds., Action Research as a Living Practice. New York: Peter Lang, 1997., Terrance R. Carson and Dennis J. Sumara

Annotation: Contains 22 accounts of action research as efforts to alter perception and action in practice.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Phenomenological Inquiry, Action Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum as Experience, Knowledge Generation, Teaching/Learning Process

Carspecken, Phil Francis, Critical Ethnography in Educational Research: A Theoretical and Practical Guide. New York: Routledge, 1996., Phil Francis Carspecken

Annotation: Provides a five-stage approach to doing critical ethnography in education with illustrative examples and with thorough discussion of validity requirements at each stage.

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

Carter, Kathy, "The Place of Story in the Study of Teaching and Teacher Education," Educational Researcher, 22(January-February, 1993), 5-12., Kathy Carter

Annotation: Describes the narrative form of inquiry and shows how this is used in the study of teaching and teacher education.

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

Cary, Lisa J., "From Currere to Curriculum Spaces," pp. 133-138 in Lisa J. Cary, Curriculum Spaces: Discourse, Postmodern Theory, and Educational Research. New York: Peter Lang, 2006., Lisa J. Cary

Annotation: Sums up the basis of the author's Curriculum Space Research Theory that is explained in detail throughout her book and that highlights the curriculum issue: "the way we know what we know."

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

Casanova, Ursula, "Research and Practice: We Can Integrate Them," National Education Association Journal, (January, 1989), 44-49.*, Ursula Casanova

Annotation: Makes the case for teacher involvement in practical research.

Broad Topical Focus: Relation of Curriculum Research to Practice
Source Discipline: Education
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Utilization, Teacher Research

Casey, Kathleen, "The New Narrative Research in Education," pp. 211-253 in Michael W. Apple, ed., Review of Research in Education, 21, 1995-1996. Washington, DC: American Educational Research Association, 1995., Kathleen Casey

Annotation: Reviews examples of and methodological issues related to narrative research in education and other fields of inquiry.

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

Castner, Daniel J., "Adaptive Challenges," pp. 241-254 in Charles L. Lowery and Patrick M. Jenlink, eds., The Handbook of Dewey's Educational Theory and Practice. Boston: Brill Sense, 2019., Daniel J. Castner

Annotation: Traces the influences of (and the absence of) Dewey's thinking in the field of curriculum development and curriculum leadership.

Broad Topical Focus: Curriculum Thoerists, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Hiistorical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Curriculum Development Strategies

Caswell, Hollis L, "Emergence of the Curriculum as a Field of Professional Work and Study," pp. 1-11 in Helen F. Robinson, ed., Precedents and Promises in the Curriculum Field . New York: Teachers College Press, 1966. Reprinted pp. 26-31 in Edmund C. Short and George D. Marconnet, eds., Contemporary Thought on Public School Curriculum . Dubuque, IA: W. C. Brown, 1968., Hollis L. Caswell

Annotation: Gives the history of currriculum as an emerging field of professional practice and study and identifies its several characteristics.

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

Caswell, Hollis L., and Associates, Curriculum Improvement in Public School Systems . New York: Bureau of Publications, Teachers College, Columbia University, 1950., Hollis L. Caswell

Annotation: Presents reports on several school systems engaged in curriculum improvement efforts.

Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum History

Caswell, Hollis L., and Associates, "The Changing Curriculum," pp 1-21 in their Curriculum Improvement in Public School Systems. New York: Bureau of Publications, Teachers College, Columbia University, 1950., Hollis L. Caswell

Annotation: Reviews the history of U. S. curriculum to date; subsequent chapters discuss curriculum development and evaluation.

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 Development Strategies

Caswell, Hollis L., "Persistent Curriculum Problems," Educational Forum, 43(November, 1978), 99-110.*, Hollis L. Caswell

Annotation: Identifies three problems encountered during the author's years of work in curriculum that still persist: the definition of the basics, procedures to improve the curriculum, and general education.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Change, Curriculum Decision-making Processes, Curriculum Theorists, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Specialization vs General Education, Curriculum History

Caswell, Hollis L., "The Revisionist Historians and Educational Practice," pp. 29-30 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., Hollis L. Caswell

Annotation: Tries to correct errors about curriculum history made by revisionist historians.

Broad Topical Focus: Curriculum Inquiry Guidelines
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

Catford, Lorna, "Portrait of a Ceramic Class," pp. 303-323 in Elliot W. Eisner, ed., The Educational Imagination . New York: Macmillan, 1985., Lorna Catford

Annotation: Presents a portayal of a class and its teacher, together with an analysis of the curriculum, classroom management, and the teaching.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism
Type of Study: Single Study
Narrow Topic: Classroom Observation & Research

Catterall, James S., and Emily Brizendine, "Proposition 13: Effects on High School Curricula, 1978-1983," American Journal of Education, 93(May, 1985), 327-351., James S. Catterall and Emily Brizendine

Annotation: Reports a survey of curriculum changes in California after cutting property taxes by more than half and the resulting financial stress on schools.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Administration, Leadership, Finance, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Survey
Narrow Topic: Curriculum and Politics, Secondary School Curriculum

Chambers, John H., "The Many Different Types of Theory which Underpin the Study of Education," Educational Foundations , 4(Fall, 1990), 79-102.*, John H. Chambers

Annotation: Distinguishes fourteen kinds of theory in eight categories and gives examples in education for each.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum Theory Creation and Uses

Chang-Bacon, Chris K., "Generation Interrupted: Rethinking 'Schools with Interrupted Formal Education' (SIFE) in the Wake of a Pandemic," Educational Researcher, 50 (3, 2021), 187-196., Chris K. Chang-Bacon

Annotation: Examines options for responding to educational needs of students whose education has been interrupted by the pandemic of 2020-2021 in light of studies of this issue previously undertaken regarding interruptions in education due to political instability, national disasters, refugee migration, etc.; discusses curriculum adaptations, socio-emotional support, community action, as well as the possibility of rethinking such terms as "SIFE,"' "interruption," and "formal education."

Broad Topical Focus: Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Differentiaion, Enrollment Changes, Needs Assessment

Chapman, Marian, and Russell A. Hill, eds., Achievement Motivation: An Analysis of the Literature . Philadelphia: Research for Better Schools, 1971., Marian Chapman and Russell A. Hill

Annotation: Analyzes the research on achievement motivation.

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

Charlton, Kenneth, "The Contributions of History to the Study of the Curriculum," pp. 63-78 in J. F. Kerr, ed., Changing the Curriculum . London: University of London Press, 1968. Reprinted pp. 77-88 in Arno A. Bellack and Herbert M. Kliebard, eds., Curriculum and Evaluation. Berkeley, CA: McCutchan, 1977., Kenneth Charlton

Annotation: Discusses the role of historical research in the study of curriculum.

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

Charters, Werritt W., Curriculum Construction . New York: Macmillan Co., 1923., Werritt W. Charters

Annotation: Describes a process of establishing curriculum objectives based on an analysis of adult activities.

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: Classics of Curriculum Literature

Chaucer, Harry, A Creative Approach to the Common Core Standards: The Da Vinci Curriculum. Lanham, MD: Rowman & Littlefield, 2012., Harry A. Chaucer

Annotation: Proposes a secondary school curriculum that "conserves, transmits, rectifies, and expands our heritage of values" (Dewey); organized historically around multi-disciplinary thinking of Leonardo Da Vinci;

Broad Topical Focus: Curriculum Proposals in Coherent Form, Curriculum Visions and Philosophies, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum Aims and Objectives, Secondary School Curriculum

Chen, Der-Thanq, Li-Yi Wang, and Wei-Lang Neo, "School-Based Curriculum Development Toward a Culture of Learning: Nonlinearity in Practice," British Journal of Educational Studies, 63(2,2015),213-228., Der-Thanq Chen, Li-Yi Wang, and Wei-Lang Neo

Annotation: Analyzes focus group discussions of school-based curriculum development in six schools in Singapore; proposes a framework based on a culture of learning model and identifies five constituent themes.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Curriculum Development Strategies, Comparative Curriculum

Cheng-Man Lau, Diana, "Analyzing the Curriculum Development Process: Three Models," Pedagogy, Culture, and Society, 9(No. 1, 2001), 29-44., Lau Diana Cheng-Man

Annotation: Uses network-actor theory to analyze power in both modern and post-modern curriculum development.

Broad Topical Focus: Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Curriculum Development Strategies

Cherryholmes, Cleo H., "An Exploration of Meaning and the Dialogue between Textbooks and Teaching," Journal of Curriculum Studies, 20(January-February, 1988), 1-21., Cleo H. Cherryholmes

Annotation: Explores this topic through discourses from language theory and critical philosophy.

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

Cherryholmes, Cleo H., "A Social Project for Curriculum: Post-Structural Perspectives," Journal of Curriculum Studies, 19(July-August, 1987), 295-316.*, Cleo H. Cherryholmes

Annotation: Critiques a structural view of curriculum from the perspective of a post-structural view and suggests activities that follow from the latter.

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

Cherryholmes, Cleo H., "Construct Validity and the Discourses of Research," American Journal of Education, 96(May, 1988), 421-457., Cleo H. Cherryholmes

Annotation: Examinnes the use of the concept of construct validity in educational research, especially in relation to phenomenological, critical, and interpretive research.

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