Source Discipline - Curriculum

 

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Green, Bill, "Knowledge, Pedagogy, Democracy: Reclaiming the Australian Curriculum," pp. 265-276 in Alan Reid and Deborah Price, eds., The Australian Curriculum: Promise, Problems, and Possibilities. Canberra: Australian Curriculum Studies Association, 2018., Bill Green

Annotation: Offers a critique of the current Australian Curriculum and of the articles written about it earlier in this book; addresses questions about knowledge, pedagogy, and democracy that are prompted by these earlier articles; gives an overall assessment of where work with the Australian Curriculum now stands.

Broad Topical Focus: Curriculum Policies and Policy Making; Curriculum Guides, Plans, Documents, Materials
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Comparative Curriculum, Curriculum Frameworks, Curriculum and Politics, Core Mandates, Freedom/Authority and Curriculum, School Subjects, Elementary School Curriculum

 

Green, Bill, "Re-negotiating the Curriculum?" Curriculum Perspectives, 4(2021), 213-225., Bill Green

Annotation: Discusses the continuing relevance of curriculum negotiation as described by Garth Boomer,1982.

Broad Topical Focus: Currricuum Decision-Making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophcal Inquiry--Specuative Essay
Type of Study: Single Sudy
Narrow Topic: Curriculum Development Strategies

 

Green, Bill, "Understanding Curriculum as Practice or On the PracticeTurn(s) in Curriculum Inquiry," Curriculum Perspectives 42(2022), 77-83., Bill Green

Annotation: Explains the idea of curriculum as practice as related to the work of curriculum scholarship of recent years; urges further inquiry in this vain.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophcal Inquiry--Specuative Essay
Type of Study: Single Sudy
Narrow Topic: Curriculum Development Strategies

 

Green, BIll, Philip Roberts, and Marie Brennan, eds., Currciulum Chalenges and Opportunities in a Changing World. Palgrave Macmillan, 2021., Bill Green, Philip Roberts, and Marie Brennan

Annotation: Contains 20 articles related to presentations at the 2018 IAACS conference in Melbourne; treats topics such as colonialization of curriculum, knowledge in curriculum, and other contemporary issues in Curriculum Studies by international authors.

Broad Topical Focus: Currriculum as a Field of Practice and Stuidy
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry - Speculative Essay
Type of Study: Collectionof Studies
Narrow Topic: Comparative Curriculum, Curriculum Theory Creation and Uses, Literature of Curriculum

 

Greene, Maxine, "A Perspectival View of Consciousness: Against Dualism," pp. 55-68 in Arthur W. Foshay and Irving Morrisett, eds., Beyond the Scientific: A Comprehensive View of Consciousness . Boulder, CO: Social Science Education Consortium, 1978., Maxine Greene

Annotation: Deals with the many modes of consciousness and the pursuit of meaning.

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: Curriculum as Experience, Knowledge Generation

 

Greene, Maxine, "Cognition, Consciousness, and Curriculum," pp. 69-84 in William F. Pinar, ed., Heightened Consciousness, Cultural Revolution, and Curriculum Theory . Berkeley, CA: McCutchan, 1974., Maxine Greene

Annotation: Discusses how Freire's views can take us beyond traditional curriculum thinking to new consciousness.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Freedom/Authority and Curriculum, Curriculum as Experience

 

Greene, Maxine, "Consciousness and the Public Space: Discovering a Pedagogy," Phenomenology + Pedagogy, 3(No. 2, 1985), 69-83., Maxine Greene

Annotation: Argues for teachers to interact with the public community to pursue freedom, critical understanding, and transformation.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Teaching/Learning Process, Curriculum and Politics

 

Greene, Maxine, "Curriculum and Consciousness," Teachers College Record, 73(December, 1971), 253-269. Reprinted pp. 299-320 in William F. Pinar, ed., Curriculum Theorizing. Berkeley, CA: McCutchan, 1975. Reprinted pp. 237-253 in Arno A. Bellack and Herbert M. Kliebard, eds., Curriculum and Evaluation . Berkeley, CA: McCutchan, 1977., Maxine Greene

Annotation: Shows how breaking with common sense views and examining alternative ones can lead to designing curriculum with many possibilities.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Freedom/Authority and Curriculum, Value Assumptions and Ideologies in Curriculum

 

Greene, Maxine, "Diversity and Inclusion: Toward a Curriculum for Human Beings," Teachers College Record, 95(Winter, 1993), 211-221.*, Maxine Greene

Annotation: Makes the case for inclusion of diverse perspectives, including women's, in curriculum content.

Broad Topical Focus: Curriculum Proposals in Coherent Form, Curriculum Development, Organization, Design, 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: Content Selection and Organization

 

Greene, Maxine, "Jeremiad and Curriculum: The Haunting of the Secondary School," Curriculum Inquiry, 15(Fall, 1985), 333-345., Maxine Greene

Annotation: Looks at historical trends in secondary school curriculum which reflect perspectives of sacred ideals in the context of presumed failure to achieve them.

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: Secondary School Curriculum, Value Assumptions and Ideologies in Curriculum

 

Greene, Maxine, "Metaphors and Multiples: Representation, the Arts, and History," Phi Delta Kappan, 78 (January, 1997), 387-394., Maxine Greene

Annotation: Sets forth the distinction between Enlightment (singular) and multiple views of knowledge and illustrates these representations in the arts and history.

Broad Topical Focus: 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, Philosophical Schools, Curriculum and the Disciplines, Knowledge Generation, Art Education, Social Studies

 

Greene, Maxine, "Notes on Aesthetic Education," pp. 7-43 in Maxine Greene, Variations on a Blue Guitar: The Lincoln Center Lectures on Aesthetic Education. New York: Teachers College Press, 2001., Maxine Greene

Annotation: Asserts what aesthetic education is and presents ideas on its part in curriculum; many related essays follow.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Aesthetics Education

 

Greenfield, Thomas B., "Waiting for an Answer," Curriculum Inquiry, 16(Fall, 1986), 239-243., Thomas B. Greenfield

Annotation: Points up the centrality of values in educational inquiry.

Broad Topical Focus: Curriculum Research and Inquiry-General, Critique and Utilization of Curriculum Research and Inquiry, Curriculum Inquiry Guidelines
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, Comparisons Among Inquiry Modes

 

Greeno, James G., et al., "Research, Reform, and Aims in Education: Modes of Action in Search of Each Other," pp. 299-335 in Ellen Condliffe Lagemann and Lee S. Shulman, eds., Issues in Educational Research : Problems and Possibilities. San Francisco: Jossey-Bass, 1999.*, James G. Greeno

Annotation: Describes a cooperative researcher-practitioner project in curriculum development and research--Middle-School Mathematics Applications Project (MMAP) 1991-1996.

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, Curriculum Development Strategies, Mathematics, Materials Development and Evaluation

 

Green, Thomas F., "The Formation of Conscience in an Age of Technology," American Journal of Education, 94(November, 1985), 1-32., Thomas F. Green

Annotation: Elucidates conscience as craft, membership, sacrifice, memory, imagination.

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

 

Greenwalt, Kyle, "Discursivity, Heteroglossia, and Interest: Revisiting Kliebard's Dewey," Education and Culture, 24(No.2, 2008), 41-53., Kyle Greenwalt

Annotation: Takes issue with Kliebard's treatment of U.S. curriculum politics (competing interests) by drawing on Baktin's notion of discourses and Dewey's notion of interests; offers an alternative rooted in concrete curriculum institutional practices.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Curriculum and Politics, Value Assumptions and Ideologies in Curriculum

 

Greer, W. Dwaine, "A Model for the Art of Teaching and A Critique of Teaching," pp. 161-185 in George Willis, ed., Qualitative Evaluation . Berkeley, CA: McCutchan, 1978., W. Dwaine Greer

Annotation: Gives a non-technique oriented model for teaching; does a crtique of one segment of classroom 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: Conceptions of Teaching

 

Gress, James R., "Curriculum: Variations on Themes," pp. 74-86 in James R. Gress, ed., Curriculum: An Introduction to the Field . Berkeley, CA: McCutchan, 1988. (Originally in Theory into Practice, 15(April, 1976), 98-106), James R. Gress

Annotation: Examines the evolution of American elementary curriculum thought and designs and concludes they are "variations on themes' affected by socio-political realities.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Contexts and Societal Influences, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Elementary School Curriculum, Curriculum History

 

Grimmett, Peter, and Mark Halvorson, "From Understanding Curriculum to Creating Curriculum: The Case of Co-Evolution of Re-conceptualized Design with Re-conceptualized Curriculum," Curriculum Inquiry, 40(March, 2010),241-262., Peter Grimmett and Mark Halvorson

Annotation: Discusses the problem of design practice as it relates to curriculum design; notes the omission of reconceptualizing curriculum design in Pinar's Understanding Curriculum which the authors review.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Frameworks, Curriculum Theory Creation and Uses

 

Grimmett, Peter P., "The Struggles of Teacher Research in a Context of Education Reform: Implications for Instructional Supervision," Journal of Curriculum and Supervision, 12(Fall, 1996), 37-65.*, Peter P. Grimmett

Annotation: Reports a four-year project among 25 teacher research groups in British Columbia to engage in action inquiry with the aid of supportive supervisors who engage in pedogogical tasks with these teachers.

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, Supervision of Instruction, Comparative Curriculum

 

Grobman, Arnold B., "Curriculum Adaptation," pp. 1135-1138 in T. Husen and T. N. Postlethwaite, eds., International Encyclopedia of Education. New York: Pergamon, 1984., Arnold B. Grobman

Annotation: Discusses issues in curriculum adaptation.

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

 

Grobman, Hulda, Developmental Curriculum Projects: Decision Points and Processes . Itasca, IL: F. E. Peacock, 1970., Hulda Grobman

Annotation: Describes projects funded by U. S. government in the 1950s and 1960s in terms of processes of decision-making used.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Curriculum History, Government Role in Educational Research & Development

 

Grollios, Georgios, Paulo Freire and the Curriculum. Boulder, CO: Paradigm Publishers, 2009., Georgios Grollios

Annotation: Gives a comprehensive analysis and elucidation of Freire's ideas on education and curriculum; examines the contexts in which his ideas were formulated and the settings in which he put them into practice; differentiates his perspective on curriculum planning from other historic and contemporary perspectives.

Broad Topical Focus: Curriculum Theorists, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Teaching/Learning Process, Content Selection and Organization

 

Grossman, Pamela L., and Susan S. Stodolsky, "Content as Context: The Role of School Subjects in Secondary School Teaching," Educational Researcher, 24 (November, 1995), 5-11; 23., Pamela L. Grossman and Susan S. Stodolsky

Annotation: Explores the relationship between schools and teacher organization and differences in subject matter structure, sequence, and flexibility across the curriculum.

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

 

Grossman, Pamela, Sam Wineburg, and Scott Beers, "When Theory Meets Practice in the World of School'" pp. 1-16 in Sam Wineburg and Pam Grossman, eds., Interdisciplinary Curriculum: Challenges to Interpretation. New York: Teachers College Press, 2000., Pamela Grossman, Sam Wineburg, and Scott Beers

Annotation: Traces the development in the 20th century of interdisciplinary approaches to curriculum and notes gaps in our current understanding of these approaches (which the studies that follow begin to fill in).

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

 

Groundwater-Smith, Susan, "Practitioner Research and Practical Knowledge: Their Relationship to Curriculum Enquiry," Curriculum Perspectives, 11(October, 1991), 51-55., Susan Groundwater-Smith

Annotation: Discusses issues involved in teacher inquiry and action research.

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

 

Grove, Richard W., and Edmund C. Short, "Theoretical Inquiry: Components and Structure," pp. 211-224 in Edmund C. Short, ed., Forms of Curriculum Inquiry . Albany, NY: SUNY Press, 1991.*, Richard W. Grove and Edmund C. Short

Annotation: Describes the processes of theoretical inquiry in curriculum.

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

 

Grubb, W. Norton, and Marvin Lazerson, "Transforming the High School," pp. 29-55 in W. Norton Grubb and Marvin Lazerson. The Education Gospel: The Economic Power of Schooling. Cambridge, MA: Harvard University Press, 2004., W. Norton Grubb and Marvin Lazerson

Annotation: Explores the history of vocationalism in the U.S. high school, discusses its problems, and offers recommendations for its future.

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: Vocational vs. Liberal Education, Curriculum History, Curriculum and Politics

 

Grumet, Madeleine. Amy Anderson, and Chris Osmon, "Finding Form for Curriculum Research," pp. 136-156 in Kathleen Gallagher, ed., The Methodological Dilemma: Creative, Critical, and Collaborative Approaches to Qualitative Research. New York: Rutledge, 2008., Madeleine Grumet, Amy Anderson, and Chris Osmon

Annotation: Suggests three ways curriculum may be studied: as a cultural object, as an event, and as a researcher's subjectivity--each with its appropriate form of qualitative method; case studies are included to illustrate these points.

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, Qualitative Research

 

Grumet, Madeleine R., "Autobiography and Reconceptualization," Impact, 14 (Spring, 1979), 10-14. Reprinted in Journal of Curriculum Theorizing, 2(Summer, 1980), 155-158. Reprinted pp. 139-144 in Henry A. Giroux, Anthony N. Penna, and William F. Pinar, eds., Curriculum and Instruction: Alternatives in Education . Berkeley, CA: McCutchan, 1981., Madeleine R. Grumet

Annotation: Describes the method of autobiography or reflexive analysis with students in teacher education.

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

 

Grumet, Madeleine R., "Bodyreading," pp. 453-473 in William F. Pinar, ed., Contemporary Curriculum Discourses . Scottsdale, AZ: Gorsuch Scarisbrick, 1988., Madeleine R. Grumet

Annotation: Shows how student meanings are amenable to phenomenological and feminist analysis.

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

 

Grumet, Madeleine R., "Conception, Contradiction and Curriculum," The Journal of Curriculum Theorizing, 3(Winter, 1981), 287-298., Madeleine R. Grumet

Annotation: Ventures into feminist social theory and draws implications for curriculum.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Psychology and Curriculum

 

Grumet, Madeleine, R., "Curriculum as Theater: Merely Players," Curriculum Inquiry, 8(Spring, 1978), 37-64., Madeleine R. Grumet

Annotation: Describes use of theater to free students to see their experience; relies on the performance of "scores".

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: Curriculum as Experience

 

Grumet, Madeleine R., "Restitution and Reconstruction of Educational Experience: An Autobiographical Method for Curriculum Theory," pp. 115-130 in Martin Lawn and Len Barton, eds., Rethinking Curriculum Studies: A Radical Approach . New York: Halsted Press, 1981.*, Madeleine R. Grumet

Annotation: Describes value and process of using the autobiographical method of inquiry in curriculum.

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

 

Grumet, Madeleine R., "Songs and Situations: The Figure/Ground Relation in a Case Study of Currere," pp. 274-315 in George Willis, ed., Qualitative Evaluation . Berkeley, CA: McCutchan, 1978., Madeleine R. Grumet

Annotation: Describes currere as an analysis of students' experiences and their use of it; presents a case study from a Rochester Theatre Festival.

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

 

Grumet, Madeleine R., "The Beauty Full Curriculum," Educational Theory, 39(Summer, 1989), 225-230., Madeleine R. Grumet

Annotation: Discusses the sense of beauty in curricular models and its characterization.

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 as Experience

 

Grumet, Madeleine R., "The Line is Drawn," Educational Leadership, 40(January, 1983), 28-38., Madeleine R. Grumet

Annotation: Explores aesthetic experience as a metaphor for education.

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: Aesthetics and Curriculum, Curriculum as Experience, Ideology and School Knowledge

 

Grumet, Madeleine R., "The Politics of Personal Knowledge," Curriuclum Inquiry, 17(Fall, 1987), 319-329., Madeleine R. Grumet

Annotation: Describes experience in doing narrative inquiry and autobiography.

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

 

Grumet, Madeleine R., "The Politics of Presence," pp. 76-83 in Mary Aswell Doll, ed., The Reconceptualization of Curriculum Studies: A Festschrift in Honor of William F. Pianr. New York: Routledge, 2017., Madeleine R. Grumet

Annotation: Gives a straight-forward representation of many of Pinar's key ideas and personal traits--most especially his concepts of currere and autobiographical method.

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

 

Grumet, Madeleine R., "The Work of James B. Macdonald: Theory Fierce with Reality," The Journal of Curriculum Theorizing, 6(Fall, 1985), 19-27., Madeleine R. Grumet

Annotation: Presents highlights and significance of the work of Macdonald.

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 History

 

Grumet, Madeleine, R., "Women and Teaching: Homeless at Home," pp. 531-539 in William F. Pinar, ed., Contemporary Curriculum Discourses. Scottsdale, AZ: Gorsuch Scarisbrick, 1988., Madeleine R. Grumet

Annotation: Presents a critical interpretation of an autobiographical account of a young woman's educational experiences.

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: Curriculum as Experience

 

Grumet, Madeleine, and Lynda Stone, "Feminism and Curriculum: Getting our Act Together," Journal of Curriculum Studies, 32 (March-April, 2000), 183-197., Madeleine Grumet and Lynda Stone

Annotation: Notes the dualism of feminism and of curriculum that splits school from home and also the dualisms within feminism and within curriculum; draws implications for change in both.

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

 

Grundy, Shirley, Curriculum: Product or Praxis? Philadelphia: Falmer Press, 1987., Shirley Grundy

Annotation: Examines curriculum as praxis and critical practice in relation to teachers' work.

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

 

Grundy, Shirley, "Three Modes of Action Research," Curriculum Perspectives, 2(October, 1982), 23-34.*, Shirley Grundy

Annotation: Discusses technical, practical, and emancipatory modes of action research.

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, Value Assumptions and Ideologies in Curriculum

 

Gudmundsdottir, Sigrun, "Story-maker, Story-teller: Narrative Structures in Curriculum," Journal of Curriculum Studies , 23 (May-June, 1991), 207-218., Sigrun Gudmundsdottir

Annotation: Gives examples of pedagogical content knowledge of two teachers presented in their narratives.

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

 

Gudmundsdottir, Sigrun, "The Teller, the Tale, and the One Being Told: The Narrative Nature of the Research Interview," Curriculum Inquiry, 26 (Fall, 1996), 293-306., Sigrun Gudmundsdottir

Annotation: Examines issues related to interviewer and interviewee in narrative inquiry and the interpretation of interview reports.

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

 

Gundem, Bjorg B., "Curriculum Reform and the School Subject "English" in the Norwegian Common School," pp. 233-240 in Craig Kridel, ed., Curriculum History . Lanham, MD: University Press of America, 1989., Bjorg B. Gundem

Annotation: The story of changes in English as a foreign language in the Norwegian schools and their relation to social and ideological factors.

Broad Topical Focus: Curriculum Change, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: English, Comparative Curriculum, Value Assumptions and Ideologies in Curriculum

 

Gundem, Bjorg B., "History of Curriculum", pp. 1301-1308 in Torsten Husen and Thomas N. Postlethwaite, eds., The International Encyclopedia of Education, 2d ed. New York: Pergamon, 1994.*, Bjorg B. Gundem

Annotation: Reviews the scope, subject matter, and value of historical inquiry in curriculum; history of curriculum theories, of curriculum codes, of school subjects, of curriculum reform and practice.

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: Status Study
Narrow Topic: Comparative Curriculum, Curriculum History, School Subjects

 

Gundem, Bjorg B., "Notes on the Developent of Nordic Didactics," Journal of Curriculum Studies, 24(January-February, 1992), 61-70.*, Bjorg B. Gundem

Annotation: Describes the history in the Nordic countries of the concepts of curriculum and didactics.

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

 

Gundem, Bjorg B., and Stefan Hopmann, eds., Didaktik and/or Curriculum: An International Dialogue. New York: Peter Lang, 1998., Bjorg B. Gundem and Stefan Hopmann

Annotation: Treats the contrast between curriculum and the European concept of Didaktik; 18 chapters by Reid, Westbury, Davis, Hamilton, Lundgren, Englund, Pinar, the editors, and others.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Enactment and Teaching, 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: Comparative Curriculum, Curriculum History

 

Gunzenhauser, Michael G., "High-Stakes Testing and the Default Philosophy of Education," Theory into Practice, 42(Winter, 2003), 51-58., Michael G. Gunzenhauser

Annotation: Argues that current policies on high-stakes testing narrow the curriculum and accept a philosophy that contradicts stated purposes and goals of education; gives suggestions on what to do in this situation.

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

 

Guttchen, Robert S., and Bertram Bandman , eds., Philosophical Essays on Curriculum. Philadelphia: J. B. Lippincott, 1969., Robert S. Guttchen and Bertram Bandman

Annotation: Consists of 19 essays pertaining to the disciplines in the various arts and sciences with implications for the content and organization of curriculum.

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

 

Gwynn, J. Minor, "Overview ot the Evolution of the Curriculum," pp. 1-40, and "Stages of Growth in the Modern Curriculum Movement," pp. 137-165 in J. Minor Gwynn, Curriculum Principles & Social Trends. New York: Macmillan, 1943., J. Minor Gwynn

Annotation: Provides a summary of the curricula offered in U. S. schools from 1635-present; gives analyses by various curriculum authorities of the various movements during this history.

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

 

Gwynn, J. Minor, "Philosophy, Goals, and Social Factors," Review of Educational Research, 21(June, 1951), 173-185., J. Minor Gwynn

Annotation: Deals with factors influencing curriculum, values, religion, goals, and objectives.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum Aims and Objectives, Value Assumptions and Ideologies in Curriculum

 

Gwynn, J. Minor, and John B. Chase, Jr., "Evolution of the Curriculum: An Overview, " pp. 1-32 in J. Minor Gwynn and John B. Chase, Jr., Curriculum Principles and Social Trends, 4th edition. New York City: Macmillan, 1969., J. Minor Gwynn and John B. Chase Jr.

Annotation: Traces the evolution of the motives in curriculum in the United States from 1635 to the present.

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

 

Haberman, Martin, "The Role of the Classroom Teacher as a Curriculum Leader, NASSP Bulletin, 76(November, 1992), 11-19.*, Martin Haberman

Annotation: Reviews the literature on the role of teachers in curriculum development and draws implications for practice.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Teacher Knowledge, Curriculum Development Strategies

 

Haberman, Martin, and Linda Post, "Multicultural Schooling: Developing a Curriculum for the Real World." Peabody Journal of Education, 69(Spring, 1994), 101-115., Martin Haberman and Linda Post

Annotation: Reviews several conceptions of multicultural programs and their implications for changing school curriculum; offers a model multicultural curriculum.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Multicultural Education

 

Haft, Henning, and Stefan Hopmann, eds., Case Studies in Curriculum Administration History . Philadelphia: Falmer, 1990., Henning Haft and Stefan Hopmann

Annotation: Reports a series of historical case studies of curriculum administration.

Broad Topical Focus: Curriculum Administration, Leadership, Finance, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum History, Curriculum Specialists in Schools

 

Haggerson, Nelson L., Jr., "Curriculum Theory and Time, Space, and Knowledge," Journal of Time Space and Knowledge, 1(No. 1, 1982), 31-46. Reprinted pp. 193-208 in Nelson L. Haggerson, Jr., Expanding Curriculum Research and Understanding: A Mytho-Poetic Perspective. New York: Peter Lang, 2000., Nelson L. Haggerson Jr.

Annotation: Employs the metaphors of "contract" ( open and closed) and of "stream" to analyze curriculum inquiry; classifies modes of inquiry into rational (theoretical/verification), mythological (practical/discovery), and evolutionary (transformational/self-organizing).

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research and Inquiry-General, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Comparisons Among Inquiry Modes

 

Haggerson, Nelson L., Jr., Expanding Curriculum Research and Understanding: A Mytho-Poetic Perspective. New York: Peter Lang, 2000., Nelson L. Haggerson Jr.

Annotation: Presents 16 essays by the author spanning the years 1982-2000 related to the topic; the introduction and chapter 16 give autobiographical information about the author.

Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum Conceptions and Theories, Curriculum Theorists, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Multiple/Mixed Forms of Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation

 

Haggerson, Nelson L., "Philosophical Inquiry: Ampliative Criticism," pp. 43-59 in Edmund C. Short, ed., Forms of Curriculum Inquiry . Albany, NY: SUNY Press, 1991. Reprinted pp. 57-71 in Nelson L. Haggerson, Jr., Expanding Curriculum Research and Understanding: A Mytho-Poetic Perspective. New York: Peter Lang, 2000.*, Nelson L. Haggerson

Annotation: Describes the processes of philosophical criticism in curriculum.

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

 

Haggerson, Nelson L., "Reconceptualizing Inquiry in Curriculum: Using Multiple Research Paradigms to Enhance the Study of Curriculum," The Journal of Curriculum Theorizing, 8(Spring, 1988), 81-102. Reprinted pp. 11-26 in Nelson L. Haggerson, Jr., Expanding Curriculum Research and Understanding: A Mytho-Poetic Perspective. New York: Peter Lang, 2000.*, Nelson L. Haggerson

Annotation: Sets forth four paradigms for use in curriculum study--rational/theoretical, mythological/practical, evolutionary/transformational, and normative/critical.

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

 

Haggerson, Nelson L., "The School of the Future: Considering the Spiritual Aspects of the School as Culture," Review Journal of Philosophy and Social Science, 14(No. 1 & 2, 1989), 268-288., Nelson L. Haggerson

Annotation: Gives personal perspective and experiences on the place of spiritual aspects of schooling.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Religious Inquiry
Type of Study: Single Study
Narrow Topic: Hidden Curriculum, Values in the Classroom, Ethical Issues in Curriculum

 

Haigh, Richard, "A Personal Reflection on School Leadership in England in Recent Times," Journal of Curriculum and Supervision, 12(Fall, 1996), 11-20.*, Richard Haigh

Annotation: Gives a narrative of the experience of a principal and his teachers as they attempt to cope with the policy and classroom demands of the 1988 Education Reform Act in the United Kingdom; gives evidence of failures at many levels; has curriculum policy implications for both UK and elsewhere in related articles in the same issue.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Freedom/Authority and Curriculum, Curriculum and Politics, Curriculum Implementation, Comparative Curriculum

 

Haines, Michael F., "The Uses of Knowledge as Determinants of College Curriculum," Paper presented at the 1974 Annual Meeting of AERA, Chicago, April, 1974. ERIC Document ED 087 374., Michael F. Haines

Annotation: Describes the preferences of college teachers for the associative, replicative, interpretive, and applicative (Broudy) uses of knowledge.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Higher Education Curriculum, Content Selection and Organization

 

Haller, H. D., and Arieh Lewy, "Curriculum Personnel," pp. 1238-1241 in T. Husen and T. N. Postlethwaite, eds., International Encyclopedia of Education . New York: Pergamon, 1984., H. D. Haller and Arieh Lewy

Annotation: Addresses the attempt to train and professionalize curriculum development through specialists, centers, and teams at national levels.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Administration, Leadership, Finance
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Professionalization in Curriculum, Curriculum Specialists in Schools, Programs of Study in Curriculum and Instruction, Curriculum Development Strategies

 

Halpin, David, "Understanding Curriculum as Utopian Text," pp. 147-157 in Alex Moore, ed., Schooling, Soiety, and Curriculum. New York: Routledge, 2006., David Halpin

Annotation: Argues the importance of utopian curriculum theorizing that represents public hope; draws on Skilbeck and critical theorists in modeling rhetorics of persuasion associated with creating utopian visions of curriculum.

Broad Topical Focus: Curriculum Proposals in Coherent Form, Curriculum Visions and Philosophies
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 Theory Creation and Uses

 

Halpin, David, and Paddy Walsh,eds., Educational Commonplaces: Essays to Honour Denis Lawton. London: Institute of Education, University of London, 2005., David Halpin and Paddy Walsh

Annotation: Contains eleven essays by colleagues of Denis Lawton collected in honor of his academic accomplishments as a curriculum studies scholar and administrator at he University of London's Institute of Education; contains a 2005 interview with him and a comprehensive list of his publications 1963-2005.

Broad Topical Focus: Curriculum Theorists, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum Development Strategies, Curriculum Theory Creation and Uses, Curriculum Professors, Value Assumptions and Ideologies in Curriculum

 

Halverson, Paul M., "Participation in Curriculum Development," Review of Educational Research, 24(June, 1954), 237-245., Paul M. Halverson

Annotation: Discusses cooperative research and planning for curriculum development among laymen and professionals.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Research and Inquiry-General
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum Deliberation, Curriculum Development Strategies

 

Halvorson, Mark, "Revealing the Technological Irresponsibility in Curriculum Design," Curriculum Inquiry, 41(January, 2011), 34-47., Mark Halvorson

Annotation: Reexamines Tyler's Basic Principles of Curriculum and Instruction critically in terms of its theoretical, practical, and productive aspects; the last of these employs a critical theory of technology (A. Feenberg, 1999);concludes that Tyler's technology of curriculum design has been inappropriately universalized and has ignored the subjectivity of teaching and learning.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Classics of Curriculum Literature, Curriculum Development Strategies, Discourse Analysis, Value Assumptions and Ideologies in Curriculum

 

Hameyer, Uwe, "Curriculum Theory," pp. 1265-1272 in T. Husen and T. N. Postlethwaite, eds., International Encyclopedia of Education . New York: Pergamon, 1984., Uwe Hameyer

Annotation: Notes in international contexts various conceptual models of curriculum, theories of curriculum legitimation, process theories of curriculum, structural curriculum theories, and theories of curriculum implementation.

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

 

Hameyer, Uwe, "Curriculum Theory," pp. 1348-1355 in Torsten Husen and Thomas N. Postlethwaite, eds., The International Encyclopedia of Education, 2d ed. New York: Pergamon, 1994.*, Uwe Hameyer

Annotation: Reviews several kinds of curriculum theory in an international context -- conceptual models, theories of legitimization, process theories, structural theories, implementation theories, and related issues.

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

 

Hameyer, Uwe, "Transforming Domain Knowledge: A Systemic View at the School Curriculum," The Curriculum Journal, 18(December, 2007), 411-427., Uwe Hameyer

Annotation: Sets a conceptual framework (for relating curriculum knowledge, instructional knowledge, and school knowledge) within which the author discusses seven possible ways of transforming discipline-based domain knowledge into school subjects; also sets an agenda of needed research on this process of knowledge transformation; recommends professional action to facilitate work related to this process of doing actual knowledge transformation.

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

 

Hameyer, Uwe, Karl Frey, and Henning Haft, eds., Handbuch Der Curriculum-Forschung, (Handbook of Curriculum Research ). Weinheim and Basel: Beltz Verlag, 1983., Uwe Hameyer, Karl Frey, and Henning Haft

Annotation: Contains a comprehensive review of empirical and theory-oriented curriculum research carried out in German-speaking countries from 1970-1981; in ten sections with 69 articles.

Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum Research Domains and Structure, Defining Curriculum Research Questions, Curriculum as a Field of Practice and Study, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry, Scientific/Empirical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation, Comparative Curriculum, Literature of Curriculum

 

Hamilton, David, "Class and Curriculum," pp.21-23 in Bernadette Baker, ed., New Curriculum History. Rotterdam: Sense Publishers, 2009., David Hamilton

Annotation: Comments on and updates his 1989 chapter on this topic in his book, Towards a Theory of Schooling.

Broad Topical Focus: Curriculum Definitions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History

 

Hamilton, David, "Curriculum Design: Historical Perspectives on the Art of the State." Paper presented at the Annual Meeting of the American Educational Research Association, Washington, DC, April, 1987. ERIC Document Reproduction Service ED 281 316.*, David Hamilton

Annotation: Traces the history of the ideas of curriculum and of curriculum design; discusses the natural order of knowledge and/or of development of the child as possible alternatives to which curriculum design should conform.

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

 

Hamilton, David, "On the Origins of the Educational Terms 'Class' and 'Curriculum'," pp. 35-55 in his Toward a Theory of Schooling. London: Falmer, 1989.*, David Hamilton

Annotation: Identifies the early European sources in which "class" and "curriculum" were used; shows various meanings of these terms.

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

 

Hamilton, David, "The Beginning of Schooling--As We Know It," Journal of Curriculum Studies, 47(No. 5, 2015), 577-593., David Hamilton

Annotation: Traces the cultural and historical beginnings of schoooing in Europe i all its forms (religious and others); explains the evolution of schooling from the 9th to 16th centuries: cites numerous writers on schooling thoughout this period.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Implementation, Curriculum Aims and Objectives

 

Hamilton, David, and Benjamin Zerfiaurre, BlackBoards and Bootstraps: Revisioning Education and Schooling. Rotterdam: Sense Publishers, 2014., David Hamilton and Benjamin Zerfiaurre

Annotation: Traces the history of schooling and education (which are distinguishable) within their cultural and political contexts from pre-modern periods to today's neo-liberal marketized versions; gives attention to key thinkers, movements, and practical embodiments in each period of education and schooling; provides a basic reader in curriculum and didactics.

Broad Topical Focus: Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum History, Curriculum Aims and Objectives, Classics of Curriculum Literature, Value Assumptions and Ideologies in Curriculum, Democratic Education

 

Hamilton, Stephen F., "Experiential Learning Programs for Youth," American Journal of Education, 88(February, 1980), 179-215., Stephen F. Hamilton

Annotation: Defines experiential learning, reviews selected evaluations of related programs, and makes recommendations for future research.

Broad Topical Focus: Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Secondary School Curriculum

 

Ham, Maryellen C., "Enhancing Supervisory Effectiveness through Collaborative Action Research," Peabody Journal of Education, 64(Spring, 1987), 44-56., Maryellen C. Ham

Annotation: Explains collaborative research methods used in three studies of supervisory effectiveness, with implications.

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, Supervision of Instruction

 

Hammersley, Martyn, and Andy Hargreaves, Curriculum Practice: Some Sociological Case Studies . Philadelphia: Falmer, 1983.*, Martyn Hammersley and Andy Hargreaves

Annotation: Gives a brief explanation of the work done in the sociology of education and presents several case studies.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Collection of Studies
Narrow Topic: School Subjects, Comparative Curriculum

 

Hamm, Russell L., and Kenneth T. Henson, "Philosophy: Curriculum Source and Guide," Contemporary Education, 51(Spring, 1980), 147-150., Russell L. Hamm and Kenneth T. Henson

Annotation: Points out how philosophy contributes to curriculum theory by helping it to escape parochialism, dogmatism, fads, misunderstandings of meanings, and an unquestioning attitude.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Philosophical Inquiry-Ampliative Criticism,Normative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses

 

Hampton, David H., "Curriculum Change at the Local Level: A Case Study," pp. 355-377 in J. Victor Baldridge and Terrance E. Deal, eds., Managing Change in Educational Organizations, Sociological Perspectives, Strategies, and Case Studies. Berkeley, CA: McCutchan, 1975., David H. Hampton

Annotation: Presents a report of change strategies in social studies in Palo Alto, CA.

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

 

Handler, Bonnie S., "Coming of Age in Curriculum: Reflections on 'Thinking About the Curriculum'," Journal of Curriculum Studies, 14(April-June, 1982), 183-195.*, Bonnie S. Handler

Annotation: Critiques Reid's book, Thinking about the Curriculum (1978).

Broad Topical Focus: Curriculum Policies and Policy Making, 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: Curriculum Deliberation

 

Hannay, Lynne M., "Action Research: A Natural for the Curriculum Process," Peabody Journal of Education, 64(Spring, 1987), 24-43., Lynne M. Hannay

Annotation: Describes three action research studies on the curriculum process.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

Hannay, Lynne M., and Wayne Seller, "The Curriculum Leadership Role In Facilitating Curriculum Deliberation," Journal of Curriculum and Supervision , 6 (Summer, 1991), 340-357., Lynne M. Hannay and Wayne Seller

Annotation: Describes a study of school-based curriculum development in Canada.

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

 

Hannay, Lynne, and Wayne Seller, "The Influence of Teachers' Thinking on Curriculum Development Decisions," pp. 240-271 in Christopher Day, Maureen Pope, and Pam Denicolo, eds., Insight into Teachers' Thinking and Practice . Philadelphia: Falmer Press, 1990., Lynne Hannay and Wayne Seller

Annotation: Reports a study of images in teachers' thinking regarding their curriculum development decisions.

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, Teacher Knowledge, Comparative Curriculum

 

Hansen, David T., "Curriculum and the Idea of a Cosmopolitan Inheritance," Journal of Curriculum Studies, 40(June, 2008), 289-312., David T. Hansen

Annotation: Traces the history of the idea of the cosmopolitan and various conceptions of cosmopolitanism; contrasts these ideas with other "isms," suggests that a cosmopolitan-oriented curriculum need not conflict with organizing curriculum content or structures but can affect the understanding or world inheritance of that content; discusses the contours of cosmopolitan sensibility and how to educate for it.

Broad Topical Focus: Curriculum Visions and Philosophies, 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 Aims and Objectives, Value Assumptions and Ideologies in Curriculum, Teaching/Learning Process

 

Hansen, David T., ed., Ethical Visions of Education: Philosophies in Practice. New York: Teachers College Press, 2007., David T. Hansen

Annotation: Presents portrayals of ten eminent educational philosophers' ethical visions of educational practice, together with commentaries on each (Dewey, Freire, DuBois, Makiguchi, Jane Addams, Zingzhi, Montessori, Tagore, Steiner, and Schweitzer).

Broad Topical Focus: Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum History, Value Assumptions and Ideologies in Curriculum

 

Hansen, David T., et al.,"Curriculum History: National Profiles," pp. 1288-1301 in Torsten Husen and Thomas N. Postlethwaite, eds., The International Encyclopedia of Education, 2d ed. New York: Pergamon, 1994.*, David T. Hansen

Annotation: Reveiws curriculum history in Germany, China, United Kingdom, and United States.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Status Study
Narrow Topic: Curriculum History, Comparative Curriculum, Government Role in Educational Research & Development

 

Hansen, David T., "John Dewey and a Curriculum of Moral Knowledge," Curriculum and Teaching Dialogue, 9(Nos. 1 & 2, 2007), 173-181., David T. Hansen

Annotation: Interprets Dewey's notion of the relation between knowledge, teaching the academic subjects, and the development of moral principles and purpose.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Moral Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Value Assumptions and Ideologies in Curriculum, Curriculum as Experience

 

Hansen, David T., Rodino F. Anderson, Jeffrey Frank, and Kiera Nieuwejaar, "Reenvisioning the Progressive Tradition in Curriculum," pp. 440-459 in F. Michael Connelly, Ming Fang He, and JoAnn Phillion, eds., The SAGE Handbook of Curriculum and Instruction. Los Angeles: Sage Publications, 2008., David T. Hansen, Rodino F. Anderson, Jeffrey Frank, and Kiera Nieuwejaar

Annotation: Traces the intellectual resources found in Dewey, Emerson, Du Bois, Jane Addams for reenvisioning the progressive tradition in curriculum.

Broad Topical Focus: Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives

 

Hansen, David T., Mary Erina Driscoll, and Rene V. Arcilla, eds., A Life in Classrooms: Philip W. Jackson and the Practice of Education. New York: Teachers College Press, 2007., David T. Hansen, Mary Erina Driscoll, and Rene V. Arcilla

Annotation: Presents eleven essays in honor of the professional life and work of Philip W. Jackson; including analyses of several of his writings, including Life in Classrooms, and his several works on Dewey; chapter 9 focuses on his contributions to Curriculum Studies.

Broad Topical Focus: Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Collection of Studies
Narrow Topic: Curriculum Professors, Teaching/Learning Process, Classics of Curriculum Literature

 

Hansen, Klaus-Henning, "Rewriting Bildung for Postmodernity: Books on Educational Philosophy, Classroom Practice, and Reflective Teaching," Curriculum Inquiry, 38(January,2008), 93-115., Klaus-Henning Hansen

Annotation: Reviews three books (2000, 2002, 2003) on the concepts of Bildung and Bildung-centered Didaktik and underlines the need to rewrite Bildung today.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Liberal Education/General Education, Content Selection and Organization

 

Harap, Henry, ed., The Changing Curriculum . New York: D. Appleton-Century, 1937., Henry Harap

Annotation: Presents an early collection of expert thought on curriculum change.

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: Classics of Curriculum Literature

 

Harap, Henry, ed., "The Curriculum," Review of Educational Research, 7(April, 1937), 117-236,, Henry Harap

Annotation: Contains chapters on the social basis of curriculum, plans for curriculum building and research, reorganization of subjects, activity curriculum, curriculum surveys, as well as investigations in subject areas of the curriculum and higher education curriculum.

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: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Comparisons Among Inquiry Modes, Content Selection and Organization

 

Harap, Henry, The Technique of Curriculum Making . New York: Macmillan, 1928., Henry Harap

Annotation: States views on how to make curriculum decisions based on social criteria.

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: Classics of Curriculum Literature

 

Hargreaves, Andy, Changing Teachers, Changing TImes: Teacher's Work and Culture in the Postmodern Age. New York: Teachers College Press, 1994., Andy Hargreaves

Annotation: Presents essays on teacher change, time, work, and culture, and their implications for school leaders.

Broad Topical Focus: Curriculum Change, Curriculum Contexts and Societal Influences, Curriculum Administration, Leadership, Finance
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Criticism of Schooling, Teacher Planning, Classroom Observation & Research

 

Hargreaves, Andy, "Curriculum Policy and the Culture of Teaching," pp. 26-40 in Geoffrey Milburn, Ivor F. Goodson, and Robert J. Clark, eds., Re-Interpreting Curriculum Research: Images and Arguments. Philadelphia: Falmer, 1989., Andy Hargreaves

Annotation: Suggests the role of cultural interruption in school and curriculum change.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: In-service Teacher Development, Value Assumptions and Ideologies in Curriculum, Teaching/Learning Process

 

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