Source Discipline - Curriculum

 

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Langenbach, Michael, et al, "An Empirical Analysis of Curriculum Design." ERIC Document ED 045 582., Michael Langenbach

Annotation: Examines design characteristics in the 1969 ASCD exhibit curriculum documents.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Guides, Plans, Documents, Materials
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: American/International Curriculum Organizations, Content Selection and Organization

 

Langer, Judith A., "Literature and Learning to Think," Journal of Curriculum and Supervision, 10(Spring, 1995), 207-226., Judith A. Langer

Annotation: Sets forth possible ways to conceive of and to teach literature so that horizons of possibility exist in fostering thinking and problem-solving; includes some classroom episodes.

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: Literature, Critical Thinking, Content Selection and Organization

 

Larson, Ruth M., "Bibliography on Curriculum Research," pp. 278-304 in Arthur W. Foshay, et al., Research for Curriculum Improvement. 1957 ASCD Yearbook. Washington, DC: Association for Supervision and Curriculum Development, 1957., Ruth M. Larson

Annotation: Lists and summarizes exemplary research studies, citations on research methods and techniques, and general reference guides and sources in education.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Bibliographic Compilation
Narrow Topic: Literature of Curriculum

 

Laska, John A., "The Relationship Between Instruction and Curriculum: A Conceptual Clarification," Instructional Science, 13(1984), 203-212., John A. Laska

Annotation: Makes distinctions between curriculum and instruction and places curricular components as constituents of the instructional process.

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

 

Lather, Patti, "Critical Theory, Curricular Transformation and Feminist Mainstreaming," Journal of Education, 166(No. 1, 1984), 49-62., Patti Lather

Annotation: Discusses the relation of critical theory to curriculum transformation and feminist mainstreaming.

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

 

Law, Edmond Hau-Fai, and Chenzhi Li, eds., Curriculum Innovations in Changing Societies: Chinese Perspectives from Hong Kong, Taiwan, and Mainland China. Rotterdam: Sense Publishers, 2013., Edmond Hau-Fai Law and Chenzhi Li

Annotation: Contains research and integrations of studies on curriculum and related topics in three Chinese settings; five chapters discuss overall curriculum policy, research, and trends; others discuss subjects and curriculum; the final chapter compares European and Chinese curriculum development and research.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Integrative Inquiry
Type of Study: Collection of Studies
Narrow Topic: Comparative Curriculum, Curriculum History, Content Selection and Organization

 

Law, Edmond Hau-fai, and Nienke Nieveen, eds., Schools as Curriculum Agencies: Asian and European Perspectives on School-based Curriculum Development. Rotterdam: Sense Publications, 2010., Edmond Hau-fai Law and Nienke Nieveen

Annotation: Reports status of use of SBCD in six Asian countries and seven European countries; explores issues such as definitions of SBCD, effects of cultural and legal contexts, stakeholders' views and experiences with SBCD, and theoretical and practical analysis of SBCD.

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

 

Lawhead, Victor, "Harold Alberty, Master Teacher: A Retrospective View," Teaching Education, 1(Autumn, 1987), 68-76., Victor Lawhead

Annotation: Describes Alberty and his career from the point of view of a former student.

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

 

Lawler, Marcella R., ed., Strategies for Planned Curricular Innovation . New York: Teachers College Press, 1970., Marcella R. Lawler

Annotation: Contains several essays on planned curriculum innovation presented at a conference led by the editor.

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

 

Lawn, Martin, "From Responsiblity to Competency: A New Context for Curriculum Studies in England and Wales," Journal of Curriculum Studies, 22(July-August, 1990), 388-392.*, Martin Lawn

Annotation: Summarizes the educational polity impacts of Thatcherism on curriculum in the late 1980s.

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

 

Lawn, Martin, and Len Barton, "Curriculum Politics and Emancipation," pp. 237-247 in Martin Lawn and Len Barton, Rethinking Curriculum Studies . New York: Halsted Press, 1981., Martin Lawn and Len Barton

Annotation: Takes stock of current research in curriculum studies and challenges researchers not to act as unwitting agents of the state.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry, Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Curriculum and Politics, Freedom/Authority and Curriculum, Knowledge Generation

 

Lawn, Martin, and Len Barton, "Curriculum Studies: Reconceptualism or Reconstruction?" The Journal of Curriculum Theorizing, 2(Winter, 1980), 47-56., Martin Lawn and Len Barton

Annotation: Summarizes and contrasts the curriculum literature based on technical, humanistic, and political paradigms.

Broad Topical Focus: Curriculum as a Field of Practice and Study, Curriculum Inquiry Guidelines, Inquiry Language in Curriculum Research, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Multiple/Mixed Forms of Inquiry
Type of Study: Status Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum, Literature of Curriculum

 

Lawton, Denis, "Curriculum History: United Kingdom," pp. 1202-1204 in T. Husen and T. N. Postlethwaite, eds., International Education . New York: Pergamon, 1984., Denis Lawton

Annotation: Describes briefly curriculum history in the United Kingdom.

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

 

Lawton, Denis, "Metaphor and the Curriculum," pp. 79-90 in William Taylor (ed.), Metaphors of Education . London: Heinemann, 1984.*, Denis Lawton

Annotation: Identifies and analylzes several metaphors used for the curriculum.

Broad Topical Focus: Inquiry Language in Curriculum Research,Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives

 

Lazerson, Marvin, Judith Block McLaughlin, and Bruce McPherson, "New Curriculum, Old Issues," Teachers College Record, 86(Winter, 1984), 300-319.*, Marvin Lazerson, Judith Block McLaughlin, and Bruce McPherson

Annotation: Reviews history of SMSG, MACOS, and other reforms of the 1950s and 1960s.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Curriculum Development Strategies, Mathematics, Social Studies, Curriculum and the Disciplines

 

Leafgren, Sheri,and Michael P. O'Malley, "How Might Spiritual, Moral, or Theological Discourses Influence and Inspire Curriculum and Pedagogy?" Journal of Curriculum and Pedagogy, 2(Winter, 2005), 19-118., Sheri and Leafgren and Michael P. O'Malley

Annotation: Introduces a series of papers resonding to this question.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Visions and Philosophies, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Religious Inquiry, Moral Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum Aims and Objectives, Value Assumptions and Ideologies in Curriculum

 

Lebrun, Johanne, and others, "Past and Current Trends in the Analysis of Textbooks in a Quebec Context," Curriculum Inquiry, 32(Spring, 2002), 51-83., Johanne Lebrun

Annotation: Reviews research on the analysis of textbooks since 1960 in Quebec and around the world.

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: Textbooks, Materials Development and Evaluation, Comparative Curriculum

 

LeCompte, Margaret, "Learning to Work: The Hidden Curriculum of the Classroom," Anthropology and Educational Quarterly, 9(February, 1978), 22-37.*, Margaret LeCompte

Annotation: Reports a study of the hidden curriculum in a New Mexico classroom related to teacher autonomy.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry, Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Hidden Curriculum, Classroom Observation & Research, Conceptions of Teaching, Freedom/Authority and Curriculum

 

LeCompte, Margaret D., and Kathleen Bennett DeMarrais, "The Disempowering of Empowerment: Out of the Revolution and into the Classroom," Educational Foundations, 6(Summer, 1992), 5-31., Margaret D. LeCompte and Kathleen Bennett DeMarrais

Annotation: Traces origins of empowerment and its uses and misuses in education.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Teaching/Learning Process

 

Lee, Carol D., "A Curriculum that Promotes Civic Ends and Meets Developmental Needs," Phi Delta Kappan, 103(November, 2021), 54-57., Carol D. Lee

Annotation: Argues for a curriculum that promotes democratic engagement of tits citizens who learn disciplinary content and acquire intellectual dispositions through responsible pedagogy and learning behaviors; relates to the National Academy of Education's 2021 "Educating for Civic Reasoning and Discourse."

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

 

Lee, Diane, "To Be in a World of Wicked Problems" , "Caring as Being," pp. 116-128; pp. 179-184 in Louise M. Berman, et. al. , Toward Curriculum for Being: Voice of Educators. Albany, NY: SUNY Press, 1991.*, Diane Lee

Annotation: Gives voice to author's own experience as a professor in dialogue with colleagues.

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

 

Lee, Diane, and Louise M. Berman, "Ill-Structured Problems: Reconsidering Teenage Sexuality," pp. 284 -300 in James T. Sears, ed., Sexuality and the Curriculum . New York: Teachers College Press, 1992.*, Diane Lee and Louise M. Berman

Annotation: Draws together a curriculum proposal for teaching sexuality issues to teen-agers.

Broad Topical Focus: Curriculum Proposals in Coherent Form, Curriculum Guides, Plans, Documents, Materials
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Ethical Issues in Curriculum

 

Leeper, Robert R., ed., What are the Sources of the Curriculum? A Symposium. Washington, DC: Association for Supervision and Curriculum Development, 1962., Robert R. Leeper

Annotation: Contains a series of essays on various conceptions of the sources of the curriculum (by Foshay, Wilhelms, Alberty, van Til, L. Hanna, Herrick, and Mackenzie).

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Decision-making Processes, Curriculum Conceptions and Theories, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Collection of Studies
Narrow Topic: Content Selection and Organization, Classics of Curriculum Literature

 

Lee, Reginald S., Kathryn M. Borman, and William Tyson, "Florida's A+ Plan: Education Reform Policies and Student Outcomes," pp. 241-279 in Kathryn M. Borman and Sherman Dorn, eds., Educational Reform in Florida: Diversity and Equity in Public Policy. Albany, NY: State University of New York Press, 2007., Reginald S. Lee, Kathryn M. Borman, and William Tyson

Annotation: Reports and analyzes student outcomes data in Florida under Governor Bush's A+ Plan for the first years of implementation; poverty and race (among 20 variables) highly correlates with poor results.

Broad Topical Focus: Curriculum Evaluation, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Evaluative Inquiry, Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Student Assessment

 

Lee, Yu-Ling, "Lingering on Aoki's Bridge: Reconceptualizing Ted Aoki as Curricular Techno-Theologian," JCT: Journal of Curriculum Theorizing, 31(No. 3, 2017), 18-30., Yu-Ling Lee

Annotation: Points out how Aoki's stance falls between the technological/instrumentalist mindset and that of the theologian in his conception of curriculum.

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

 

Leithwood, Kenneth A., "Curriculum Diffusion," pp. 1181-1183 in T. Husen and T. N. Postlethwaite, eds., International Encyclopedia of Education. New York: Pergamon, 1984., Kenneth A. Leithwood

Annotation: Defines curriculum diffusion and briefly cites research and criticism on the topic.

Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Knowledge Linkage

 

Leithwood, Kenneth A., "Managing the Implementation of Curriculum Innovations," Knowledge: Creation, Diffusion, Utilization, 2(March, 1981), 341-360., Kenneth A. Leithwood

Annotation: Gives a summary of work done on managing the implementation of curriculum innovations.

Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum Implementation

 

Leithwood, Kenneth A., "The Dimensions of Curriculum Innovation," Journal of Curriculum Studies, 13(January-March, 1981), 25-36.*, Kenneth A. Leithwood

Annotation: Identifies and relates several dimensions of curriculum innovation into a model.

Broad Topical Focus: Curriculum Change,Curriculum Conceptions and Theories,Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Implementation

 

Leithwood, Kenneth A., "What is Appropriate Curriculum Research?" Curriculum Perspectives, 2(October, 1981), 17-22., Kenneth A. Leithwood

Annotation: Posits a matrix of criteria for identifying problems for curriculum research involving both description and action.

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

 

Leithwood, Kenneth, Teresa Menzies, and Doris Jantzi, "Earning Teachers' Commitment to Curriculum Reform," Peabody Journal of Education, 69(Summer, 1994), 38-61., Kenneth Leithwood, Teresa Menzies, and Doris Jantzi

Annotation: Reviews literature on teacher commitment and suggests a strategy for building teachers' commitment to curriculum change.

Broad Topical Focus: Curriculum Change, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum Development Strategies

 

Le Metais, Joanna, "International Trends in Curriculum Frameworks," The Educational Forum, 67(Sping, 2003), 235-247., Metais Joanna Le

Annotation: Reports results and draws implications from a study of curriculum policy frameworks in 18 countries conducted by the National Foundation for Educational Research (England).

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Survey
Narrow Topic: Comparative Curriculum, American/International Curriculum Organizations, Curriculum Frameworks

 

Leming, James S., "The Influence of Contemporary Issues Curricula on School-Aged Youth," pp. 111-161 in. Gerald Grant, ed., Review of Research in Education, 18: 1992. Washington, D.C.: American Educational Research Association, 1992., James S. Leming

Annotation: Reviews research on curricula on sex education, drug education, suicide prevention, death education, social prejuidice, sex role stereotypes, global education, environmental education, and peace education.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Evaluation, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Content Selection and Organization, Values in the Classroom

 

Leonard, J. Timothy, "Mystery and Myth: Curriculum as the Illumination of Lived Experience," The Journal of Curriculum Theorizing, 5(Winter, 1983), 17-25., J. Timothy Leonard

Annotation: Makes the case for connecting curriculum theory to lived experience; discusses practical implications for curriculum.

Broad Topical Focus: 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

 

Leonardo, Zeus, Ideology, Discourse, and School Reform. Westport, CT: Praeger, 2003., Zeus Leonardo

Annotation: Reports a study of teachers' discourse illuminating their ideologies (necessary, negative, and positive) undertaken from a critical ideological research perspective.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Discourse Analysis, Middle School Curriculum, Teacher Planning, Teacher Knowledge, Value Assumptions and Ideologies in Curriculum

 

Lerner, Michael, "The Spiritual Transformation of Education," pp. 233-272 in Michael Lerner, Spirit Matters. Charlottesville, VA: Hampton Roads Publishing, 2002.*, Michael Lerner

Annotation: Presents a proposal to combat current values inherent in public school curricula with spritual values; proposes core streams on world of work, miracle of the body, meaning of life, cooperation and community, birth and death, plus some basics.

Broad Topical Focus: Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum

 

Levin, Ben, "Curriculum Policy and the Politics of What Should Be Learned in Schools," pp. 7-24 in F. Michael Connelly, Ming Fang He, and JoAnn Phillion, eds., The SAGE Handbook of Curriculum and Instruction. Los Angeles: Sage Publications, 2008., Ben Levin

Annotation: Lays out the practical aspects of the processes by which governments determine curriculum policies.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Status Study
Narrow Topic: Curriculum and Politics, Government Role in Educational Research & Development, Curriculum Deliberation

 

Levin, Benjamin, "The Educational Requirement for Democracy," Curriculum Inquiry, 28(Spring, 1998), 57-79., Benjamin Levin

Annotation: Explores the provision of democractic ideals in the curriculum through democratic experiences for students.

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: Single Study
Narrow Topic: Democratic Education, Curriculum as Experience

 

Levin, Benjamin R. "The Grade Three Assessment: Even Doing What People Want Can Be Hard," pp. 84-100 in his Governing Education. Toronto: University of Toronto Press, 2005., Benjamin R. Levin

Annotation: Gives the author's experience as a top Department of Educational official in dealing with grade three assessment policy proposals and implementation in the Province of Manitoba, Canada, from 1999-2002.

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, Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics

 

Levine, Donald N., "Goals for the Liberal Curriculum I: Powers of Prehension," pp. 190-203; and "II: Powers of Expression," pp. 204-219 in his Powers of the Mind: The Reinvention of Liberal Learning in America. Chicago: The University of Chicago Press, 2006., Donald N. Levine

Annotation: Sets forth eight powers of the mind as a proposed structure for liberal curriculum in higher education; includes four powers of prehension (audiovisual, kinesthetic, understanding verbal texts, understanding natural and cultural worlds) and four powers of expression (reflexive self, inventing statements-problems-actions, integrating knowledge, and communication).

Broad Topical Focus: Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Liberal Education/General Education, Higher Education Curriculum

 

Levine, Donald N., "Joseph Schwab's Assault on Facile Teaching," pp. 114-145 in his Powers of the Mind: The Reinvention of Liberal Learning in America. Chicago: The University of Chicago Press, 2006., Donald N. Levine

Annotation: Traces the intellectual contributions of Joseph J. Schwab at the University of Chicago and in the broader field of education.

Broad Topical Focus: Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Curriculum Professors, Liberal Education/General Education

 

Levin, L., and I. Lind, eds., Interdisciplinary Revisited: Re-assessing the Concept in the Light Of Institutional Experience. Stockholm: OECD/CERI, Swedish National Board of Universities and Colleges, Lisiskoping University, 1985., L. Levin and I. Lind

Annotation: Examines interdisciplinarity as a mode of curriculum organization.

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

 

Levinson, Meira, No Citizen Left Behind. Cambridge, MA: Harvard University Press, 2012., Meira Levinson

Annotation: Describes classroom practices that enhance citizenship education; provides a vision for returning civic action to a central role in social studies education.

Broad Topical Focus: Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Citizenship Education

 

Levit, Martin , ed., Curriculum . Urbana, IL: University of Illinois Press, 1971., Martin Levit

Annotation: Contains 27 essays in three sections: aims, the disciplines, and curriculum as a field of study.

Broad Topical Focus: Curriculum Policies and Policy Making,Curriculum Development, Organization, Design,Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Philosophical Inquiry-Ampliative Criticism,Normative Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum and the Disciplines, Curriculum Aims and Objectives

 

Lewis, Arthur J., and Alice Miel, "A Designing Process for Improved Curriculum and Instruction," pp. 139-163 in Arthuur J. Lewis and Alice Miel, Supervision for improved Instruction: New Challenges, New Responses. Belmont, CA: Wadsworth , 1972., Arthur J. Lewis and Alice Miel

Annotation: Summarizes the current status of experts' thinking on curriculum designing; points out strengths and weaknesses of this approach; offers some new directions.

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

 

Lewis, Theodore, "Vocational Education as General Education," Curriculum Inquiry, 28(Fall, 1998), 283-309., Theodore Lewis

Annotation: Argues that vocational education should be an integral part of general education; dialogue follows in two articles in same issue by Apple and Lewis.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Vocational vs. Liberal Education, Liberal Education/General Education

 

Lewy, Arieh, "Curriculum Differences across Countries," pp. 260-263 in Marvin C. Alkin, ed., Encyclopedia of Educational Research, 6th ed. New York: Macmillan, 1992.*, Arieh Lewy

Annotation: Mentions some work done on comparisons across countries of the intended curriculum (aims, schedules, materials), the implemented curriculum, and the attained curriculum.

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

 

Lewy, Arieh, "Curriculum Tryout," pp. 1272-1274 in T. Husen and T. N. Postlethwaite, eds., International Encyclopedia of Education. New York: Pergamon, 1984., Arieh Lewy

Annotation: Describes laboratory, pilot, and field tryout phases and related procedures.

Broad Topical Focus: Curriculum Change, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Materials Development and Evaluation

 

Lewy, Arieh, "Theory and Practice in Curriculum Evaluation: The Lack of Balance Between Two Types of Studies," Studies in Educational Evaluation, 1(Spring, 1975), 1-4., Arieh Lewy

Annotation: Distinguishes between studies presenting evaluative theory and those describing empirical evaluations.

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

 

Lewy, Arieh, and Miriam Ben-Peretz, "Curriculum-Specific Evaluation Criteria," pp. 1359-1366 in Torsten Husen and Thomas N. Postlethwaite, eds., The International Encyclopedia of Education, 2d ed. New York: Pergamon, 1994.*, Arieh Lewy and Miriam Ben-Peretz

Annotation: Reviews criteria for curriculum evaluation (balance, relevance, potential).

Broad Topical Focus: Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry, Evaluative Inquiry, Normative Inquiry
Type of Study: Status Study
Narrow Topic: Curriculum Potential, Value Assumptions and Ideologies in Curriculum

 

Lincoln, Yvonna S., "Curriculum Studies and the Traditions of Inquiry: The Humanistic Tradition," pp. 79-97 in Philip W. Jackson, ed., Handbook of Research on Curriculum. New York: Macmillan, 1992., Yvonna S. Lincoln

Annotation: Reviews historical (traditional, reconceptualist), political, aesthetic, critical, phenomenologist, and feminist traditions of curriculum inquiry.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism, Phenomenological Inquiry, Critical Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum, Comparisons Among Inquiry Modes

 

Lindsay, Jean S., "Classroom Discourse Analysis: A Review of the Literature with Implications for Educational Evaluation," Journal of Research and Development in Education , 23(Winter 1990), 107-116. *, Jean S. Lindsay

Annotation: Describes methods of discourse analysis, gives reviews of studies using them, and draws implications for teacher evaluation.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Content Analysis
Type of Study: Research Synthesis
Narrow Topic: Classroom Observation & Research, Knowledge Generation, Teacher Evaluation, Discourse Analysis

 

Linn, Robert L., "Educational Accountability Systems," pp. 3-24 in Katherine E. Ryan and Lorrie A. Shepard, eds., The Future of Test-Based Educational Accountability. New York: Routledge, 2008., Robert L. Linn

Annotation: Reviews various types of assessments used in accountability systems in NCLB and other test-based approaches.

Broad Topical Focus: Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Program Audit/Evaluation

 

Linn, Robert L., "Methodological Issues in Achieving School Accountability," Journal of Curriculum Studies, 40(December, 2008). 699-711., Robert L. Linn

Annotation: Analyzes differences between state and NCLB accountability systems that can account for schools meeting targets in the first instance but not in the second instance or vise versa; explores methodological issues between these accountability systems.

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: Curriculum Standards and Testing, Program Audit/Evaluation

 

Lipka, Richard P., John H. Lounsbury, Conrad F. Toepfer, Jr., Gordon F. Vars, Samuel P. Allessi, Jr., and Craig Kridel, The Eight-Year Study Revisited: Lessons from the Past for the Present. Columbus, OH: National Middle School Association, 1998., Richard P. Lipka, John H. Lounsbury, Conrad F. Toepfer Jr., Gordon F. Vars, Samuel P. Allessi Jr., and Craig Kridel

Annotation: Provides excerpts from and commentary on the 5-volume Report of the Eight-Year Study published in 1942; draws lessons for today's schools with special attention to implications for middle school education.

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

 

Liston, Daniel P., "Have We Explained the Relationship Between Curriculum and Capitalism? An Analysis of the Selective Tradition," Educational Theory, 34 (Summer, 1984), 241-253., Daniel P. Liston

Annotation: Analyzes the relation between mechanisms of exclusion in curriculum and the assumptions of captialism (with examples).

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

 

Liston, Daniel P., "On Facts and Values: An Analysis of Radical Curriculum Studies," Educational Theory, 36(Spring, 1986), 137-152., Daniel P. Liston

Annotation: Discusses the use of radical and critical approaches to curriculum studies with respect to prescriptive and explanatory analyses.

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

 

Littleford, Michael, "Vico and Curriculum Studies," The Journal of Curriculum Theorizing, 1(Summer, 1979), 54-64., Michael Littleford

Annotation: Draws on Giambattista Vico's notion of the unity of knowledge in human studies for its implications for curriculum studies.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Philosophical Schools

 

Littleford, Michael S., "Self Reflection, Social Action, and Curriculum Theory: Part Two," The Journal of Curriculum Theorizing, 3(Winter, 1981), 211-221., Michael S. Littleford

Annotation: Gives a cultural psychoanalytic view on curriculum as experience.

Broad Topical Focus: 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, Self-Knowledge

 

Little, Judith Warren, and Susan M. Threatt, "Work on the Margins: Compromises of Purpose and Content in Secondary Schools," Curriculum Inquiry, 24(Fall,1994), 269-292., Judith Warren Little and Susan M. Threatt

Annotation: Shows how vocational education in five California comprehensive high schools is compromised in purpose and content.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Vocational vs. Liberal Education, Secondary School Curriculum, Content Selection and Organization

 

Llewellyn, Marilyn, "Embracing a Language of Spiritual Inquiry," pp. 97-109 in Noreen B. Garman and Maria Piantanida, eds., The Authority to Imagine: The Struggle toward Representation in Dissertation Writing. New York: Peter Lang, 2006., Marilyn Llewellyn

Annotation: Expresses ways to engage spiritual language in the study of classroom relationships.

Broad Topical Focus: Curriculum Inquiry Guidelines, Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Religious Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teacher Knowledge, Values in the Classroom, Value Assumptions and Ideologies in Curriculum

 

Llorens, Mary Beth, "Action Research: Are Teachers Finding their Voice?" The Elementary School Journal, 95(September, 1994), 3-10., Mary Beth Llorens

Annotation: Discusses the lack of teachers' voices in 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, Teacher Research

 

Lockwood, Alan L., The Case for Character Education: A Developmental Approach. New York: Teachers College Press, 2009., Alan L. Lockwood

Annotation: Critiques various forms of contemporary character education programs being used in schools and responds systematically to these criticisms; formulates a theory of developmental character education that overcomes these criticisms; gives practical examples of content and instructional practices for implementing this new theory.

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

 

Lockwood, Anne Turnbaugh, Conversations with Educational Leaders: Contemporary Viewpoints on Education in America. Albany, NY: State University of New York Press, 1997., Anne Turnbaugh Lockwood

Annotation: Reports interviews with 24 leaders in education on their views of violence, values, youth culture, multiculturalism, enrichment, multiple intelligences, professionalism, leadership, and reform in education.

Broad Topical Focus: Curriculum Theorists, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Education as a Field of Study

 

London, Norrel A., "Socio-Politics in Effective Curriculum Change in a Less Developed Country: Trinidad and Tobago," Curriculum Inquiry , 27 (Spring, 1997), 63-80., Norrel A. London

Annotation: Tells the story of a curriculum change process conducted in Trinidad and Tobago.

Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Comparative Curriculum

 

Longstreet, Wilma S., "Action Research: A Paradigm," The Educational Forum, 46(Winter, 1982), 135-158.*, Wilma S. Longstreet

Annotation: Contrasts the scientific, the humanistic, and the action-research paradigms, and discusses the uses and methods 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, Comparisons Among Inquiry Modes

 

Lopes, Alice Casimiro, and Elizabeth Macedo, "An Analysis of Disciplinarity on the Organization of School Knowledge," pp. 169-185 in Eero Ropo and Tero Autio, eds., International Conversations on Curriculum Studies: Subject, Society, and Curriculum. Rotterdam: Sense Publishers, 2009., Alice Casimiro Lopes and Elizabeth Macedo

Annotation: Reviews various approaches to organizing the content of the curriculum (separate subjects/interdisciplinary); makes the distinction between subjects reflecting the disciplines of knowledge and those organized as school subjects that integrate content from multiple disciplines; illustrates this difference with the example of school science in Brazilian curriculum.

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 and the Disciplines, School Subjects, Science, Comparative Curriculum

 

Lopes, Alice Casimiro, and Elizabeth Macedo,, "An Analysis of Disciplinarity on the Organization of School Knowledge," pp. 169-185 in Eero Ropo and Tero Autio, eds., International Conversations on Curriculum Studies: Subject, Society, and Curriculum. Rotterdam: Sense Publishers, 2009., Alice Casimiro Lopes and Elizabeth Macedo

Annotation: Discusses the difference between the organization of curriculum into school subjects and by discipline; shows the difficulty of integrating disciplinary knowledge; illustrates these issues in science in Brazil.

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

 

Loucks, Susan F., "Curriculum Adoption," pp. 1138-1139 in T. Husen and T. N. Postlethwaite, eds., International Encyclopedia of Education . New York: Pergamon, 1984., Susan F. Loucks

Annotation: Discusses curriculum adoption as a phase of curriculum decision-making.

Broad Topical Focus: Curriculum Change, 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 Implementation

 

Lovat, T. J., "Curriculum Theory: The Oft-Missing Link," Journal of Education for Teaching, 14(March, 1988), 205-213., T. J. Lovat

Annotation: Surveys the role of curriculum theory in teaching.

Broad Topical Focus: Curriculum Enactment and Teaching, Relation of Curriculum Research to Practice
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses

 

Luke, Allan, "Making Dick and Jane: Historical Genesis of the Modern Basal Reader," Teachers College Record, 89(Fall, 1987), 91-116.*, Allan Luke

Annotation: Traces history of basal readers of the 1930s, 1940s, and 1950s.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Reading, Textbooks, Ideology and School Knowledge

 

Luke, Allan, Annette Woods, and Katie Weir, "Curriculum Design, Equity and the Technical Form of the Curriculum," pp 6-39 in Allan Luke, Annette Woods, and Katie Weir, eds., Curriculum, Syllabus Design, and Equity: A Primer and Model. New York: Routledge, 2013., Allan Luke, Annette Woods, and Katie Weir

Annotation: Defines official curriculum documents, the place of school subjects in them, and equitable schooling; discusses curriculum standardization/testing and the technical form of curriculum documents.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Guides, Plans, Documents, Materials
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Materials Development and Evaluation, Curriculum Standards and Testing, Curriculum Frameworks

 

Lundgren, Ulf P., "Educational Process Analysis- A Contribution of Methods for Curriculum Theory and Curriculum Planning," Classroom Interaction Newsletter, 7(May, 1972), 58-69., Ulf P. Lundgren

Annotation: Describes methods of analyzing educational processes related to curriculum and curriculum planning.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Decision-making Processes, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Evaluative Inquiry, Development as Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teacher Planning

 

Lundgren, Ulf P., "Political Governing and Curriculum Change--From Active to Reactive Curriculum Reforms," pp. 109-122 in Eero Ropo and Tero Autio, eds., International Conversations on Curriculum Studies: Subject, Society, and Curriculum. Rotterdam: Sense Publishers, 2009., Ulf P. Lundgren

Annotation: Recaps the history of theories governing curriculum change in Europe and the United States; contrasts decentralization and privatization of curriculum decision-making, as well as governing by goals or outcomes, in relation to the changing culture of globalization; draws implications for practice and research.

Broad Topical Focus: Curriculum Administration, Leadership, Finance, Curriculum Policies and Policy Making, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Local Control of Schooling, Organization Theory, Government Role in Educational Research & Development, Comparative Curriculum

 

Lundgren, Ulf P. and M. A. Colliander, "Curriculum Pacing," pp. 1233-1235 in T. Husen and T. N. Postlethwaite, eds., International Encyclopedia of Education . New York: Pergamon, 1984., Ulf P. Lundgren and M. A. Colliander

Annotation: Discusses the notion of pacing and time factors in curriculum construction and implementation.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Content Selection and Organization, Teaching/Learning Process

 

Lundgren, Ulf P., and Sten Pettersson, eds., Code, Content, and Curriculum Processes . Stockholm: C. W. K. Gleenup, 1979., Ulf P. Lundgren and Sten Pettersson

Annotation: Reports Swedish studies of curriculum processes based on categories derived from Bernstein.

Broad Topical Focus: Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Comparative Curriculum

 

Lusi, Susan Follett, "Systemic School Reform: The Challenge Faced by State Departments of Education," pp. 109-130 in Richard F. Elmore and Susan H. Fuhrman, eds., The Governance of Curriculum. 1994 ASCD Yearbook. Alexandria, VA: Association for Supervision and Curriculum Development, 1994., Susan Follett Lusi

Annotation: Outlines changes in external and internal relationships of state departments of education that affect systemic school reform.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Government Role in Educational Research & Development

 

Lydon, Angela T., "An Ecozoic Cosmology of Curriculum and Spirituality," JCT: An Interdisciplinary Journal of Curriculum Studies, 11(No. 2, 1995), 67-86., Angela T. Lydon

Annotation: Poses a new cosmology of curriculum based on community and ecology of nature and spirituality.

Broad Topical Focus: Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Religious Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum

 

Lytle, Susan L., and Marilyn Cochran-Smith, "Learning from Teacher Research: A Working Typology," Teachers College Record, 92(Fall, 1990), 83-103.*, Susan L. Lytle and Marilyn Cochran-Smith

Annotation: Describes and illustrates journals, essays, oral processes, and classroom studies used by teacher researchers.

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

 

Lytle, Susan L., and Marilyn Cochran-Smith, "Teacher Research as a Way of Knowing," Harvard Educational Review, 62(Winter, 1992), 447-474., Susan L. Lytle and Marilyn Cochran-Smith

Annotation: Argues for teachers doing inquiry into teaching in the classroom as the primary source of knowledge about teaching.

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

 

Macagnoni, Virginia M., "Social Dimensions of the Self as an Open System: A Curriculum Design--Strategies for Implementation," Research Bulletin (Florida Educational Research and Development Council, Gainesville), 5(Summer, 1969), 1-68., Virginia M. Macagnoni

Annotation: Proposes a comprehensive conception of a curriculum focusing on seven dimensions of the social self; provides conceptual tools and implementation strategies; serves as a model for tying together relevant literature and theoretical components for other proposals with different purposes; refers to content, process, mediation, and teaching components.

Broad Topical Focus: Curriculum Proposals in Coherent Form, Curriculum Conceptions and Theories, Curriculum Development, Organization, Design, Curriculum Enactment and Teaching, Curriculum Contexts and Societal Influences, Curriculum Theorists, Relation of Curriculum Research to Practice
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Self-Knowledge, Classics of Curriculum Literature, Content Selection and Organization, Curriculum Aims and Objectives, Curriculum Theory Creation and Uses, Open Education, Psychology and Curriculum, Social Studies, Values in the Classroom

 

Mac an Ghaill, Mairtin, "Student Perspectices on Curriculum Innovation and Change in an English Secondary School: An Empirical Study," British Educational Research Journal, 18(No. 3, 1992), 221-234., Mairtin Mac an Ghaill

Annotation: Interviews students and teachers on their understanding of their roles in curriculum innovation.

Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Comparative Curriculum, Secondary School Curriculum

 

Macdonald, Bradley J., ed., Theory as a Prayerful Act: The Collected Essays of James B. Macdonald. New York: Peter Lang, 1995., Bradley J. Macdonald

Annotation: Collects 11 essays by James B. Macdonald in curriculum theory; contains bibliography of his writings; reviewed in JCT, Fall, 1999, p. 73.

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: Collection of Studies
Narrow Topic: Literature of Curriculum

 

MacDonald, Frances, "The Hidden Curriculum: Its Impact on Learning," Bulletin: Canadian Society for the Study of Education, 3(January, 1975), 9-12., Frances MacDonald

Annotation: Discusses the impact of the hidden curriculum on learning.

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: Hidden Curriculum, Student Assessment

 

MacDonald, Gerald, "The Politics of Closed Curricula," British Journal of Educational Technology, 4(January, 1973), 24-40., Gerald MacDonald

Annotation: Argues that curricula can be conceived as ideology, as a description of reality, as a closed system of knowledge, and discusses the politics of closed curricula.

Broad Topical Focus: Curriculum Policies and Policy Making,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: Curriculum and the Disciplines, Curriculum and Politics

 

Macdonald, James B., "An Example of Disciplined Curriculum Thinking," Theory into Practice, 6(October, 1967), 166-171.*, James B. Macdonald

Annotation: Discusses and gives and example of curriculum theorizing as an action framework with curriculum development as one of four subsystems.

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

 

Macdonald, James B., "A Transcendental Developmental Ideology of Education," pp. 85-116 in William F. Pinar, ed., Heightened Consciousness, Cultural Revolution, and Curriculum Theory . Berkeley, CA: McCutchan, 1974. Reprinted pp. 169-198 in James R. Gress, ed., Curriculum: An Introduction to the Field. Berkeley, CA: McCutchan, 1988.*, James B. Macdonald

Annotation: Defines a transcendental developmental ideology that should underlie curriculum.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Visions and Philosophies, Curriculum Enactment and Teaching
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, Ideology and School Knowledge, Curriculum Aims and Objectives

 

Macdonald, James B., "Curriculum and Human Interests," pp. 283-298 in William Pinar, ed., Curriculum Theorizing . Berkeley, CA: McCutchan, 1975., James B. Macdonald

Annotation: Presents an interpretation of Habermas' human interests (technical, hermenuetic, and critical) and applies them to various curriculum development models and value orientations.

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: Single Study
Narrow Topic: Curriculum and Politics, Value Assumptions and Ideologies in Curriculum

 

Macdonald, James B., "Curriculum, Consciousness, and Social Change," Foundations Studies, 5(Fall, 1978), 27-45. Reprinted in Journal of Curriculum Theorizing, 3(Winter, 1981), 143-153. Reprinted pp. 156-174 in William F. Pinar, ed., Contemporary Curriculum Discourses. Scottsdale, AZ: Gorsuch Scarisbrick,1988.*, James B. Macdonald

Annotation: Shows how a liberating perspective can permeate curriculum; presents design guidelines.

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

 

Macdonald, James B., "Curriculum Integration," pp. 590-593 in Lee C. Deighton, ed., The Encyclopedia of Education, Volume 2. New York : Macmillan & Free Press, 1971., James B. Macdonald

Annotation: Notes the values underlying curriculum integration and the reasons, types, and criticism of it.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Integration, Value Assumptions and Ideologies in Curriculum, Content Selection and Organization

 

Macdonald, James B., "Curriculum Theory," The Journal of Educational Research, 64(January, 1971), 196-200.*, James B. Macdonald

Annotation: Distinguishes knowledge-oriented statements, reality-oriented statements, and value-oriented statements in curriculum theory.

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

 

Macdonald, James B. "How Literal is Curriculum Theory?" Theory into Practice, 21 (Winter, 1982), 55-61., James B. Macdonald

Annotation: Posits and discusses the elements in theorizing curriculum and defines the functions of curriculum theory as metaphor.

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

 

Macdonald, James B., "Myths About Instruction," Educational Leadership, 22(May, 1965), 571-576; 609-617., James B. Macdonald

Annotation: Discusses six myths of instruction which have been used wrongly to prescribe instructional practices.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Teaching/Learning Process

 

Macdonald, James B., "Responsible Curriculum Development," pp. 120-134 in Elliot W. Eisner, ed., Confronting Curriculum Reform . Boston: Little, Brown, 1971.*, James B. Macdonald

Annotation: Presents a model of curriculum development that is dynamic rather than linear.

Broad Topical Focus: Curriculum Conceptions and Theories, 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 Development Strategies, Curriculum Aims and Objectives

 

Macdonald, James B., "The Domain of Curriculum," Journal of Curriculum and Supervision, 1(Spring, 1986), 205-214.*, James B. Macdonald

Annotation: Presents fundamental concepts and relationships that define curriculum: boundaries, units of discourse (acts and events), subsystem and ethical variables.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Values in the Classroom

 

Macdonald, James B., "Theory-Practice and the Hermeneutic Circle,"The Journal of Curriculum Theorizing, 3(Summer,1981), 130-138 . Reprinted pp. 101-113 in William F. Pinar, ed., Contemporary Curriculum Discourses . Scottsdale, AZ: Gorsuch Scarisbrick, 1988.*, James B. Macdonald

Annotation: Traces the role of interpretive understanding in curriculum theory and practice.

Broad Topical Focus: Curriculum Inquiry Guidelines, Relation of Curriculum Research to Practice, Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Hermeneutic Inquiry, Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum Theory Creation and Uses

 

Macdonald, James B., "The Quality of Everyday Life in School," pp. 78-94 in James B. Macdonald and Esther Zaret, eds., Schools in Search of Meaning. Washington, DC: Association for Supervision and Curriculum Development, 1975., James B. Macdonald

Annotation: Identifies various norms that permeate schooling and contradict the work of students' gaining personal meaning (in economics, politics, and culture).

Broad Topical Focus: Curriculum Development, Organization, Design,Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry,Critical Inquiry,Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Curriculum as Environment, Value Assumptions and Ideologies in Curriculum

 

Macdonald, James B., "The School Environment as Learner Reality," Curriculum Theory Network, 4(Winter, 1969-70), 45-54.*, James B. Macdonald

Annotation: Proposes that school as environment communicates to pupils by sending messages of eliciting, shaping, and relating; sets norms of relationship.

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

 

Macdonald, James B., "Values Bases and Issues for Curriculum," pp. 10-21 in Alex Molnar and John A. Zahorik, eds., Curriculum Theory. Washington, DC: ASCD, 1977.*, James B. Macdonald

Annotation: Contrasts various value bases for curriculum and their implications for practice.

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

 

Macdonald, James B., Dan W. Anderson, and Frank B. May, eds., Strategies of Curriculum Development: The Works of Virgil Herrick. Columbus, OH: Charles E. Merrill, 1965., James B. Macdonald, Dan W. Anderson, and Frank B. May

Annotation: Contains eleven articles written by Virgil E. Herrick on curriculum design, instruction , and research.

Broad Topical Focus: Curriculum Theorists, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum Professors, Curriculum Development Strategies, Content Selection and Organization, Classics of Curriculum Literature

 

Macdonald, James B., and Dwight Clark, "Critical Value Questions and the Analysis of Objectives and Curricula," pp. 405-412 in R. M. W. Travers, ed., Second Handbook of Research on Teaching . Chicago: Rand McNally & Co., 1973.*, James B. Macdonald and Dwight Clark

Annotation: Discusses the value-laden issues behind the formulation of curriculum objectives and behind choices in instructional materials and media; laments the lack of research on these matters.

Broad Topical Focus: Curriculum Research and Inquiry-General,Curriculum Evaluation,Curriculum Guides, Plans, Documents, Materials,Defining Curriculum Research Questions
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 Aims and Objectives, Value Assumptions and Ideologies in Curriculum

 

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