Source Discipline - Curriculum

 

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Moore, Rob, and Michael Young, "Knowledge and the Curriculum in the Sociology of Education: Towards a Reconceptualization," British Journal of Sociology of Education, 22(4, 2001), 445-461. Revised version by Young appears pp. 18-34 in Michael F. D. Young, Bringing Knowledge Back In. New York: Routledge, 2008., Rob Moore and Michael Young

Annotation: Describes two sets of assumptions about knowledge and the curriculum (neo-conservative traditionalism and technical-instrumentalism); critiques the dilemmas inherent in a postmodern assumption about knowledge and the curriculum; argues for a social realist approach.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum and the Disciplines

 

Moreira, Antonio Flavio Barbosa, "The Internationalization of the Curriculum Field: Dialogs and Differences," European Journal of Curriculum Studies, 2(No. 1, 2015), 206-219., Antonio Flavio Barbosa Moreira

Annotation: Analyzes the advantages and disadvantages of discourse exchanges among the world's curriculum specialists and scholars; presents quotes from interviews with curriculum scholars from six countries to bear witness to some of these pluses and minuses as well as to surface ways of improving the process of internationalization of the curriculum field.

Broad Topical Focus: Curriculum as a Field of Practice and Study, Publication Outlets for Curriculum Research and Inquiry, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Comparative Curriculum, American/International Curriculum Organizations, Curriculum Professors, Professionalization in Curriculum

 

Morgan, Kathryn, "Socialization, Social Models, and the Open Education Movement: Some Philosophical Considerations," Studies in Philosophy and Education, 8(Fall, 1974), 278-314., Kathryn Morgan

Annotation: Analyzes the assumptions behind socialization, psychometric and epistemological models, public vs open schools, and argues the contradictions in open education.

Broad Topical Focus: Curriculum Conceptions and Theories,Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Open Education, Social Studies

 

Morocco, Catherine Cobb, "The Role of Formative Evaluation in Developing and Assessing Educational Programs," Curriculum Inquiry, 9(Summer, 1979), 137-148., Catherine Cobb Morocco

Annotation: Describes a formative evaluation process in the RDD tradition.

Broad Topical Focus: Curriculum Evaluation, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Program Audit/Evaluation

 

Morris,Marla, "Dare Curriculum Scholars Cultivate Historical Memory," Journal of Curriculum and Pedagogy, 6(Summer, 2009), 67-74., Marla Morris

Annotation: Traces the splits that exist among curriculum scholars, their conferences, and their journals; asserts that all should embrace the widest range of the historical memory of the field and continue to interact across the existing splits.

Broad Topical Focus: Curriculum as a Field of Practice and Study
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, Curriculum History, Value Assumptions and Ideologies in Curriculum

 

Morris, Marla A., Curriculum Studies Guidebooks: Concepts and Theoretical Frameworks, Volumes 1 and 2, New York: Peter Lang, 2016., Marla A. Morris

Annotation: Contains summaries of recent works within the field of Curriculum Studies around historical, political, multicultural, gender, and literary concepts of curriculum (in Volume 1) and around aesthetic, spiritual, cosmopolitan, ecological, cultural studies, post-colonial, post-strutural, and psychoanalytic concepts of curriculum (in Volume 2);

Broad Topical Focus: Curriculum Research Domains and Structure, Curriculum Theorists, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Collection of Studies
Narrow Topic: Literature of Curriculum, Curriculum History, Curriculum Professors, Curriculum Theory Creation and Uses, Knowledge Generation

 

Morrison, Keith, "A Poverty of Curriculum Theory: A Critique of Wraga and Hlebowitsh," Journal of Curriculum Studies, 36(July-August, 2004), 487-494.*, Keith Morrison

Annotation: Critques the article in issue 35(4) and calls for curriculum theory to become involved in life rather than merely reside in the academy, to become multiple in voice, and to dream.

Broad Topical Focus: Curriculum Theorists, Curriculum Conceptions and Theories, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Knowledge Generation, Value Assumptions and Ideologies in Curriculum

 

Morrison, Keith, "Complexity Theory and Curriculum Reform in Hong Kong," Pedagogy, Culture, and Society, 11(No.2, 2003), 279-302., Keith Morrison

Annotation: Describes the framework for the complexity-based curriculum adopted in 2001 in Hong Kong, its key features, and the principles upon which it is based; analyzes its strengths and weaknesses.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Comparative Curriculum

 

Morrison, Keith, "Curriculum Metaphors and Control: The Old and the New," Curriculum, 10(Autumn, 1989), 77-86.*, Keith Morrison

Annotation: Reviews metaphors of curriculum as structure, machine, channel, business, garden, map, and meal.

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

 

Morrison, Keith, "Planning for Skills Progression and Assessment in Primary Schools," Curriculum, 9(Autumn, 1988), 74-83.*, Keith Morrison

Annotation: Gives a series of skill levels that can be used to select, organize, and assess a skills-based curriculum.

Broad Topical Focus: Curriculum Development, Organization, Design,Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Elementary School Curriculum, Evaluation of Instruction, Content Selection and Organization

 

Morrison, Keith, "Tension in Subject Specialist Teaching in Primary Schools," Curriculum, 6(Summer, 1985), 24-29., Keith Morrison

Annotation: Analyzes the problem of teaching content specialties in the primary schools in England

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

 

Morris, Paul, "A Matrix for Describing Alternative Strategies of Curriculum Development," Journal of Curriculum Studies, 18(October-December, 1986), 445-448., Paul Morris

Annotation: Presents a matrix on the topic that includes various decision-makers, various resources, and several linkage methods.

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

 

Mosher, Frederic A., "What NAEP Really Could Do." pp. 329 -340 in Lyle V. Jones and Ingram Olkin, eds., The Nation's Report Card: Evolution and Perspectives. Bloomington, IN: Phi Delta Kappa Educational Foundation, 2004., Frederic A. Mosher

Annotation: Discusses and critiques the changes and uses of NAEP's data reports over time; urges they not be turned into fodder for local accountabiltiy systems that assign rewards and punishments year-by-year.

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, Student Assessment, Curriculum and Politics

 

Mosher, Fritz, "Knowledge and Policy," pp. 233-241 in David K. Cohen, Susan H. Fuhrman, and Fritz Mosher, eds., The State of Education Policy Research. Mahwah, NJ: Lawrence Erlbaum, 2007., Fritz Mosher

Annotation: Discusses what policymakers ought to want to know in order to create viable policies and analyzes the kinds of policy research required to provide them this knowledge, including instructional aspects, curriculum materials design, policy evaluation, among others.

Broad Topical Focus: 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 Implementation, Knowledge Generation

 

Mulcahy, D. G., "Economic Policy and Curriculum Change in Irish Second-Level Schooling, 1963-1980," pp. 221-232 in Craig Kridel, ed., Curriculum History . Lanham, MD: University Press of America, 1989., D. G. Mulcahy

Annotation: A history of Irish attempts to change curriculum 1963-1980.

Broad Topical Focus: Curriculum Change, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Comparative Curriculum, Curriculum History

 

Mulcahy, D. G., The Educated Person: Toward a New Paradigm for Liberal Education. Lanham, MD: Rowman & Littlefield, 2008., D. G. Mulcahy

Annotation: Outlines and justifies a new paradigm for liberal education based on the demands of living (work demands, recreational demands, social and practical demands, philosophical demands); reviews and critiques the ideas on liberal education by Newman, Adler, Martin, and others in formulating this new paradigm.

Broad Topical Focus: Curriculum Proposals in Coherent Form, Curriculum Conceptions and Theories, Curriculum Theorists
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

 

Mulcahy, D. G., "Tradition and Change in the Curriculum of Liberal or General Education." In Oxford Research Encyclopedia of Education. Online 23 February 2021. https://doi.org/10.1093/acrefore/9780190264093.013.1066, D. G. Mulcahy

Annotation: Reviews the history of liberal education from Newman, Adler, and Hirst's to Nussbaum, Martin, and AAC&U's versions; mostly with reference to higher education.

Broad Topical Focus: Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Liberal Education/General Eduation, Curriculum History

 

Mulder, Martin, "Deliberation in Curriculum Conferences," Journal of Curriculum and Supervision , 6 (Summer, 1991), 325-339., Martin Mulder

Annotation: Describes an empirical study of deliberation in curriculum conferences in Germany.

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

 

Mulder, Martin, "Deliberation in Curriculum Conferences," pp. 157-209 in J. T. Dillon, ed., Deliberation in Education and Society. Norwood, NJ: Ablex, 1994., Martin Mulder

Annotation: Describes method of deliberation in curriculum conferences developed by Frey in Germany and reports on content and process of three case studies of curriculum conferences.

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

 

Mulder, Martin, The Curriculum Conference: Evaluation of a Tool for Curriculum Content Justification. The Hauge: CIP-Gegevars Konevhoke Bibliothek, 1992. *, Martin Mulder

Annotation: Summarizes a study of the use of curriculum conferences in the Netherlands.

Broad Topical Focus: Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Content Analysis
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation, Comparative Curriculum, Content Selection and Organization

 

Mulder, Martin, and Anke Thijsen, "Decision Making in Curriculum Conferences: A Study of Convergence of Opinion," Journal of Curriculum Studies, 22(July-August, 1990), 343-360. *, Martin Mulder and Anke Thijsen

Annotation: Reports an empirical study of opinion change and convergence among individuals involved in curriculum deliberations in the Netherlands.

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

 

Munby, Hugh, " A Perspective for Analyzing the Significance of Qualitative Research: A Response to Richard Heyman," Curriculum Inquiry, 13(Winter, 1983), 423-427., Hugh Munby

Annotation: Responds to an article in 13(Spring, 1983) on matters of generalizability in qualitative research.

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

 

Munby, Hugh, "A Qualitative Approach to the Study of a Teacher's Beliefs," Journal of Research in Science Teaching , 21(No. 1, 1984), 27-38., Hugh Munby

Annotation: Describes a phenomenological approach to studying teacher beliefs.

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

 

Munby, Hugh, "Metaphor in the Thinking of Teachers: An Exploratory Study," Journal of Curriculum Studies, 18(April-June, 1986), 197-209., Hugh Munby

Annotation: Reports a study of teachers' using lessons as "moving objects."

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

 

Munby, Hugh, Graham Orpwood, and Thomas Russell,eds., Seeing Curriculum in a New Light: Essays From Science Education. Toronto: OISE, 1980. Reprinted by Lanham, NY: University Press of America, 1984., Hugh Munby, Graham Orpwood, and Thomas Russell

Annotation: Contains 10 essays that employ conceptual analysis to problems in teaching,curriculum, and research.

Broad Topical Focus: Curriculum Development, Organization, Design,Curriculum Research and Inquiry-General,Relation of Curriculum Research to Practice
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Ethnographic Inquiry
Type of Study: Collection of Studies
Narrow Topic: Science, Curriculum Aims and Objectives, Curriculum Development Strategies, Knowledge Generation

 

Murphy, Joseph, "Equity as Student Opportunity to Learn," Theory Into Practice, 27(Spring, 1988), 145-151.*, Joseph Murphy

Annotation: Reviews studies of equity in curriculum enactment.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Curriculum Differentiation

 

Murphy, Joseph, Thomas R. Hull, and Allan Walker, "Academic Drift and Curriculum Debris: Analysis of High School Course-taking Patterns and Its Implications for Local Policy Makers," Journal of Curriculum Studies, 19(July-August, 1987), 341-360., Joseph Murphy, Thomas R. Hull, and Allan Walker

Annotation: Reports a study of academic vs non-academic course-taking patterns by subject areas.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Enrollment Changes-Implications, Secondary School Curriculum

 

Musgrave, Frank, "Curriculum, Culture, and Ideology," Journal of Curriculum Studies, 10(April-June, 1978), 99-111., Frank Musgrave

Annotation: Discusses hegemony, ideology, and legitimacy in relation to the neo-Marxist perspective in curriculum.

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

 

Musgrave, Frank, "The Contribution of Sociology to the Study of the Curriculum," pp. 96-110 in John F. Kerr, ed., Changing the Curriculum . London: University of London Press, 1968., Frank Musgrave

Annotation: Discusses the sociological approach to curriculum study.

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

 

Musgrave, Peter W., "Curricular Research and Development," pp. 90-114 in John P. Keenes, ed., Australian Education: Review of Recent Research . Sydney, Australia: Allen and Unwin, 1987.*, Peter W. Musgrave

Annotation: Reviews the state of research and development in Australia in a number of domains.

Broad Topical Focus: Curriculum as a Field of Practice and Study, Curriculum Research and Inquiry-General
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Comparative Curriculum

 

Musgrave, Peter W., "Curriculum: Sociological Perspectives," pp. 1343-1348 in Torsten Husen and Thomas N. Postlethwaite, eds., The International Encyclopedia of Education, 2d ed. New York: Pergamon, 1994.*, Peter W. Musgrave

Annotation: Reviews developments in the sociology of knowledge and the theories of Mannheim, Bernstein, Bourdieu, Apple, and others.

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

 

Myers, Donald A., Decision Making in Curriculum and Instruction . Dayton, OH: Institute for Development of Educational Activities, 1970., Donald A. Myers

Annotation: Analyzes decision-making in curriculum and instruction.

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

 

Myers, Donald A., and M. Frances Klein, "Educational Programs: Elementary Schools," pp. 395-410 in Robert L. Ebel, ed., Encyclopedia of Educational Research, fourth edition. New York: Macmillan, 1969., Donald A. Myers and M. Frances Klein

Annotation: Discusses objectives, theoretical and disciplinary foundations; describes various programs (School Health Education Study, Elkart Economic Education, Madison Project, Science Curriculum Improvement Study, Cleveland Math Program); discusses implications for school organization, teacher education, facilities; closes with a critique.

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

 

Nadler, Gerald, and William J. Gephart, "The Process of Development," Occasional Paper 15 . Bloomington, IN: Phi Delta Kappa Research Service Center, 1972., Gerald Nadler and William J. Gephart

Annotation: Reports an interview with Nadler on the nature and components of the development process and on criteria for assessing it.

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

 

Educational Policies Commission, National Education Association, The Purposes of Education in American Democracy. Washington, DC: National Education Association, 1938., Educational Policies Commission, National Education Association

Annotation: Proposes, explains, and gives rationales for educational objectives in four categories: self-regulation, human relationship, economic efficiency, and civic responsibility.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Classics of Curriculum Literature

 

Educational Policies Commission, National Education Association, The Unique Function of Education in American Democracy. Washington, DC: National Educational Assoication, 1937., Educational Policies Commission, National Education Association

Annotation: Traces history of the functions of education in the United States; urges a program of knowledge, training, and aspirations with specific content (see Chapter VI); book drafted by Charles A. Beard.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Proposals in Coherent Form, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Classics of Curriculum Literature, Curriculum History, Democratic Education

 

Nauman, Ann K., "A Historical Overview of Curriculum (Prehistory to 1900 C.E.)," pp. 17-30 in James D. Kirylo and Ann K. Nauman, eds., Curriculum Development: Perspectives from Around the World. Olney, MD: Association for Childhood Education International, 2010., Ann K. Nauman

Annotation: Presents and overview of world curriculum history from Mesopotamia to the Semites, China, Greece, Rome, Middle Ages, Renaissance, Reformation, Scientific Revolution, Enlightenment, and America.

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

 

Nelson, Margaret and Sam D. Sieber, "Innovations in Urban Secondary Schools," School Review, 84(February, 1976), 213-231., Margaret Nelson and Sam D. Sieber

Annotation: Describes a study of innovation in schools.

Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Secondary School Curriculum

 

Nelson, Murry R., "Curriculum History: Does Anyone Out There Remember It?" pp. 27-29 in Craig Kridel, ed., Curriculum History . Lanham, MD: University Press of America, 1989., Murry R. Nelson

Annotation: Assesses state of curriculum history.

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

 

Nelson, Murry R., ed., Papers of The Society for the Study of Curriculum History: 1980 and 1982. DeKalb, IL: Northern Illinois University, 1983., Murry R. Nelson

Annotation: Presents 12 papers from the 1980, 1981, and 1982 meetings of SSCH.

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

 

Nelson, Murry R., "No Pot of Gold at the End of the Rainbow," Journal of Curriculum and Supervision, 16(Spring, 2001), 206-227., Murry R. Nelson

Annotation: Traces the political pressures at work in the development, the implementation, and the dropping of the Rainbow Curriculum in New York City schools 1989-1993.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Case Study
Narrow Topic: Curriculum History, Curriculum and Politics

 

Nelson, Murry R., "Rugg on Rugg: His Theories and His Curriculum," Curriculum Inquiry, 8(Summer, 1978), 119-132.*, Murry R. Nelson

Annotation: Reviews the curriculum developed by Harold Rugg in the 1930s and 1940s and the ideas on which it was based.

Broad Topical Focus: Curriculum Theorists, Curriculum Development, Organization, Design, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Social Studies, Materials Development and Evaluation

 

Nelson, Murry R., and H. Wells Singleton, "FBI Surveillance of Three Progressive Educators: Curricular Aspects," pp. 18-22 in Laurel N. Tanner, ed., Papers of the Society for the Study of Curriculum History . University Park, PA: The Society, College of Education, Penn State University, 1981., Murry R. Nelson and H. Wells Singleton

Annotation: Reports what was found in FBI files on Rugg, Counts, and Dewey.

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

 

Nelson, Murry R., and H. Wells Singleton, "Richmond and Berkeley: Paradigms for Curriculum Innovation at the Turn of the Century," pp. 60-67 in Laurel N. Tanner, ed., Papers of the Society for the Study of Curriculum History . University ParK, PA: The Society, College of Education, Penn State University, 1981., Murry R. Nelson and H. Wells Singleton

Annotation: Reports studies of the spread of curriculum innovations begun in these two junior high schools.

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, Middle School Curriculum, Curriculum Integration, Content Selection and Organization

 

Nelson, Murry R., and H. Wells Singleton, "The Growth of the Concept of Curriculum as Evidenced by Two Early Content Specific Education Journals, 1909-1927," pp. 7-17 in Murry R. Nelson, ed., Papers of the Society for the Study of Curriculum History: 1980 and 1982 . DeKalb, IL: Northern Illinois University, College of Education, 1983., Murry R. Nelson and H. Wells Singleton

Annotation: Reports an analysis of articles in Curriculum Journal and in Educational Method for the period.

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

 

Nelson, Murry R., and H. Wells Singleton, "The Merger of Curriculum Journal and Educational Method: Effects of the Curriculum Field," pp. 35-39 in Murry R. Nelson, ed., Papers of the Society for the Study of Curriculum History: 1980 and 1982. Dekalb, IL: Northern Illinois University, College of Education, 1983.*, Murry R. Nelson and H. Wells Singleton

Annotation: Gives the history of the merger of two early journals in the curriculum field.

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

 

Nelson, Nancy, and Robert C. Calfee, "The Reading-Writing Connection Viewed Historically," pp. 1-52 in Nancy Nelson and Robert C. Calfee, eds., The Reading-Writing Connection. Ninety -seventh Yearbook of the National Society for the Study of Education, Part II. Chicago: The University of Chicago Press, 1998., Nancy Nelson and Robert C. Calfee

Annotation: Traces the development of English as a school and college subject in the United States; includes current trends.

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

 

Newfield, John, and Virginia B. McElvea, "Affective Outcomes, Indoctrination, and the Use of Structural/Procedural Objectives in Curriculum Guides," Journal of Curriculum Studies, 16(April-June, 1984), 195-202., John Newfield and Virginia B. McElvea

Annotation: Describes a technique for developing affective objectives for curriculum guides.

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: Curriculum Aims and Objectives

 

Newfield, John W., "What Are the Information Demands of Curriculum Supervisors?" Educational Leadership, 34(March, 1977), 453-457., John W. Newfield

Annotation: Reports a study of the needs for information by curriculum supervisors.

Broad Topical Focus: Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Survey
Narrow Topic: Knowledge Utilization, Professionalization in Curriculum, Supervision of Instruction

 

Newmann, Fred M., "Linking Restructuring to Authentic Student Achievement," Phi Delta Kappan , 72 (February, 1991), 458-463.*, Fred M. Newmann

Annotation: Presents criteria for authentic academic achievement and for substantive conversation in the curriculum.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Student Assessment, Teacher Planning

 

Newmann, Fred M., BetsAnn Smith, Elaine Allensworth, and Anthony S. Bryk, "Instructional Program Coherence: What It Is and Why It Should Guide School Improvement Policy," Educational Evaluation and Policy Analysis, 23(Winter, 2001), 297-321., Fred M. Newmann, BetsAnn Smith, Elaine Allensworth, and Anthony S. Bryk

Annotation: Reports a study of Chicago elementary schools and the relationship between strong instructional program coherence and student achievement.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Survey
Narrow Topic: Curriculum Standards and Testing, Program Audit/Evaluation

 

Nicholson-Goodman, Jo Victoria, "Confronting Authority and Self: Social Cartography and Curriculum Theorizing for Uncertain Times," pp. 49-63 in Noreen B. Garman and Maria Piantanida, eds., The Authority to Imagine: The Struggle toward Representation in Dissertation Writing. New York: Peter Lang, 2006., Jo Victoria Nicholson-Goodman

Annotation: Explains social cartography as a way of interpreting qualitative texts; offers a mapping of cultures of citizenship.

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

 

Nieto, Sonia, "Lessons from Students on Creating a Chance to Dream," Harvard Educational Review, 64(Winter, 1994), 392-426., Sonia Nieto

Annotation: Reports interviews with students of diverse backgrounds about their reactions to curriculum, pedagogy, and related topics.

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: Evaluation of Instruction

 

Nieto, Sonia, Patty Bode, Eugenie Kang, and John Raible, "Identity, Community, and Diversity: Retheorizing Multicultural Curriculum for the Postmodern Era," pp. 176-197 in F. Michael Connelly, Ming Fang He, and JoAnn Phillion, eds., The SAGE Handbook of Curriculum and Instruction. Los Angeles: Sage Publications, 2008., Sonia Patty Nieto, Bode Eugenie Kang, and John Raible

Annotation: Reviews research on multicultural education and related issues; presents three ethnographic studies that highlight the theoretic frameworks discussed.

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

 

Nikitina, Svetlana, "Three Strategies for Interdisciplinary Teaching: Contextualizing, Conceptualizing, and Problem-Centered," Journal of Curriculum Studies, 38(June, 2006), 251-271., Svetlana Nikitina

Annotation: Distinguishes among a humanities, a scientific, and a crative-product-development form of epistemology in guiding interdisciplinary teaching; examples are given.

Broad Topical Focus: Curriculum Development, Organization, Design, 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: Curriculum Integration, Content Selection and Organization, Higher Education Curriculum, Comparisons Among Inquiry Modes

 

Nixon, Jon, "Curriculum Evaluation: Old and New Paradigms," pp. 637-646 in Noel Entwistle, ed., Handbook of Educational Ideas and Practices. New York: Routledge, 1990.*, Jon Nixon

Annotation: Summarizes nature, role, methods, and paradigms for curriculum evaluation.

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

 

Nixon, Jon, "The Teacher as Researcher: Contradictions and Continuities," Peabody Journal of Education, 64(Winter, 1987), 20-32., Jon Nixon

Annotation: Examines several problems associated with the process of doing 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

 

Noddings, Nel, "An Ethic for Curriculum Theorizing," Paper presented to the Annual Meeting of the American Educational Research Association, Los Angeles, April 13, 1981., Nel Noddings

Annotation: Proposes an ethical dimension to curriculum theorizing.

Broad Topical Focus: Curriculum Inquiry Guidelines,Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum Theory Creation and Uses, Ethical Issues in Curriculum

 

Noddings, Nel, Critical Lessons: What Our Schools Should Teach. New York: Cambridge University Press, 2006., Nel Noddings

Annotation: Identifies and argures for critical thinking topics of an existential nature that might be covered in the curriculum; includes self-understanding, facing war, home and parenting, relating to animals and nature, advertising and propaganda, making a living, gender, and religion.

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, Critical Thinking, Curriculum Aims and Objectives, Secondary School Curriculum, Value Assumptions and Ideologies in Curriculum

 

Noddings, Nel, "Curriculum and Moral Education," pp. 91-92 in Nel Noddings, Educating Moral People. New York: Teachers College Press, 2002., Nel Noddings

Annotation: Introduces the author's views on incorporating moral education into the curriculum; details appear in subsequent pages.

Broad Topical Focus: Curriculum Proposals in Coherent Form, 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, Ethical Issues in Curriculum, Values in the Classroom

 

Noddings, Nel, Education and Democracy in the 21st Century. New York: Teachers College Press, 2013., Nel Noddings

Annotation: Presents a new vision of curriculum based on humane values and differentiated expectations for diverse students; critiques current curriculum assumptions and current policy prescriptions, including those regarding testing and accountability.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Curriculum Standards and Testing, Democratic Education, Literature of Curriculum, Secondary School Curriculum, Value Assumptions and Ideologies in Curriculum

 

Noddings, Nel, "Formal Modes of Knowing," pp. 116-132 in Elliot W. Eisner, ed., Learning and Teaching the Ways of Knowing, 84th Yearbook of the NSSE, Part II. Chicago: University of Chicago Press, 1985., Nel Noddings

Annotation: Discusses learning, understanding, and doing formal modes of knowing such as mathematics through infomal activities.

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: Content Selection and Organization, Curriculum and the Disciplines

 

Noddings, Nel, "Gender and the Curriculum ," pp. 659-684 in Philip W. Jackson, ed., Handbook of Research on Curriculum. New York: Macmillan, 1992., Nel Noddings

Annotation: Reviews historical aspects of educating women and men as well as the 20th century curriculum situation and transformative endeavors.

Broad Topical Focus: Curriculum Policies and Policy Making, 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: Research Synthesis
Narrow Topic: Curriculum History, Curriculum Differentiation, Value Assumptions and Ideologies in Curriculum

 

Noddings, Nel, "Introduction," pp. xiii-xxvi in Nel Noddings, The Challenge to Care in Schools: An Alternative Approach to Education, 2nd ed. New York: Teachers College Press, 2005., Nel Noddings

Annotation: Argues for responsiveness to children and their situations by creating alternatives in schooling and curricula based on caring (instead of the present "tyanny of opposing purposes"); suggests creating both progressive and traditional schools within public education.

Broad Topical Focus: Curriculum Visions and Philosophies, 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: Alternatives in Education, Curriculum Aims and Objectives, Democratic Education, Practical Knowledge, Religious & Private Schooling, Value Assumptions and Ideologies in Curriculum

 

Noddings, Nel, "NIE's National Curriculum Development Conference," pp. 291-312 in Jon Schaffarzick and Gary Sykes, eds., Value Conflicts and Curriculum Issues: Lessons from Research and Experience. Berkeley, CA: McCutchan, 1979., Nel Noddings

Annotation: Gives an overview of the conference themes, its reports, problems identified, and views of the participants.

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

 

Noddings, Nel, "The Aims of Education," pp. 74-93 in her Happiness and Education. New York: Cambridge University Press, 2003., Nel Noddings

Annotation: Demonstrates why aims-talk needs to be recovered in educational policy and practice in view of current aims focused narrowly on standard achievement for all children; discusses happiness as a possible aim of education.

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: Value Assumptions and Ideologies in Curriculum, Curriculum Aims and Objectives

 

Noddings, Nel, The Challenge to Care in Schools: An Alternative Approach to Education. New York: Teachers College Press, 1992., Nel Noddings

Annotation: Projects a curriculum for all students around caring for self, with family and friends, with distant others, for animals and plants of the earth, for the man-made world, and for ideas.

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

 

Noddings, Nel, "The New Outspoken Atheism and Education," Harvard Educational Review, 78(Summer, 2008), 369-390., Nel Noddings

Annotation: Proposes ways of teaching religious vocabulary, history, and ideas in the public school curriculum within a legal framework that honors belief in God and non-belief in God in a religiously pluralistic society; argues the importance of doing so.

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: Curriculum Aims and Objectives, Content Selection and Organization

 

Noddings, Nel, When School Reform Goes Wrong. New York: Teachers College Press, 2007., Nel Noddings

Annotation: Critiques current features of curriculum and instruction policies and practices, especially the No Child Left Behind Act.

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

 

Noffke, Susan E., "Hearing the Teacher's Voice: Now What?" Curriculum Perspectives, 11(October, 1991), 55-59., Susan E. Noffke

Annotation: Discusses rifts between teacher research 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: Knowledge Generation, Teacher Research

 

Noffke, Susan E., "The Work and Workplace of Teachers in Action Research," Teaching and Teacher Education, 8(February, 1992), 15-29.* Another version appears as "Action Research and the Work of Teachers," pp. 1-21 in Renee Clift and Carolyn Evertson, eds., Focal Points: Qualitative Inquiries into Teaching and Teacher Education. Washington, DC: ERIC Clearinghouse on Teacher Education, l992. ED 350 304., Susan E. Noffke

Annotation: Relates the views of action research of the Horace Mann-Lincoln Institute, Stephen Corey, Hilda Taba, Abraham Shumsky, Lawrence Stenhouse, The Ford Teaching Project, The Interactive R & D Projects, and the Deakin University Action Research work.

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

 

Nolan, James F., "Student's Perceptions of the Ideal College Curriculum and the Real College Curriculum," Higher Education Abstracts, 22(No. 5, 1987), 282-283., James F. Nolan

Annotation: Reports a study of teachers' views of teaching as five metaphors.

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

 

Nolan, James F., and Edmund C. Short, "Combining Qualitative and Quantitative Modes of Inquiry to Inform Curriculum Deliberation: A Proposed Framework," Curriculum Perspectives, 5(May, 1985), 15-23.*, James F. Nolan and Edmund C. Short

Annotation: Conceptualizes a three-stage model of curriculum evaluation utilizing several forms of inquiry in the context of deliberation.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Evaluative Inquiry, Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Qualitative Research

 

Nordin, Andreas, and Daniel Sundberg, "Exploring Curricular Change Using Discursive Institutionalism -- A Conceptual Framework," Journal of Curriculum Studies, 50(6, 2018), 820-835., Andreas Nordin and Daniel Sundberg

Annotation: Analyzes curriculum change within three domains (policy, programs, philosophies) using a "discursive institutionalism" framework (which is explained); this process is illustrated using the Swedish Reform of 2011 as an example.

Broad Topical Focus: Currriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Concpetual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Implementation

 

Nord, Warren A., Does God Make a Difference? Taking Religion Seriously in Our Schools and Universities. New York: Oxford University Press, 2010., Warren A. Nord

Annotation: Provides a book-length argument in support of teaching religious studies as a separate set of courses in schools and universities and of infusing religious perspectives into all other subjects where relevant.

Broad Topical Focus: Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Conceptual Analysis, Religious Inquiry
Type of Study: Single Study
Narrow Topic: Liberal Education/General Education, Value Assumptions and Ideologies in Curriculum, Criticism of Schooling, Ethical Issues in Curriculum, Citizenship Education, Hidden Curriculum, Religious & Private Schooling

 

Norton, John K., and Margaret A. Norton, "Contributions of Research to Curriculum Building," pp. 92-111 in their Foundations of Curriculum Building. Boston: Ginn & Company, 1936., John K. Norton and Margaret A. Norton

Annotation: Reviews the status of research related to curriculum building and recent lines of research whose findings bear on a revision; chapters follow on research in several subject areas of the curriculum.

Broad Topical Focus: Curriculum Reseach and Inquiry-General
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Research Synthesis
Narrow Topic: Curriculum Development Strategies, Curriculum History, Knowledge Generation

 

Norton, John K., and Margaret A. Norton, "Trends in Curriculum Building," pp. 546-570 in their Foundations of Curriculum Building. Boston: Ginn & Company, 1936., John K. Norton and Margaret A. Norton

Annotation: Identifies eight major trends in curriculum building as of 1936 in the U. S.

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

 

Norton, Margaret A., ed., "The Curriculum," Review of Educational Research, 4(April, 1934), 124-252., Margaret A. Norton

Annotation: Contains chapters on curriculum building and research, evaluation of courses of study and textbooks, as well as extensive treatment of curricula by subjects.

Broad Topical Focus: Curriculum as a Field of Practice and Study, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Content Selection and Organization

 

Nozaki, Yoshiko, "Riding Tensions Critically: Ideology, Power/Knowledge, and Curriculum Making," pp. 69-89 in Lois Weis, Cameron McCarthy, and Greg Dimitriadis, eds., Ideology, Curriculum, and the New Sociology of Education: Revisiting the Work of Michael Apple. New York: Routledge, 2006., Yoshiko Nozaki

Annotation: Examines Foucault's idea of genealogy as a theory for curriculum; discusses this in relation to epistemological and methodological tensions concerning ideology and truth.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Content Selection and Organization, Curriculum Theory Creation and Uses

 

Null, J. Wesley, "An Intellectual Progressive Educator: Toward a Rereading of William Chandler Bagley, 1874-1946," TheEducational Forum, 67(Summer, 2003), 300-307., J. Wesley Null

Annotation: Corrects some earlier views of Bagley's position on progressive education and gives a summary of his life and contributions to education.

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

 

Null, J. Wesley, "Curriculum Development in Historical Perspective," pp. 478-490 in F. Michael Connelly, Ming Fang He, and JoAnn Phillion, eds., The SAGE Handbook of Curriculum and Instruction. Los Angeles: Sage Publications, 2008., J. Wesley Null

Annotation: Discusses contributions of Tyler, Smith/Stanley/Shores, Taba, Schwab, and other scholars to the evolving concept of curriculum development in the United States.

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

 

Null, J. Wesley, "Deciding Aims and Purposes of Subject Matter," pp.3-10 in Ming Fang He, Brian D. Schultz, and William H. Schubert, eds., The Sage Guide to Curriculum in Education. Los Angeles: Sage Publications, 2015., J. Wesley Null

Annotation: Traces the emergence of several views from recent curriculum theorists on the role subject matter can play in reaching educational goals or ends.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Curriculum Aims and Objectives, Curriculum History, Curriculum Professors

 

Null, J. Wesley, "Deliberative Curriculum," pp. 149-182 in J. Wesley Null, Curriculum: From Theory to Practice. Lanham, MD: Rowman & Littlefield, 2011., J. Wesley Null

Annotation: Explains the deliberative tradition in curriculum theory (Reid, Westbury, Schwab, McKeon) and analyzes it in terms of Schwab's commonplaces.

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

 

Null, J. Wesley, "Social Efficiency or Vocational Efficiency?: Toward a Deeper Knowledge of a Misunderstood Term," Curriculum History (SSCH), (2001), 41-47., J. Wesley Null

Annotation: Traces the various uses of the phrase "social efficiency' in curriculum history, with special reference to Snedden, Bagley, Bobbitt, and Dewey.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Conceptions and Theories, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Curriculum History, Social Efficiency/Control, Curriculum Aims and Objectives

 

Null, J. Wesley, "Social Efficiency Splintered: Multiple Meanings Instead of the Hegemony of One,' Journal of Curriculum and Supervision, 19(Winter, 2004), 99-124., J. Wesley Null

Annotation: Sets forth three distinct definitions of "social efficiency" in early 20th century curriculum history as opposed to one definition often assumed by historians.

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: Curriculum Aims and Objectives, Curriculum History, Ideology and School Knowledge, Value Assumptions and Ideologies in Curriculum

 

Null, J. Wesley, "William Bagley versus Arthur Bestor: Why the Standard Story is Not True," The Educational Forum, 72(No. 3, 2008), 200-214., J. Wesley Null

Annotation: Recovers the distinctive positions on teacher education curriculum held by these two men; shows what institutional forms these different conceptions took historically in higher education.

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: Teacher Education, Higher Education Curriculum

 

Null, J. Wesley. "Efficiency Jettisoned: Unacknowledged Changes in the Curriculum Thought of John Franklin Bobbitt," Journal of Curriculum and Supervision, 15(Fall, 1999), 35-42., J. Wesley. Null

Annotation: Points out the changes in Bobbitt's thinking about curriculum from his 1918 book to his 1941 book; corrects a misconception in the history of curriculum thought.

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

 

Nunan, Ted, Countering Educational Design . New York : Nichols,1983., Ted Nunan

Annotation: Raises theoretical and practical issues involved in educational design.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum Development Strategies, Philosophical Schools, Ideology and School Knowledge, Teaching/Learning Process

 

Oakes, Jeannie, "Keeping Track, Part I: The Policy and Practice of Curriculum Inequality," Phi Delta Kappan, 68 (September, 1986), 12-17., Jeannie Oakes

Annotation: Reviews arguments regarding tracking based on research.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Differentiation, Ideology and School Knowledge

 

Oakes, Jeannie, Adam Gamoran, and Reba N. Page, "Curriculum Differentiation: Opportunities, Outcomes, and Meanings," pp. 570-608 in Philip W. Jackson, ed., Handbook of Research on Curriculum. New York: Macmillan, 1992., Jeannie Oakes, Adam Gamoran, and Reba N. Page

Annotation: Describes how differentiation is accomplished, its historical and contemporary consequences, issues unresolved, and directions for research.

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

 

Oakes, Jeannie, Sharon E. Hare, and Kenneth A. Sirotnik, "Collaborative Inquiry: A Paradigm in a Cantankerous World," Teachers College Record, 87(Summer, 1986), 545-561., Jeannie Oakes, Sharon E. Hare, and Kenneth A. Sirotnik

Annotation: Explores the use of collaborative action research and illustrates it with a project report done at UCLA with two school districts.

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

 

Oates, Tim, "Could Do Better: Using International Comparisons to Refine the National Curriculum in England," Curriculum Journal, 22(No.2, 2011), 121-150., Tim Oates

Annotation: Critiques the 2007 revision of the National Curriculum in England for incorporating the wrong lessons from international curriculum comparison studies; suggest appropriate lessons that could have been incorporated into it; reviews domestic research that also could have been incorporated and was not; identifies the problems thus created by the National Curriculum; calls for a new consideration in the 2011 revision.

Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum Standards and Testing

 

Oberg, Antoinette, "Curriculum Study and Professional Practice: How Are They Linked?" Journal of Curriculum Studies, 17(April-June, 1985), 207-209., Antoinette Oberg

Annotation: Reports a study of the impact of graduate study on professional practice; lists evaluative questions and data used in the study.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Decision-making Processes, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Programs of Study in Curriculum and Instruction, Program Audit/Evaluation

 

Oberg, Antoinette, "Imagining Educational Criticism," Curriculum Inquiry, 12 (Winter, 1982), 385-404., Antoinette Oberg

Annotation: Presents a critique of Eisner's Educational Imagination.

Broad Topical Focus: Curriculum Evaluation,Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism,Aesthetic Inquiry and Curriculum Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Program Audit/Evaluation

 

Oberg, Antoinette, "Using Construct Theory as a Basis for Research into Teacher Professional Development," Journal of Curriculum Studies, 19(January-February, 1987), 55-65.*, Antoinette Oberg

Annotation: Reports a case study of one teacher's thinking about her classroom practices; employs Kelly's construct theory.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Case Study
Narrow Topic: Teacher Knowledge, In-service Teacher Development

 

Oberg, Antoinette A., "Curriculum Decision," pp. 1154-1155 in T. Husen and T. N. Postlethwaite, eds., International Encyclopedia of Education. New York: Pergamon, 1984., Antoinette A. Oberg

Annotation: Presents a brief overview of the nature of curriculum decisions.

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

 

Oberg, Antoinette, and Gail McCutcheon, "Teachers' Experience Doing Action Research," Peabody Journal of Education, 64(Winter, 1987), 116-127., Antoinette Oberg and Gail McCutcheon

Annotation: Reports a study of teachers' experience doing 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

 

Oberg, Antoinette, and Gail McCutcheon, "Teachers' Experience Doing Action Research," Peabody Journal of Education, (Winter, 1987), 116-127.*, Antoinette Oberg and Gail McCutcheon

Annotation: Reports on ways teachers said they did action research projects and the problems and payoffs encountered; presents implications for teaching 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

 

O'Donaghue, Thomas A., "The Impact of Restructuring on Teachers' Understandings of their Curriculum Work: A Case Study," Journal of Curriculum and Supervision, 10(Fall,1994), 21-42., Thomas A. O'Donaghue

Annotation: Reports a study of Australian teachers' reactions to curriculum and school restructuring.

Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Case Study
Narrow Topic: Comparative Curriculum, Teacher Planning

 

Ohanian, Susan, "Goals 2000: What's in a Name?" Phi Delta Kappan, 81 (January, 2000), 345-355.*, Susan Ohanian

Annotation: Argues bluntly and forthrightly against the negative effects that testing is having on students and teachers; analyzes the politics of Goals 2000 legislation.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Development, Organization, Design, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Curriculum and Politics, Classroom Observation & Research, Freedom/Authority and Curriculum, Local Control of Schooling

 

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