Source Discipline - Curriculum

 

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Pinar, William F., "A Portrait of Bill Doll," Journal of the Canadian Association of Curriculum Studies, 6(Spring-Summer, 2008), 21-23., William F. Pinar

Annotation: Provides an overview of the contributions of Bill Doll to the field of curriculum studies; several articles related to Doll's work follow this article.

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

 

Pinar, William F., "A Prayerful Act: The Work of James B. Macdonald," The Journal of Curriculum Theorizing, 6(Fall, 1985), 43-53., William F. Pinar

Annotation: Pays tribute to Macdonald's particular contributions to the field of curriculum studies.

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

 

Pinar, William F., Autobiography, Politics, and Sexuality: Essays in Curriculum Theory, 1972-1992. New York: Peter Lang, 1994., William F. Pinar

Annotation: Presents 15 essays written between 1972 and 1992 by the author which convey the meaning ofautobiography as curriculum.

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

 

Pinar, William F., "'Bildung' and the Internationalization of Curriculum Studies," Transnational Curriculum Inquiry, 3(No. 2, 2006). http://nitinat.library.ubc.ca/ojs/index.php/tci, William F. Pinar

Annotation: Explores and analyzes differences between Didaktik and Bildung traditions in relation to North American Curriculum Studies.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Comparative Curriculum, American/International Curriculum Organizations, Content Selection and Organization

 

Pinar, William F., "Comments on McDiarmid's 'Conceptual-Empirical Theory of Curriculum," Interchange, 18(Fall, 1987), 73-76.*, William F. Pinar

Annotation: Provides criticisms and suggested modifications of McDiarmid's article in the same issue of Interchange.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Curriculum History

 

Pinar, William F., "Complicated Conversation: Occasions for Intellectual Advancement in the Internationalization of Curriculum Studies," pp. 163-178 in William F. Pinar, The Synoptic Text Today and Other Essays: Curriculum Development after the Reconceptualization. New York: Peter Lang, 2006., William F. Pinar

Annotation: Sets forth a plan for internationalizing Curriculum Studies via scholarly exchanges, conferences, and mutual critiques; announces a Center to facilitate this work.

Broad Topical Focus: Curriculum Research and Inquiry-General, Critique and Utilization of Curriculum Research and Inquiry, Publication Outlets for Curriculum Research and Inquiry, 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: Comparative Curriculum, Knowledge Generation, American/International Curriculum Organizations

 

Pinar, William F., Curriculum Studies in the United States: Present Circumstances, Intellectual Histories. New York: PalgraveMacmillan, 2013., William F. Pinar

Annotation: Interprets the position in which Curriculum Studies finds itself today; comments on and integrates the views express by writers in the 2010 Handbook of Curriculum Studies; foresees the concepts that may arise in the next phase of reconceptualizing the curriculum.

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

 

Pinar, William F., "Curriculum Theory Since 1950: Crisis, Reconceptualiztion, Internationalization," pp. 491-513 in F. Michael Connelly, Ming Fang He, and JoAnn Phillion, eds., The SAGE Handbook of Curriculum and Instruction. Los Angeles: Sage Publications, 2008., William F. Pinar

Annotation: Reviews the theorists who have contributed to understanding curriculum through multi-discursive efforts such as politically, autobiographically, gendered, postmodern, internationally, and more.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Status Study
Narrow Topic: Curriculum History, Curriculum Theory Creation and Uses

 

Pinar, William F., "Death in a Tenured Position," Curriculum Perspectives, 4(May, 1984), 74-76., William F. Pinar

Annotation: Discusses impact of economics on publishing JCT.

Broad Topical Focus: Publication Outlets for Curriculum Research and Inquiry
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Literature of Curriculum, Curriculum Professors

 

Pinar, William F., "'Dreamt into Existence by Others': Curriculum Theory and School Reform," Theory into Practice, 31(Summer, 1992), 228-235., William F. Pinar

Annotation: Critiques curriculum theory that is based on the factory and corporate model and offers theory related to human identity.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Authority of Teacher

 

Pinar, William F., ed., Curriculum Theorizing: The Reconceptualists . Berkeley, CA: McCutchan, 1975. Republished under title, Curriculum Studies: The Reconceptualization. Troy, NY: Educator's International Press, 2000., William F. Pinar

Annotation: Includes 26 writings by curriculum theorists using historical, political, critical, literary (educational criticism), and postcritical (reconceptualist) forms of inquiry.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum as a Field of Practice and Study, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation, Qualitative Research, Literature of Curriculum

 

Pinar, William F., ed., Curriculum: Toward New Identitiies. New York: Garland, 1998., William F. Pinar

Annotation: Includes 17 essays, edited and introduced by William Pinar, that exhibit cutting-edge theory in Curriculum Studies as developed after the comprehensive 1995 volume (Understanding Curriculum, by Pinar, et al.).

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

 

Pinar, William F., ed., Heightened Consciousness, Cultural Revolution, and Curriculum Theory . Berkeley, CA: McCutchan, 1974., William F. Pinar

Annotation: Presents seven papers which were presented at the 1973 conference in Rochester; final pages give reactions to these papers.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism, Phenomenological Inquiry, Critical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Literature of Curriculum, Curriculum Theory Creation and Uses

 

Pinar, William F., ed., International Handbook of Curriculum Research. Mahwah, NJ: Lawrence Erlbaum, 2003., William F. Pinar

Annotation: Contains essays from 28 countries giving status of curriculum research in general or in some aspect of curriculum research; also has four initial essays on global facets of curriculum research.

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: Collection of Studies
Narrow Topic: American/International Curriculum Organizations, Curriculum History, Comparative Curriculum

 

Pinar, William F., ed., The Passionate Mind of Maxine Greene: 'I Am...Not Yet.' Bristol, PA: Falmer Press, 1998., William F. Pinar

Annotation: Presents 22 writers on the life and work of Maxine Greene as they explore her writings, its themes, the influences on her thought, and her influence on several domains of educational thought and practice.

Broad Topical Focus: Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum Theory Creation and Uses

 

Pinar, William F., "Gender, Sexuality, and Curriculum Studies: The Beginning of the Debate," McGill Journal of Education, 16(Fall, 1981), 305-316., William F. Pinar

Annotation: Reviews work of Grumet, Taubman, and Hocquenghem concerning the relation of gender and sexuality to curriculum.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge

 

Pinar, William F., "Heightened Consciousness, Cultural Revolution, and Curriculum Theory: An Introduction," pp. 1-15 in his Heightened Consciousness, Cultural Revolution, and Curriculum Theory . Berkeley, CA: McCutchan, 1974., William F. Pinar

Annotation: Summarizes the state of research on self and the curriculum and its implications for curriculum theory.

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

 

Pinar, WIlliam F., "Introduction," pp. xi-xxxv in William F. Pinar, Intellectual Advancement through Disciplinarity: Verticality and Horizontality in Curriculum Studies. Rotterdam: Sense Publishers, 2007., WIlliam F. Pinar

Annotation: Advocates the study of the intellectual history of the discipline of Curriculum Studies and the analysis of the current status of the field as bases for moving it forward; points out advances in the field since the publication of Understanding Curriculum (1995); introduces other writings of his in the book.

Broad Topical Focus: Curriculum Theorists, 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 Professors, Curriculum History, Curriculum Theory Creation and Uses

 

Pinar, William F., "Life History and Curriculum Theorizing: A Case Study," Review Journal of Philosophy and Social Science, 3(No. 1, 1978), 92-118., William F. Pinar

Annotation: Presents a study exploring life history methods of inquiry.

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

 

Pinar, William F., "Life History and Educational Experience," The Journal of Curriculum Theorizing, 2(Summer, 1980), 159-222., William F. Pinar

Annotation: Presents an extended treatment of life history research together with an illlustration.

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

 

Pinar, William F., "Notes on the Curriculum Field 1978," Educational Researcher, 7(September, 1978), 5-12.*, William F. Pinar

Annotation: Reviews the state of curriculum theorizing and distinguishes between modes and types needing to be generated.

Broad Topical Focus: Curriculum as a Field of Practice and Study, Curriculum Conceptions and Theories, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Knowledge Generation, Curriculum Theory Creation and Uses

 

Pinar, William F., "Notes on the Relationship Between a Field and Its Journals," The Journal of Curriculum Theorizing, 2(Winter, 1980), 7-11., William F. Pinar

Annotation: Describes the publishing goals of JCT and discusses the relationship between the curriculum field and the related journals.

Broad Topical Focus: Publication Outlets for Curriculum Research and Inquiry, Curriculum as a Field of Practice and Study, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Literature of Curriculum

 

Pinar, William F., "Reconstructing the Private and Public Spheres in Curriculum and Teaching," pp. 205-232 in his What is Curriculum Theory ? Mahwah, NJ: Lawrence Erlbaum, 2004., William F. Pinar

Annotation: Condemns the anti-intellectual business mentality now dominant in U.S. education and public policies (such as the NCLB Act) and the collusion by groups such as AACTE and NCATE with these policy directions; challenges curriculum theorists to teach against this mentality both in the classroom and with the public.

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

 

Pinar, William F., "Relocating Cultural Studies into Curriculum Studies," pp. 79-93 in William F. Pinar, The Synoptic Text Today and Other Esssays: Curriculum Development after the Reconceptualization. New York: Peter Lang, 2006., William F. Pinar

Annotation: Gives a rationale for why scholarly work in Cultural Studies has been (and should be) incorporated into Curriculum Studies; illustrates with examples.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum as a Field of Practice and Study, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Content Selection and Organization

 

Pinar, William F., "Reply to My Critics," Curriculum Inquiry, 10(Summer, 1980), 199-205., William F. Pinar

Annotation: Responds to articles by the Tanners and by Jackson which were crtical of Pinar's reconceptualist approaches.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists, Curriculum as a Field of Practice and Study, Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Status Study
Narrow Topic: Curriculum History

 

Pinar, William F., "The Abstract and the Concrete in Curriculum Theorizing," Foundation Studies, 8(Nos. 1-2, 1979), 3-15., William F. Pinar

Annotation: Discusses methodological issues relating to understanding the experience of curriculum.

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

 

Pinar, William F., "The Analysis of Educational Experience," pp. 384-395 in his Curriculum Theorizing . Berkeley, CA: McCutchan, 1975., William F. Pinar

Annotation: Describes the methodology of studying educational experience and some of the difficulties with using it.

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

 

Pinar, William F., "The Birth of Bergamo and JCT: Toward an Archive of Feeling and the Creation of a Counter Educational Culture in Curriculum Studies," JCT, 20(No. 4, 2005), 7-18. Reprinted in William F. Pinar, The Synoptic Text Today and Other Essays: Curriculum Development after the Reconceptualization. New York: Peter Lang, 2006., William F. Pinar

Annotation: Traces the story of the Bergamo conferences and the JCT journal from 1980 to the development of recent conferences and journal associated with the American Association for the Advancement of Curriculum Studies.

Broad Topical Focus: Curriculum as a Field of Practice and Study, Publication Outlets for Curriculum Research and Inquiry, Curriculum Theorists, Curriculum Research and Inquiry-General
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: American/International Curriculum Organizations, Curriculum Theory Creation and Uses, Curriculum History

 

Pinar, William F., "The Miseducation of the American Public," pp. 15-34 in his What is Curriculum Theory?" Mahwah, NJ: Lawrence Erlbaum, 2004., William F. Pinar

Annotation: Shows the shifts over the last thirty years in the field of curriculum studies, the role of curriculum theory, and the impact of business thinking on education; see also related discussion on pp.179-184.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Policies and Policy Making, 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 History, Curriculum and Politics, Curriculum Theory Creation and Uses

 

Pinar, William F., "The Problem with Curriculum and Pedagogy," Journal of Curriculum and Pedagogy, 2(Summer, 2005), 67-82. Reprinted pp. 109-120 in William F. Pinar, The Synoptic Text Today and Other Essays: Curriculum Development after the Reconceptualization. New York: Peter Lang, 2006., William F. Pinar

Annotation: Critiques the tying of "teaching" rather than "study" to curriculum; explicates the use of the active study model by students rather than the social engineering model by teachers and the accountability system.

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
Type of Study: Single Study
Narrow Topic: Criticism of Schooling, Curriculum Standards and Testing, Conceptions of Teaching, Value Assumptions and Ideologies in Curriculum

 

Pinar, William F., "The Reconceptualization of Curriculum Studies, 1987: A Personal Retrospective," Journal of Curriculum and Supervision, 3(Winter, 1988), 157-167. A slightly expanded version of this article appears pp. 1-13 in William F. Pinar, ed., Contemporary Curriculum Discourses. Scottsdale, AZ: Gorsuch Scarisbrick, 1988, and pp.483-497 in William F. Pinar, ed., Contemporary Curriculum Discourses: Twenty Years of JCT. New York: Peter Lang, 1999., William F. Pinar

Annotation: Reviews the period of radical change in the curriculum field (1957-1987) and the work of the contributors to it.

Broad Topical Focus: Curriculum as a Field of Practice and Study, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry, Critical Inquiry
Type of Study: Status Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum

 

Pinar, William F., "The Reconceptualization of Curriculum Studies," Journal of Curriculum Studies, 10(July-September, 1978), 205-214.*, William F. Pinar

Annotation: Contrasts the traditionalists, the conceptual empiricists, and the reconceptionalists in curriculum studies.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Phenomenological Inquiry, Critical Inquiry, Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Knowledge Generation

 

Pinar, William F., "The Synoptic Text Today," JCT, 20(Spring, 2004), 7-22. Reprinted pp. 1-14 in William F. Pinar, The Synoptic Text Today and Other Essays: Curriculum Development after the Reconceptualization. New York: Peter Lang, 2006., William F. Pinar

Annotation: Recommends doing historical synopses of research on the intellectual content of the curriculum.

Broad Topical Focus: Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Ideology and School Knowledge, Content Selection and Organization

 

Pinar, William F., "The Voyage Out: Curriculum as the Relation Between the Knower and the Known," The Journal of Curriculum Theorizing, 2(Winter, 1980), 71-92., William F. Pinar

Annotation: Argues that we cannot design an educational experience and that we need descriptions of experience of texts, teachers, and other students; gives excerpts from a student's autobiographical report of the experience of the Virgina Woolf book.

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

 

Pinar, William F., "Time, Place, and Voice: Curriculum Theory and the Historical Moment," pp. 264-278 in William F. Pinar, ed., Contemporary Curriculum Discourses. Scottsdale, AZ: Gorsuch Scarisbrick, l988., William F. Pinar

Annotation: Urges personhood be made central in curriculum through theological images that counter narcissistic tendencies.

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

 

Pinar, William F., "Toward the Internationalization of Curriculum Studies," pp. 1-13 in Donna Trueit, William E. Doll, Jr., Hongyu Wang, and William F. Pinar, eds., The Internationalization of Curriculum Studies. New York: Peter Lang, 2003., William F. Pinar

Annotation: Introduces the 2003 conference on this topic at LSU and invites participants to consider the issues and possibilities involved in a world-wide field of curriculum studies.

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: American/International Curriculum Organizations, Comparative Curriculum

 

Pinar, William F., "What is the Reconceptualization?" The Journal of Curriculum Theorizing, 1(Winter, 1979), 93-104., William F. Pinar

Annotation: Describes the approach taken by the reconceptualists toward emancipation.

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

 

Pinar, William F., "'Whole, Bright, Deep with Understanding': Issues in Qualitative Research and Autobiographical Method," Journal of Curriculum Studies , 13(July-September, 1981), 173-188. Reprinted pp. 134-153 in William F. Pinar, ed., Contemporary Curriculum Discourses . Scottsdale, AZ: Gorsuch Scarisbrick, 1988. Reprinted pp. 608-623 in James R. Gress, ed., Curriculum: An Introduction to the Field . Berkeley, CA: McCutchan, 1988., William F. Pinar

Annotation: Contrasts autobiographical method with ethnographic and aesthetic forms of qualitative research and sets forth its unique aspects.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism, Ethnographic Inquiry, Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Qualitative Research, Comparisons Among Inquiry Modes, Self-Knowledge

 

Pinar, William F., and C. A. Bowers, "Politics of Curriculum: Origins, Controversial, and Significance of Critical Perspectives," pp. 163-190 in Gerald Grant, ed. Review of Research in Education, 18: 1992. Washington, D.C.: American Educational Research Association, 1992., William F. Pinar and C. Bowers

Annotation: Reviews the variety of scholarly work in the 1970's and 1980s on the politics of curriculum as found in the work of the critical theorists.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum and Politics, Knowledge Generation

 

Pinar, William F., and Madeleine R. Grumet, "Socratic Caesura and the Theory-Practice Relationship," Theory Into Practice, 21(Winter, 1982), 50-54. Reprinted pp. 92-100 in William F. Pinar, ed., Contemporary Curriculum Discourses . Scottsdale, AZ: Gorsuch Scarisbrick, 1988., William F. Pinar and Madeleine R. Grumet

Annotation: Draws on Nicholas Lobkowicz's Theory and Practice (an historical review of the relaion between theory and practice) and argues that questioning curriculum practice is the role of curriculum theory.

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

 

Pinar, William F., and Madeleine R. Grumet, Toward a Poor Curriculum. Dubuque, IA: Kendall Hunt, 1976., William F. Pinar and Madeleine R. Grumet

Annotation: Collects a series of papers by each of the authors that exhibit modes of inquiry useful in curriculum theory, some based in the arts, some in psychoanalysis, and some in philosophical traditions.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry, Aesthetic Inquiry and Curriculum Criticism, Philosophical Inquiry-Speculative Essay
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation

 

Pinar, William F., and Rita L. Irwin, eds., Curriculum in a New Key: The Collected Works of Ted T. Aoki. Mahwah, NJ: Lawrence Erlbaum, 2005., William F. Pinar and Rita L. Irwin

Annotation: Contains 28 selections from the writings of curriculum theorist Ted T. Aoki with an introduction by Pinar.

Broad Topical Focus: Curriculum Theorists, Curriculum Conceptions and Theories, Curriculum Research and Inquiry-General, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Literature of Curriculum, Knowledge Generation, Multicultural Education, Qualitative Research, Value Assumptions and Ideologies in Curriculum, Curriculum Professors, Curriculum as Experience

 

Pinar, William, and Madeleine Grumet, "Theory and Practice and the Reconceptualization of Curriculum Studies," pp. 20-44 in Martin Lawn and Len Barton, eds., Rethinking Curriculum Studies . New York: Halsted Press, 1981., William Pinar and Madeleine Grumet

Annotation: Traces the effort to establish curriculum studies as a discipline; reviews work of the reconceptualists in this effort.

Broad Topical Focus: Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Status Study
Narrow Topic: Curriculum Theory Creation and Uses

 

Pincus, John, "Incentives for Innovation in the Public Schools," Review of Educational Research, 44(Winter, 1974), 113-144., John Pincus

Annotation: Reviews a variety of incentives for educational innovation.

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

 

Placier, Margaret, Michael Walker, and Bill Foster, "Writing the 'Show-Me' Standards: Teacher Professionalism and the Political Control in U. S. Curriculum Policy," Curriculum Inquiry, 32(Fall, 2002), 281-310.*, Margaret Placier, Michael Walker, and Bill Foster

Annotation: Reports on political conflicts arising in Missouri's attempt to set curriculum standards and policy.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Case Study
Narrow Topic: Curriculum Standards and Testing, Curriculum Frameworks, Freedom/Authority and Curriculum, Curriculum and Politics, Value Assumptions and Ideologies in Curriculum

 

Plank, David N., and Bob L. Johnson, Jr., "Curriculum Policy and Educational Productivity," pp. 167-188 in Douglas E. Mitchell, Robert L. Crowson, and Dorothy Shipps, eds., Shaping Educational Policy: Power and Process. New York: Routledge, 2011., David N. Plank and Bob L. Johnson Jr.

Annotation: Presents an overview and an analysis of the politics of curriculum since the 1950s; treats equalizing of educational opportunity, inclusion of marginalized groups, the end of tracking, standards and competition, centralization and accountability, and other curriculum issues.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics

 

Plueddemann, James E., "Dilemmas of an Evangelical Curriculum Educator," Religious Education, 79(Winter, 1984), 122-134., James E. Plueddemann

Annotation: Includes an analysis of curriculum definitions.

Broad Topical Focus: Curriculum Definitions, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Religious & Private Schooling

 

Poetter, Thomas S., ed., 10 Great Curricula: Lived Conversations of Progressive, Democratic Curricula in School and Society. Charlotte, NC: Information Age Publishing, 2011., Thomas S. Poetter

Annotation: Presents narratives on the lived curricula from ten settings that embody progressive forms of curriculum and pedagogy; prepared by doctoral students of the editor; contains commentaries and critiques on each; epilogue written by the editor contains summary of themes and lessons derived from this kind of research.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Research and Inquiry-General, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Collection of Studies
Narrow Topic: Alternatives in Education, Curriculum Aims and Objectives, Curriculum as Experience, Democratic Education, Freedom/Authority and Curriculum, Philosophical Schools, Qualitative Research, Value Assumptions and Ideologies in Curriculum

 

Poetter, Thomas S., ed., Curriculum Windows: What Curriculum Theorists of the 1980s Can Teach Us About Schools and Society Today. Charlotte, NC: Information Age Publishing, 2016, Thomas S. Poetter

Annotation: Examines fifteen books by leading curriculum theorists published during the decade of the 1980s; each essay is written by a doctoral student at Miami University in Ohio and provides both personal and professional judgments on the value of the ideas presented; see volumes with similar titles that contain analyses of other books published during the 1960s, 1970s, and 1990s by the same editor and publisher.

Broad Topical Focus: Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Evaluative Inquiry
Type of Study: Collection of Studies
Narrow Topic: Literature of Curriculum, Curriculum History, Curriculum Professors, Curriculum Theory Creation and Uses

 

Poetter, Thomas S., "The Role of the Curriculum Specialist in a Public School District's Curriculum Project," pp. 51-67 in Walter Gershon, Thomas Kelly, Kathleen Kesson, and Wendy Walter-Bailey, eds., (De)liberating Curriculum and Pedagogy: Exploring the Promise and Perils of "Scientifically-Based" Approaches. Troy, NY: Educator's International Press, 2005., Thomas S. Poetter

Annotation: Gives a personal report of the author's involvement as an external curriculuma specialist.

Broad Topical Focus: Curriculum Administration, Leadership, Finance
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Case Study
Narrow Topic: Curriculum Specialists in Schools, Professionalization in Curriculum

 

Poetter, Thomas S., Caroline Everington, and Ron Jetty, "Curriculum Deliberation in Action: Preparing School Leaders for Inclusion," Journal of Curriculum and Supervision, 16(Winter, 2001), 162-182., Thomas S. Poetter, Caroline Everington, and Ron Jetty

Annotation: Describes processes and results of attempts of an Education faculty at Miami University (Ohio) to infuse knowledge of inclusion into courses for preparing educational leaders.

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

 

Poetter, Thomas S., and Frances Fowler, "Sophie's Class: The Pursuit of Democracy in an Elementary Mathematics Classroom in France," Journal of Curriculum Theorizing, 16(Fall, 2000), 91-109., Thomas S. Poetter and Frances Fowler

Annotation: Reports and analyzes a study giving evidence of liberty, equality, and fraternity in a French classroom; contrasts with values in American classrooms.

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: Value Assumptions and Ideologies in Curriculum, Comparative Curriculum, Democratic Education

 

Pogrow, Stanley, "What is an Exemplary Program, and Why Should Anyone Care? A Reaction to Slavin & Klein," Educational Researcher, 27(October, 1998), 22-29., Stanley Pogrow

Annotation: Critiques the designation of "exemplary" given to several programs such as "Success for All" based on methodological issues in supporting research.

Broad Topical Focus: Curriculum Development, Organization, Design, Critique and Utilization of Curriculum Research and Inquiry, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Evaluative Inquiry, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Program Audit/Evaluation

 

Polikoff, Morgan S., Andrew C. Porter, and John Smithson, "How Well Aligned are State Assessments of Student Achievement with State Content Standards?" American Educational Research Journal, 48(August, 2011), 965-995., Morgan S. Polikoff, Andrew C. Porter, and John Smithson

Annotation: Discusses the rationale for and measurement of alignment of standards and assessments; reports an empirical study of 19 states and three subject areas with respect to the extent of alignment and the nature of misalignments.

Broad Topical Focus: Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing

 

Pollard, Andrew, Dennis Thiessen, and Ann Filer, eds., Children and Their Curriculum: The Perspectives of Primary and Elementary School Children. Bristol, PA: The Falmer Press, 1997., Andrew Pollard, Dennis Thiessen, and Ann Filer

Annotation: Contains nine studies of children's experiences of their curriculum; some chapters give attention to methodology for this type of inquiry.

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

 

Ponder, Gerald A., "Schooling and Control: Some Interpretations of the Changing Social Function of Curriculum," pp. 139-167 in O. L. Davis, Jr., ed., Perspectives on Curriculum Development: 1776-1976 . Washington, DC: Association for Supervision and Curriculum Development, 1976., Gerald A. Ponder

Annotation: Traces changes in function exhibited by the curriculum over time; treats issues such as social control, diversity, and conformity.

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: Research Synthesis
Narrow Topic: Curriculum Aims and Objectives, Social Efficiency/Control, Curriculum and Politics

 

Ponder, Gerald A., "The Curriculum: Field Without a Past?" Educational Leadership, 31(February, 1974), 461-464., Gerald A. Ponder

Annotation: Discusses the need for a history of the curriculum field.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research Domains and Structure, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum History

 

Ponte, Petra, and Jan Ax, "Action Research and Pedagogy as Science of the Child's Upbringing," pp. 324-335 in Susan Noffke and Bridget Somekh, eds., The Sage Handbook of Educational Action Research. Thousand Oaks, CA: Sage, 2009., Petra Ponte and Jan Ax

Annotation: Elucidates the European concept of pedagogy; distinguishes normative/dogmatic, humanistic, empirical/analytic, and critical pedagogy; notes the potential of action research for studying pedagogy.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Action Inquiry
Type of Study: Single Study
Narrow Topic: Teaching/Learning Process, Ethical Issues in Curriculum

 

Pope, Denise Clark, Doing School: How We Are Creating a Generation of Stressed Out, Materialistic, and Miseducated Students. New Haven, CT: Yale University Press, 2001., Denise Clark Pope

Annotation: Reports research on five successful California high school students and how they cope and succeed; ideals of the school are replaced by the learning of deception, hostility, and anxiety.

Broad Topical Focus: 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, Curriculum as Experience, Teaching/Learning Process

 

Popham, W. James, "Curriculum Control by Objectives," pp. 575-579 in Lee C. Deighton, ed., The Encyclopedia of Education, Volume 2. New York: Macmillan and Free Press, 1971., W. James Popham

Annotation: Describes the function, formulation, and types of curriculum objectives.

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: Curriculum Aims and Objectives

 

Popham, W. James, "Curriculum, Instruction, and Assessment: Amiable Allies or Phoney Friends," Teachers College Record, 106(March, 2004), 417-428., W. James Popham

Annotation: Argues for close relationships among personnel dealing with curriculum, instruction, and assessment, especially in state departments of education and in universities.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design, Curriculum Evaluation, 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 Specialists in Schools, Curriculum Professors, Core Mandates, Curriculum Development Strategies, Evaluation of Instruction, Professionalization in Curriculum, Programs of Study in Curriculum and Instruction

 

Popham, W. James, "Curriculum Materials," Review of Educational Research, 39(June, 1969), 319-338., W. James Popham

Annotation: Examines research on the form, effectiveness, and evaluation of curriculum materials.

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: Research Synthesis
Narrow Topic: Materials Development and Evaluation

 

Popkewitz, Thomas, "The Social Structure of School and Reform: A Case Study of IGE/S," pp. 411-441 in George Willis, ed., Qualitative Evaluation . Berkeley, CA: McCutchan, 1978., Thomas Popkewitz

Annotation: Describes effects of change processes related to the project, Individually Guided Education/Secondary.

Broad Topical Focus: Curriculum Change, Curriculum Development, Organization, Design, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry, Evaluative Inquiry, Scientific/Empirical Inquiry
Type of Study: Case Study
Narrow Topic: Curriculum Implementation

 

Popkewitz, Thomas S., "Craft and Community as Metaphors for Social Inquiry Curriculum," Educational Theory, 27(Fall, 1977), 310-321., Thomas S. Popkewitz

Annotation: Questions the assumptions of curriculum through use of social inquiry in classrooms, schools, and communities.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Social Studies

 

Popkewitz, Thomas S., "Curriculum as a Problem of Knowledge, Governing, and the Social Administration of the Soul," pp. 75-99 in Barry M. Franklin, ed., Curriculum and Consequence: Herbert M. Kliebard and the Promise of Schooling. New York: Teachers College Press, 2000., Thomas S. Popkewitz

Annotation: Traces the politics of school knowledge (subjects) as relates to school governance and freedom.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Development, Organization, Design, Curriculum Administration, Leadership, Finance
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Curriculum History, Ideology and School Knowledge, School Subjects, Freedom/Authority and Curriculum

 

Popkewitz, Thomas S., "Curriculum Study, Curriculum History, and Curriculum Theory: The Reason of Reason," Journal of Curriculum Studies, 41(June, 2009), 301-319., Thomas S. Popkewitz

Annotation: Explores the systems of reason that surround the language used within curriculum practices, policies, reforms, and research; several illustrations are given showing political commitments embedded in the language used; discusses issues involved and possible responses.

Broad Topical Focus: Inquiry Language in Curriculum Research, 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 and Politics, Value Assumptions and Ideologies in Curriculum

 

Popkewitz, Thomas S., ed., The Formation of the School Subjects: The Struggle for Creating an American Institution . Philadelphia: Falmer Press, 1987., Thomas S. Popkewitz

Annotation: Presents 11 chapters showing the ideological dimensions of the content of various subjects in the curriculum.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Collection of Studies
Narrow Topic: School Subjects, Curriculum History, Ideology and School Knowledge

 

Popkewitz, Thomas S., "Educational Reform and the Problem of Institutional Life," Educational Researcher, 8(March, 1979), 3-8.*, Thomas S. Popkewitz

Annotation: Critques educational reform in terms of favored knowledge, students, and professional groups.

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

 

Popkewitz, Thomas S., "Educational Reform as the Organization of Ritual: Stability as Change," Journal of Education (Boston University), 164(Winter, 1982), 5-29., Thomas S. Popkewitz

Annotation: Discusses attempts at educational reform from a critical perspective.

Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History

 

Popkewitz, Thomas S., "Educational Reform: Rhetoric, Ritual, and Social Interest," Educational Theory, 38 (Winter, 1988), 77-93., Thomas S. Popkewitz

Annotation: Discusses the social construction of schooling as evidenced by changes in curriculum and teaching; discusses the social distribution of knowledge and the discourses of school reform as evidence of social and political relations and interests.

Broad Topical Focus: Curriculum Policies and Policy Making,Curriculum Change,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: Content Selection and Organization, Ideology and School Knowledge

 

Popkewitz, Thomas S., "Educational Research: Values and Visions of Social Order," Theory and Research in Social Education, 6(December, 1978), 20-39., Thomas S. Popkewitz

Annotation: Asserts that theory and research methods contain social and political values and can have ideological implications.

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

 

Popkewitz, Thomas S., "Knowledge and Interest in Curriculum Studies," pp. 335-354 in Thomas S. Popkewitz, ed., Critical Studies in Teacher Education: Its Folklore, Theory, and Practice . Philadelphia: Falmer, 1987.*, Thomas S. Popkewitz

Annotation: Critiques curriculum from perspective of preferred institutional knowledge and social and cultural interests.

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: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge

 

Popkewitz, Thomas S., "Knowledge, Power, and a General Curriculum," pp. 69-93 in Ian Westbury and Alan C. Purves, eds., Cultural Literacy and the Idea of General Education , Eighty-Seventh Yearbook of the NSSE, Part II. Chicago: University of Chicago Press, 1988., Thomas S. Popkewitz

Annotation: Discusses power elements in subjects in the general education curriculum, including classroom inequities.

Broad Topical Focus: Curriculum Development, Organization, Design, 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, Ideology and School Knowledge, Liberal Education/General Education, School Subjects, Curriculum and Politics

 

Popkewitz, Thomas S., "Motion as Educational Change: The Misuse and Irrelevancy of Two Research Paradigms," pp. 129-155 in his Paradigm and Ideology in Educational Research . London: Falmer Press, 1984., Thomas S. Popkewitz

Annotation: Critiques the center-to-periphery model of change and the democratic problem-solving model of change and discusses related issues.

Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Curriculum Development Strategies, Curriculum Deliberation

 

Popkewitz, Thomas S., "The Formation of School Subjects and the Political Context of Schooling," pp. 1-14 in Thomas S. Popkewitz, ed., The Formation of the School Subjects: The Struggle for Creating an American Institution. Philadelphia: Falmer, 1987.*, Thomas S. Popkewitz

Annotation: Introduces the history of the creation of school subjects and the social and ideological pressures on this process.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: School Subjects, Psychology and Curriculum, Value Assumptions and Ideologies in Curriculum

 

Popkewitz, Thomas S., "The Production of Reason and Power: Curriculum History and Intellectual Traditions," Journal of Curriculum Studies, 29(March-April, 1997), 131-164., Thomas S. Popkewitz

Annotation: Discusses curriculum as systems of regulation and discipline in the historical examination of school subjects.

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: School Subjects, Curriculum History, Curriculum and Politics, Ideology and School Knowledge, Content Selection and Organization

 

Popkewitz, Thomas S., "The Social Contexts of Schooling, Change, and Educational Research," Journal of Curriculum Studies, 13(July-September, 1981), 189-206., Thomas S. Popkewitz

Annotation: Considers a reform program (IGE) within its social and ideological context.

Broad Topical Focus: Curriculum Change, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Ethnographic Inquiry, Critical Inquiry
Type of Study: Case Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Ideology and School Knowledge

 

Popkewitz, Thomas S., Allan Pitman, and Arlene Barry, "Educational Reform and Its Millenial Quality: The 1980's," Journal of Curriculum Studies, 18(July- September, 1986), 267-283.*, Thomas S. Popkewitz, Allan Pitman, and Arlene Barry

Annotation: Critiques the school reform movement of the l960s and the l980s in relation to various ideologies.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Change, Curriculum Conceptions and Theories
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, Curriculum History, Curriculum and Politics

 

Popkewitz, Thomas S., B. Robert Tabachnick, and Kenneth M. Zeichner, "Dulling the Senses: Research in Teacher Education," Journal of Teacher Education, 30 (September-October, 1979), 52-60., Thomas S. Popkewitz, B. Robert Tabachnick, and Kenneth M. Zeichner

Annotation: Discusses the dominant research paradigm used in teacher education research, its effects and limitations, and suggests an alternative critical research stance.

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

 

Porro, Barbara, "Playing the School System: The Low Achiever's Game," pp. 256-274 in Elliot W. Eisner, ed., The Educational Imagination . New York: Macmillan, 1985., Barbara Porro

Annotation: Describes a strategy used by low-achieving students.

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

 

Portelli, John P., "Exploring the Hidden Curriculum," Journal of Curriculum Studies, 25(July-August, l993), 343-358., John P. Portelli

Annotation: Analyzes four meanings of hidden curriculum and their moral implications.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Moral Inquiry
Type of Study: Single Study
Narrow Topic: Hidden Curriculum

 

Portelli, John P., "On Defining Curriculum," Journal of Curriculum and Supervision, 2(Summer, 1987), 354-367.*, John P. Portelli

Annotation: Identifies issues in defining the concept of curriculum; reviews leading definitions of curriculum and argues against the effort to offer such definitions; urges clarification of the relationship of curriculum to other educational concepts.

Broad Topical Focus: 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

 

Porter, Andrew C., Curriculum Assessment," pp. 141-159 in Judith L. Green, Gregory Camilli, and Patricia B. Elmore, eds., Handbook of Complementary Methods in Education Research. Mahwah, NJ: Lawrence Erlbaum, 2006., Andrew C. Porter

Annotation: Discusses procedures for doing curriculum assessment.

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

 

Porter, Andrew C., "National Standards and School Improvement in the 1990s: Issues and Promise," American Journal of Education, 102(August, 1994), 42l-449., Andrew C. Porter

Annotation: Analyzes different types of standards as they are emerging from current debates on curriculum standards; also discusses several related issues.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Curriculum Standards and Testing, Curriculum and Politics, Content Selection and Organization

 

Porter, Andrew C., Douglas A. Archbald, and Alexander K. Tyree, Jr., "Reforming the Curriculum: Will Empowerment Policies Replace Control?" pp. 11-36 in Susan H. Fuhrman and Betty Malen, eds., The Politics of Curriculum and Testing: The 1990 Yearbook of the Politics of Education Association . Philadelphia: Falmer, 1991.*, Andrew C. Porter, Douglas A. Archbald, and Alexander K. Tyree Jr.

Annotation: Reports recent developments in math and social studies and analyzes the processes of policy control and teacher empowerment in these contexts.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Local Control of Schooling, Mathematics, Social Studies

 

Porter, Andrew C., John Smithson, and Eric Osthoff, "Standard Setting as a Strategy for Upgrading High School Mathematics and Science," pp. 138-166 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., Andrew C. Porter, John Smithson, and Eric Osthoff

Annotation: Examines effects of using curriculum policy instruments such as increased graduation requirements, state curriculum frameworks, staff development, and textbook adoption requirements in six states.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Secondary School Curriculum, Mathematics, Science, Curriculum Frameworks

 

Porter, Andrew, Jennifer McMaken, Jun Hwang, and Rui Yang, "Common Core Standards: The New U. S. Intended Curriculum," Educational Researcher, 40(April, 2011), 103-116., Andrew Porter, Jennifer McMaken, Jun Hwang, and Rui Yang

Annotation: Analyzes differences between the recently developed common core standards and those currently functioning in several selected states--in mathematics and English language arts; employs an alignment by cells procedure from the Survey of Enacted Curriculum (Porter, ER, 37(7), 2002); compares content topics and cognitive demand, among other matters.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Evaluation, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Content Selection and Organization, Curriculum and Politics

 

Posner, George, "A Cognitive Science Conception of Curriculum and Instruction," Journal of Curriculum Studies, 14(October-December, 1982), 343-351.*, George Posner

Annotation: Poses the concept of curricular task as a basis for suggesting inquiry questions.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Teaching/Learning Process

 

Posner, George, "Curriculum Planning Models," pp. 1328-1334 in Torsten Husen and Thomas N. Postlethwaite, eds., The International Encyclopedia of Education, 2d ed. New York: Pergamon, 1994.*, George Posner

Annotation: Analyzes curriculum planning models as to procedural, descriptive, and conceptual features and illustrates each with examples.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Status Study
Narrow Topic: Curriculum Development Strategies, Value Assumptions and Ideologies in Curriculum

 

Posner, George J., "Curriculum Knowledge," pp. 1223-1227 in T. Husen and T. N. Postlethwaite, eds., International Encyclopedia of Education . New York: Pergamon, 1984., George J. Posner

Annotation: Discusses knowledge as curriculum content and knowledge of curriculum development (means-end, naturalistic, epistemological, analysis of experiences and preconceptions, approaches).

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Decision-making Processes, Curriculum Conceptions and Theories, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Content Selection and Organization, Curriculum Development Strategies

 

Posner, George J., "Making Sense of Diversity: The Current State of Curriculum Research," Journal of Curriculum and Supervision, 4(Summer, 1989), 340-361.*, George J. Posner

Annotation: Differentiates 21 types of curriculum research questions that fall into six categories.

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

 

Posner, George J., "Models of Curriculum Planning," pp. 77-97 in Landon E. Beyer and Michael W. Apple, eds., The Curriculum: Problems, Politics, and Possibilities . Albany, NY: State University of New York Press, 1988. Also pp. 79-100 in their Second Edition, 1998.*, George J. Posner

Annotation: Discusses two perspectives on curriculum planning (technical production and critical) and distinguishes procedural, descriptive, conceptual, and ideological questions related to them.

Broad Topical Focus: Curriculum Development, Organization, Design,Curriculum Decision-making Processes,Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Value Assumptions and Ideologies in Curriculum

 

Posner, George J., "The Extensiveness of Curriculum Structure: A Conceptual Scheme," Review of Educational Research, 44(Fall, 1974), 401-407., George J. Posner

Annotation: Analyzes the structure of curriculum along two dimensions--the commonality and the temporality of the relationship between curriculum elements--for the purpose of generating research questions.

Broad Topical Focus: Curriculum Conceptions and Theories,Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Scientific/Empirical Inquiry,Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Concomitant Instruction

 

Posner, George J., "The Role of Student Assessment in Curriculum Reform," Peabody Journal of Education, 69(Summer, 1994), 91-99., George J. Posner

Annotation: Sets forth the traditional belief system associated with student assessment, critiques that system, and provides an alternate belief system for authentic assessment.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Evaluation of Instruction, Value Assumptions and Ideologies in Curriculum, Student Assessment

 

Posner, George J., "The Use of Construct Validation Procedures in Curriculum Research," Curriculum Theory Network, 11(Spring, 1973), 34-46., George J. Posner

Annotation: Reports on a dissertation study of research procedures for use in evaluating constructs relevant to people, processes, and products in curriculum.

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

 

Posner, George J., "Tools for Curriculum Research and Development: Potential Contributions from Cognitive Science," Curriculum Inquiry, 8(Winter, 1978), 311-340., George J. Posner

Annotation: Explores cognitive science as an approach to research in curriculum, including use of semantic networking, content analysis, and changing conceptual states of learners.

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

 

Posner, George J., and Kenneth A. Strike, "A Categorization Scheme for Principles of Sequencing Content," Review of Educational Research, 46(Fall, 1976), 665-690.*, George J. Posner and Kenneth A. Strike

Annotation: Presents six major content sequencing principles and explores their applicability to existing schemes and for future development of curricula.

Broad Topical Focus: Curriculum Development, Organization, Design,Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Scientific/Empirical Inquiry,Theoretical/Conceptual Inquiry
Type of Study: Research Synthesis
Narrow Topic: Content Selection and Organization

 

Posner, George J., Kenneth A Strike, Peter W. Hewson, and William A. Gertzog, "Accommodation of a Scientific Conception: Toward a Theroy of Conceptual Change," Science Education, 66( April, 1982), 211-227.*, George J. Posner, Kenneth A. Strike, Peter W. Hewson, and William A. Gertzog

Annotation: Reports evidence of accommodation by students of science of various scientific conceptions.

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: Psychology and Curriculum, Teaching/Learning Process, Science

 

Posner, George V., "Curriculum Research: Domains of the Field," The Journal of Curriculum Theorizing, 1(Winter, 1979), 80-92.*, George V. Posner

Annotation: Presents and discusses nine domains of curriculum research that interrelate planning/development and teaching/learning in an input, process, output model.

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

 

Powell, Dave, "Moving Forward, Looking Back: Renewing the Struggle for an American Curriculum," Journal of Curriculum and Pedagogy, 8(No. 2, 2011), 136-154., Dave Powell

Annotation: Analyzes the views of Kliebard and Ravitch on American curriculum and school reform.

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

 

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