Source Discipline - Curriculum

 

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Short, Edmund C., "Review of Curriculum Theory, edited by Alex Molnar and John A. Zahorik," Texas Tech Journal of Education, 5(No. 3, 1978), 227-131., Edmund C. Short

Annotation: Provides a review and critique of the papers in this book.

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

 

Short, Edmund C., "Setting Priorities in Curriculum Research," Journal of Curriculum and Supervision , 6 (Summer, 1991), 358-365., Edmund C. Short

Annotation: Defines curriculum practice and curriculum research and suggests priorities focusing on research related directly to practice.

Broad Topical Focus: Relation of Curriculum Research to Practice, Defining Curriculum Research Questions, 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

 

Short, Edmund C., "Shifting Paradigms: Implications for Curriculum Research and Practice," pp. 34-53 in Jeffrey Glanz and Linda Behar-Horenstein, eds., Paradigm Debates in Curriculum and Supervision: Modern and Postmodern Perspectives. Westport, CT: Bergin & Garvey, 2000.*, Edmund C. Short

Annotation: Examines the effect of changes in the way curriculum practice is now being conceived on the way curriculum research is being conceived; reviews the way curriculum research paradigms and domains of curriculum knowledge have shifted.

Broad Topical Focus: Relation of Curriculum Research to Practice, Critique and Utilization of Curriculum Research and Inquiry, Curriculum Research Domains and Structure, Curriculum Research and Inquiry-General
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Utilization, Curriculum History, Curriculum Deliberation, Knowledge Generation, Value Assumptions and Ideologies in Curriculum

 

Short, Edmund C., "The Forms and Use of Alternative Curriculum Development Strategies: Policy Implications," Curriculum Inquiry, 13(Spring, 1983), 43-64.*, Edmund C. Short

Annotation: Analyzes and compares curriculum development strategies in relation to where decisions are made, who is involved, and the role of the teacher; sets forth ten criteria for the optimum strategy among several possibilities in a matrix.

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

 

Short, Edmund C., "Three Levels of Questions Addressed in the Field of Curriculum Research and Practice," Journal of Curriculum and Supervision, 9(Fall, l993), 77-86.*, Edmund C. Short

Annotation: Distinguishes questions of curriculum practice, inquiry, and methodologies of inquiry.

Broad Topical Focus: Curriculum Inquiry Guidelines, Defining Curriculum Research Questions, Curriculum Policies and Policy Making, Curriculum Change, Curriculum Development, Organization, Design, Curriculum Evaluation, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

Short, Edmund C., "Understanding Curriculum Inquiry," pp. 1-25 in Edmund C. Short, ed., Forms of Curriculum Inquiry . Albany, NY: SUNY Press, 1991.*, Edmund C. Short

Annotation: Discusses the nature and structure of curriculum inquiry and its relation to curriculum research questions.

Broad Topical Focus: Curriculum Inquiry Guidelines, Relation of Curriculum Research to Practice, Curriculum Research Domains and Structure, Defining Curriculum Research Questions, Curriculum Research and Inquiry-General
Source Discipline: Curriculum
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Status Study
Narrow Topic: Knowledge Generation

 

Short, Edmund C., and Richard W. Grove, "Conceptual Schemes in Curriculum inquiry and Practice: A Critique," Curriculum and Teaching, 9(No. 1, !994), 3-13., Edmund C. Short and Richard W. Grove

Annotation: Analyzes five examples of conceptual schemes in curriculum for the central structural concept; presents guidelines for conducting theoretical inquiry in curriculum.

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

 

Short, Edmund C., and Thomas J. Jennings, Jr., "Multidisciplinary: An Alternative Approach to Curriculum Thought," Educational Leadership, 33(May, 1976), 590-594.*, Edmund C. Short and Thomas J. Jennings Jr.

Annotation: Explains the multidisciplinary approach to curriculum design.

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

 

Short, Edmund C., and George D. Marconnit, eds., Contemporary Thought on Public School Curriculum. Dubuque, IA: Wm C. Brown Compmany Publishers, 1968., Edmund C. Short and George D. Marconnit

Annotation: Contains 89 readings on curriculum in five sections (curriculum as a field of study, curriculum purposes and objectives, curriculum quality, curriclulum theory and processes, perspectives for the future).

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: Content Selection and Organization, Literature of Curriculum

 

Short, Edmund C., and Leonard J. Waks, eds., Leaders in Curriculum Studies: Intellectual Self-Portraits. Rotterdam: Sense Publishers, 2009., Edmund C. Short and Leonard J. Waks

Annotation: Contains 18 essays by late 20th century curriculum scholars describing their own paths into the field of Curriculum Studies, their major contributions to the field, and their assessments of the state of the field over the last several decades.

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

 

Short, Edmund C., George H. Willis, and William H. Schubert, The Story of the AERA Special Interest Group on Creation and Utilization of Curriculum Knowledge --1970-1984: Toward Excellence in Curriculum Inquiry . March 1985. State College, PA: Nittany Press, 1985 . ERIC document number ED 256 730., Edmund C. Short, George H. Willis, and William H. Schubert

Annotation: Provides a detailed history of the SIG.

Broad Topical Focus: Critique and Utilization of Curriculum Research and Inquiry, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum History, American/International Curriculum Organizations, Knowledge Generation, Knowledge Utilization

 

Shulman, Lee S., "Joseph Jackson Schwab: 1909-1988," pp. 452-468 in Edward Shils, ed. Remembering the University of Chicago: Teachers, Scientists, and Scholars. Chicago: The University of Chicago Press, 1991., Lee S. Shulman

Annotation: Presents an analytic biography of Schwab's professional life and contributions as teacher and scholar.

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

 

Shulman, Lee S., "Knowledge and Teaching: Foundations of the New Reform," Harvard Educational Review, 57( February , 1987), 1-22., Lee S. Shulman

Annotation: Sets forth seven categories of the knowledge base for teaching: content knowledge, general pedagogical knowledge, knowledge of curriculum and curriculum materials, pedoagogical content knowledge, knowledge of learners, knowledge of contexts, and knowledge of ends/purposes/values.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Conceptions of Teaching, Teacher Education, Curriculum Implementation, Professionalization in Curriculum, Practical Knowledge, Knowledge Utilization, Teacher Knowledge

 

Shulman, Lee S., "The Practical and the Eclectic: A Deliberation on Teaching and Educational Research," Curriculum Inquiry, 14(Summer, 1984), 183-200., Lee S. Shulman

Annotation: Compares Dewey's and Schwab's view of deliberation and applies this to research on teaching and teacher education.

Broad Topical Focus: Curriculum Decision-making Processes,Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism,Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation, Teacher Planning, Teacher Education

 

Shulman, Lee S., "Those Who Understand: Knowledge Growth in Teaching," Educational Researcher, 15(February, 1986), 4-14., Lee S. Shulman

Annotation: Suggests that there are three forms of knowledge of interest to teachers: propositional, case, and strategic.

Broad Topical Focus: Curriculum Enactment and Teaching,Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Knowledge Utilization

 

Shwartz, Yael, Ayelet Weizman, David Fortus, Joseph Krajcik, and Brian Reiser, "THe IQWST Experience: Using Coherence as a Design Principle for a MIddle School Science Curriculum," Elementary School Journal, 109(November, 2008), 199-291., Yael Shwartz, Ayelet Weizman, David Fortus, Joseph Krajcik, and Brian Reiser

Annotation: Reports a study of how a middle school science curriculum dealt with five aspects of coherence.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Development as Inquiry
Type of Study: Single Study
Narrow Topic: Science, Content Selection and Organization

 

Sichel, Betty, "Forms of Knowledge or the Unity of Knowledge," pp. 45-55 in Mary Anne Raywid, ed., Philosophy of Education 1972, Proceedings of the 28th Annual Meeting of the Philosophy of Education Society. Edwardsville, IL: Studies in Philosophy and Education, Southern Illinois University, 1972., Betty Sichel

Annotation: Discusses the difference between the separate disciplines curriculum and one based on awe, wonderment, and unity.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Curriculum and the Disciplines, Value Assumptions and Ideologies in Curriculum, Content Selection and Organization

 

Sidorkin, Alexander M., "Disruptive Innovation and the Relattional Novelty," Educational Theory, 71(No.4, 2021), 519-533., Alexander M. Sidorkin

Annotation: Argues that human relationships are the essence of education and that technologies intended to replace the teacher are doomed to failure in view of the reality.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Enactment and Teaching
Source Discipline: Education
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Teaching/Learning Process, Alternatives in Education, Conceptions or Teaching, Media and Computers in Curriculum Development

 

Siegel, Judith E., "Task No. 1: Writing 'Practical' Curriculums," Educational Leadership, 34(April, 1977), 540-544., Judith E. Siegel

Annotation: Describes the five bodies of knowledge that must be examined in order to produce a practical curriculum (related to Schwab's commmonplaces).

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Decision-making Processes, Curriculum Guides, Plans, Documents, Materials, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation

 

Silberstein, Moshe, "Curriculum Studies: Teacher Education Programs," pp. 232-235 in Torsten Husen and Thomas N. Postlethwaite, eds., International Encyclopedia of Education. Supplement Volume One. New York: Pergamon, 1988., Moshe Silberstein

Annotation: Treats the problem of integrating curriculum knowledge and skills into teacher education curriculum; cites both generic and particular models.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Content Selection and Organization, Programs of Study in Curriculum and Instruction, Teacher Education

 

Silberstein, Moshe, and Miriam Ben-Peretz, "The Concept of Teacher Autonomy in Curriculum Materials: An Operative Interpretation," Journal of Curriculum and Supervision, 3(Fall, 1987), 29-44., Moshe Silberstein and Miriam Ben-Peretz

Annotation: Analyzes six subject area curricula in Israel for trends in teacher implementation and autonomy.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Survey
Narrow Topic: Materials Development and Evaluation, Freedom/Authority and Curriculum, Comparative Curriculum, Curriculum Implementation

 

Silva, Diane Yendol, "Collaborative Curriculum Encounters," Journal of Curriculum and Supervision, 15(Summer, 2000), 279-299., Diane Yendol Silva

Annotation: Describes a study of three teams of teachers implementing a history curriculum; shows how this was affected by context, their perceived roles, and experience.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Change, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Implementation

 

Simon, Katherine G., "Classroom Deliberation," pp. 107-129 in Susan Fuhrman and Marvin Lazerson, eds., The Public Schools. New York: Oxford University Press, 2005., Katherine G. Simon

Annotation: Reviews examples of classroom civic deliberations , the skills involved, and obstacles to such deliberations.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Social Studies, Curriculum Deliberation, Citizenship Education

 

Simon, Roger, "Journal Editing as a Subversive Activity: Curriculum Inquiry and the Curriculum Field," Curriculum Inquiry, 10(Summer, 1980), 107-113., Roger Simon

Annotation: Discusses inquiry as form and nature of argument presented; explains the approach employed in Curriculum Inquiry.

Broad Topical Focus: Publication Outlets for Curriculum Research and Inquiry, Curriculum Research and Inquiry-General
Source Discipline: Curriculum
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

Simon, Roger, and Don Dippo, "Dramatic Analysis: Interpretive Inquiry for the Transformation of Social Settings," The Journal of Curriculum Theorizing, 2(Winter, 1980), 109-134., Roger Simon and Don Dippo

Annotation: Shows purpose and processes of doing dramatic analysis of social life and schooling.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism, Hermeneutic Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Criticism of Schooling

 

Simon, Roger I., "Time, Authority, and the Modification of Student Roles," Journal of Curriculum Studies, 11(January-March, 1979), 69-86., Roger I. Simon

Annotation: Reports a study of a theater program and the students' understanding of authority and their role in relation to that of the teacher.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Authority of Teacher, Ideology and School Knowledge

 

Simons, Helen, "Against the Rules: Procedural Problems in School Self- Evaluation," Curriculum Perspectives, 5(October, 1985), 1-6., Helen Simons

Annotation: Contrasts two models of school evaluation: external and self-evaluation.

Broad Topical Focus: Curriculum Change,Curriculum Evaluation,Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Program Audit/Evaluation

 

Simpson, Douglas J., and Michael J. B. Jackson, "John Dewey's View of the Curriculum in The Child and the Curriculum," Education and Culture, 20(Fall, 2003), 23-27., Douglas J. Simpson and Michael J. B. Jackson

Annotation: Elucidates and analyzes Dewey's view of curriculum as presented in the 100-year old classic.

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

 

Singhm, Mano, Quest for Truth: Scientific Progress and Religious Beliefs. Bloomington, IN: Phi Delta Kappa International, 2000., Mano Singhm

Annotation: Articulates the method and nature of truth characteristic of science; contrasts this with religious truth; explores the conflict between creationism and evolution; discusses a way of teaching science consistent with his analysis of scientific knowledge.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry, Religious Inquiry, Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Value Assumptions and Ideologies in Curriculum, Science, Knowledge Generation

 

Sinnema, Claire, "Learning for and Realizing Curriculum Aspirations through Schools as Learning Orgaizations," European Journal of Education, 55(1, 2020), 9-23., Claire Sinnema

Annotation: Proposes a model of realizing a new national curriculum through addressing and challenging four learning demands and seven steps for schools as learning organizations.

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

 

Siotta, OliveAnn Davis, and Karen L. Fernandez, "Cautions and Assurances for Those Who Would Design a Small Urban High School: Bringing 20 Years of Research to the Planning Table," Curriculum Journal, 22(No. 1, 2011), 93-104., OliveAnn Davis Siotta and Karen L. Fernandez

Annotation: Describes the roles, goals, responsibilities, and activity patterns of five stake-holder groups in two Denver secondary schools in planning new curricular programs.

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

 

Sirotnik, Kenneth A., and Associates, "Building Better Programs I: Renewing Teacher Education and Partner Schools," pp. 99-139 and "Change Happens," pp. 163 -187 in Kenneth A. Sirotnik and Associates, Renewing Schools and Teacher Education: An Odyssey in Educational Change. Washington, DC: American Association of Colleges for Teacher Education, 2001., Kenneth A. Sirotnik

Annotation: Reports a qualitative evaluation study of a 15-year series of efforts by John Goodlad's Center for Educational Renewal and the Institute for Educational Inquiry to facilitate and study changes in curriculum and related matters among partnered schools and teacher education colleges.

Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Evaluative Inquiry
Type of Study: Case Study
Narrow Topic: Teacher Education

 

Sirotnik, Kenneth A., "Critical Inquiry: A Paradigm for Praxis," pp. 243-258 in Edmund C. Short, ed., Forms of Curriculum Inquiry . Albany, NY: SUNY Press, 1991.*, Kenneth A. Sirotnik

Annotation: Describes the processes of critical inquiry in curriculum.

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

 

Sirotnik, Kenneth A., "What Goes on in Classrooms? Is This the Way We Want It?" pp. 56-70 in Landon E. Beyer and Michael W. Apple, eds., The Curriculum: Problems, Politics, and Possibilities . Albany, NY: State University of New York Press, 1988., Kenneth A. Sirotnik

Annotation: Reports evidence from Goodlad's Study of Schooling and asks whether this is what we want; makes a plea for critical inquiry in schools.

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

 

Sirotnik, Kenneth A., and Roger Soder, eds., The Beat of a Different Drummer: Essays on Educational Renewal in Honor of John I. Goodlad. New York: Peter Lang, 1999., Kenneth A. Sirotnik and Roger Soder

Annotation: Presents 20 chapters on John Goodlad's thought and work in curriculum, teacher education, and educational renwal; ends with an extensive bibliography of Goodlad's writings.

Broad Topical Focus: Curriculum Theorists, Curriculum Conceptions and Theories, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum History, Literature of Curriculum, Teacher Education

 

Sizer, Theodore R., "Courses" pp. 116-134 in The New American High School. San Francisco: Jossey-Bass, 2013., Theodore R. Sizer

Annotation: Gives the author's proposals for thehigh school curriculum that he would envision for the future; other sections of the book also mention related features that round out the specific guidelines presented in this chapter; also provides some autobiographical stories about the author's life and experiences as a teacher and a professional educator.

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, Secondary School Curriculum

 

Skelton, Alan, "Studying Hidden Curriculum: Developing a Perspective in the LIght of Postmodern Insights," Curriculum Studies, 5(No.2, 1997), 177-193., Alan Skelton

Annotation: Provides an overview of research into the hidden curriculum; discusses ways of moving beyond current research paradigms.

Broad Topical Focus: 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: Hidden Curriculum, Value Assumptions and Ideologies in Curriculum

 

Skilbeck, Malcolm, "Curriculum Development--from RDD to RED: Review, Evaluate, Develop," pp. 251-276 in John Nisbet, Jacquetta Megarry, and Stanley Nisbet, eds., Research, Policy, and Practice: World Yearbook of Education 1985 . London: Kogan Page, 1985., Malcolm Skilbeck

Annotation: Discusses the shift in curriculum development from one perspective (research, development, dissemination) to another (review, evaluate, develop).

Broad Topical Focus: Curriculum Development, Organization, Design, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Research Synthesis
Narrow Topic: Curriculum Development Strategies, Knowledge Linkage

 

Skilbeck, Malcolm, "Curriculum Organization," pp. 1229-1233 in T. Husen and T. N. Postlethwaite, eds., International Encyclopedia of Education. New York: Pergamon, 1984., Malcolm Skilbeck

Annotation: Discusses various ways of arranging curriculum elements or institutional levels and patterns in organizing curriculum; refers to work by various international bodies.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Content Selection and Organization, Comparative Curriculum, American/International Curriculum Organizations

 

Skilbeck, Malcolm, "Curriculum Renewal," pp. 1338-1343 in Torsten Husen and Thomas N. Postlethwaite, eds., The International Encyclopedia of Education, 2d ed. New York: Pergamon, 1994.*, Malcolm Skilbeck

Annotation: Surveys curriculum renewal strategies, pace, directions of change, the frameworks and targets approaches to change, and future challenges in a cross-national review.

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

 

Skilbeck Malcolm, "Lawrence Stenhouse: Research Methodology," British Educational Research Journal, 9(No. 1, 1983), 11-20., Malcolm Skilbeck

Annotation: Describes the research methodology used by Stenhouse and discusses its significance.

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

 

Skilbeck, Malcolm, "School-Based Curriculum Development," pp. 121-144 in Andy Hargreaves, Ann Lieberman, Michael Fullan, and David Hopkins, eds., International Handbook of Educational Change, Part One. Norwell, MA: Kluwer Academic Publishers, 1998., Malcolm Skilbeck

Annotation: Traces experience of the author in school-based curriculum development internationally from 1959-1998 from his work in the United Kingdom and Australia, theUniversity of London and Deakin University, and in the Organization for Economic Cooperation and Development in Paris.

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

 

Skilbeck, Malcolm, "School-based Curriculum Development," pp. 18-34 in Victor Lee and David Zeldin, eds., Planning in the Curriculum . London: Hoder and Stoughton with Open University, 1982.*, Malcolm Skilbeck

Annotation: Presents a model of curriculum development for use at the school level along with decisions required within its five processes.

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

 

Skovira, Robert, "Cremin's Conception of Curriculum," Journal of Thought, 19 (Spring, 1984), 71-79., Robert Skovira

Annotation: Discusses Cremin's conception of curriculum.

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

 

Slabbert, Johannes A., and Annemarie Hattingh, " 'Where is the Post-modern Truth We Have Lost in Reductionist Knowledge?' A Curriculum Epitaph," Journal of Curriculum Studies, 38(December, 2006), 701-718., Johannes A. Slabbert and Annemarie Hattingh

Annotation: Discusses truth eradicated, truth revealed, the ethics of truth, the wholeness of truth, and constructing truth as bases for a future post-modern curriculum.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Value Assumptions and Ideologies in Curriculum, Ethical Issues in Curriculum

 

Slattery, Patrick "A Postmodern Vision of Time and Learning: A Response to the National Education Commission Report, Prisoners of Time," Harvard Educational Review, 65(WInter, 1995), 612-633.*, Patrick Slattery

Annotation: Critiques the view of time in curriculum as something to be restructured more efficiently in favor of a view of time as something infused with meaning and grounded in the present, cosmic, and quantum in its qualitites, integrated with self and place.

Broad Topical Focus: Curriculum Administration, Leadership, Finance, Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Time on Task, Teaching/Learning Process, Curriculum as Experience

 

Slattery, Patrick, "Committing to Critical Inquiry: Curriculum Studies and Social Consequences of Value," Journal of Critical Inquiry into Curriculum and Instruction, 3(Spring, 2001), 43-45., Patrick Slattery

Annotation: Urges curriculum scholars to speak and write with a critical prophetic voice; gives examples--Huebner and others.

Broad Topical Focus: 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, Ideology and School Knowledge, Curriculum Professors

 

Slattery, Patrick, Curriculum Development in the Postmodern Era. Hamden, CT: Garland, 1995. 2nd ed., Routledge, 2006., Patrick Slattery

Annotation: Presents a postmodern conception of curriculum which is framed in a wide range of analyses of philosophical, historical, social, ecological, critical, multicultural, phenomenological, and curricular thought. 2nd edition adds much new material.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Comparisons Among Inquiry Modes, Curriculum Theory Creation and Uses

 

Slattery, Patrick, "Hermenuetics, Subjectivity, and Aesthetics: Internationalizing the Interpretive Process in U. S. Curriculum Research," pp. 651-665 in William F. Pinar, ed., International Handbook of Curriculum Research. Mahwah, NJ: Lawrence Erlbaum, 2003., Patrick Slattery

Annotation: Discusses six approaches to hermenuetics and proposes a postmodern hermenuetics of subjectivity and aesthetics.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Hermeneutic Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

Slattery, Patrick, "Postmodernism as a Challenge to Dominant Representations of Curriculum," pp. 132-151 in Jeffrey Glanz and Linda S. Behar-Horenstein, eds., Paradigm Debates in Curriculum and Supervision: Modern and Postmodern Perspectives. Wesport, CT: Bergin & Garvey, 2000., Patrick Slattery

Annotation: Explains and argues for a postmodern paradigm for curriculum scholarship and offers implications.

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

 

Slattery, Patrick, "Toward an Eschatological Curriculum Theory," JCT: An Interdisciplinary Journal of Curriculum Studies, 9(Spring, 1992), 7-21. Reprinted pp. 278-288 in William F. Pinar, ed., Contemporary Curriculum Discourses: Twenty Years of JCT. New York: Peter Lang, 1999., Patrick Slattery

Annotation: Advocates a curriculum focused on an eschatological theology of hope.

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

 

Slattery, Patrick, and Kevin Daigle, "Curriculum as a Place of Turmoil: Deconstructing the Anguish in Walker Percy's 'Feliciana' and Ernest Gaines' 'Pointe Coupee'," Curriculum Inquiry, 24(Winter, 1994), 437-461., Patrick Slattery and Kevin Daigle

Annotation: Treats place and context in literary works as curriculum content.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Literature

 

Slattery, Patrick, Karen A. Krasney, and Michael P. O'Malley, "Hermenuetics, Aesthetics,and the Quest for Answerability: A Dialogic Possibilitiy for Reconceptualizing the Interpretive Process in Curriculum Studies," Journal of Curriculum Studies, 39(October, 2007), 537-558., Patrick Slattery, Karen A. Krasney, and Michael P. O'Malley

Annotation: Offers an account of seven approaches to hermeneutics (traditional theological, conservative philosophical, contextual, reflective, post-structural, critical, dialogical); advances dialogical hermeneutics as appropriate for curriculum development practice and illustrates in a case report; concludes with arguments supporting this approach.

Broad Topical Focus: Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Hermeneutic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies

 

Slattery, Patrick, and Dana Rapp, Ethics and the Foundations of Education: Teaching Convictions in a Postmodern World. Boston: Allyn & Bacon, 2003., Patrick Slattery and Dana Rapp

Annotation: Addresses from critical, activist, and postmodern perspectives several particular examples of ethical, hermeneutic, aesthetic, theological, and ecological issues facing curriculum and takes a stand on them.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Development, Organization, Design, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Ethical Issues in Curriculum, Values in the Classroom

 

Slavin, Robert E., "Design Competitions: A Proposal for a New Federal Role in Educational Research and Development," Educational Researcher, 26 (January/February, 1997), 22-28.*, Robert E. Slavin

Annotation: Recommends the establishment of USDE research and development program to evaluate educational programs by third-party design competitions.

Broad Topical Focus: Curriculum Research Domains and Structure, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Program Audit/Evaluation, Government Role in Educational Research & Development

 

Sloan, Kris, "Teacher Identity and Agency in School Worlds: Beyond the All-Good/All-Bad Discourse on Accountability-Explicit Curriculum Policies," Curriculum Inquiry, 36(Summer, 2006), 119-152., Kris Sloan

Annotation: Sets forth results of a study of teachers' actions in responding to accountability-related curriculum policies.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Teacher Knowledge, Curriculum and Politics

 

Small, Jan L., and Jean H. Young, "Teachers' Motivations for Participating in Curriculum Development Committees," The Alberta Journal of Educational Research, 34(March, 1988), 42-50.*, Jan L. Small and Jean H. Young

Annotation: A study of the relative importance of six factors in teachers' participation in curriculum development committees.

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: Survey
Narrow Topic: Curriculum Development Strategies

 

Smith, David, "On the Concept of Perceived Curriculum Decision-Making Space," Curriculum Perspectives, 3(May, 1983), 21-30., David Smith

Annotation: Employs Bernstein's frame factors to study teacher decision-making in curriculum.

Broad Topical Focus: Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Planning

 

Smith, David G., "Brighter Than a Thousand Suns: Facing Pedagogy in the Nuclear Shadow," pp. 275-285 in Terrance R. Carson, ed., Toward a Renaissance of Humanity . Edmonton: Faculty of Education, University of Alberta, 1988., David G. Smith

Annotation: Gives an explanation of hermeneutics applied to the teaching-learning process.

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

 

Smith, David G., "Experimental Eidetics as a Way of Entering Curriculum Language from the Ground Up," Journal of Curriculum Theorizing, 5(Summer,1983), 74-97. Reprinted pp. 417-436 in William F. Pinar, ed., Contemporary Curriculum Discourses . Scottsdale, AZ: Gorsuch Scarisbrick, 1988., David G. Smith

Annotation: Describes Husserl's eidetics as contributing to the history of phenomenology; analyzes a social studies class using this approach.

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

 

Smith, David G., "Hermeneutic Inquiry: The Hermeneutic Imagination and the Pedagogic Text," pp. 187-209 in Edmund C. Short, ed., Forms of Curriculum Inquiry . Albany, NY: SUNY Press, 1991.*, David G. Smith

Annotation: Describes the processes of hermeneutic inquiry in curriculum.

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

 

Smith, David Geoffrey, "Hermenuetic Scholar," pp. 183-200 in Michael P. Wolfe and Caroline R. Pryor, eds., The Mission of the Scholar: Research and Practice: A Tribute to Nelson Haggerson. New York: Peter Lang, 2002., David Geoffrey Smith

Annotation: Describes the key features of hermenuetic inquiry and the author's interest in understanding and confronting globlization and market values in education.

Broad Topical Focus: Curriculum Inquiry Guidelines
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

 

Smith, David Geoffrey, "The Specific Challenges of Globalizaiton for Teaching... and Vice Versa," pp. 293-318 in Donna Trueit, William E. Doll, Jr., Hongyu Wang, and William F. Pinar, eds., The Internationalization of Curriculum Studies. New York: Peter Lang, 2003., David Geoffrey Smith

Annotation: Gives a thorough analysis of the economics of globalization aand implications for curriculum and teaching; also addresses the recovery of personal truth.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Proposals in Coherent Form, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum and Politics

 

Smith, David L., "Toward Critical Curriculum Practice: The Role of ACSA in Australia," Journal of Curriculum Studies, 23(May-June, 1991), 269-274., David L. Smith

Annotation: Describes the purposes and activities of the Australian Curriculum Studies Assocation (ACSA) and the politcal context within which it works.

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

 

Smith, David S., "Curriculum Theory Revisited: A Comment and a Direction," Curriculum Perspectives, 4(October, 1984), 67-71., David S. Smith

Annotation: Comments on preceding articles and the bases for curriculum theory.

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

 

Smith, Joe M., "Taking Humpty Dumpty Out of the Curriculum," NASSP Bulletin, 68 (December, 1984), 103-107., Joe M. Smith

Annotation: Describes what curriculum is and is not.

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

 

Smith, Liesa Griffin, "Reimagining Curiculum as Community Building," pp. 189-207 in Liesa Griffin Smith, Curriculum as Community Building: The Poetics of Dfference, Emergence, and Relationality. New York: Peter Lang, 2021., Liesa Griffin Smith

Annotation: Offers a vision of educating all persons for community regardless of their uniqueness and their differences; this is the book's final chapter; previous chapters give a full exploration of the ideas embedded in this vision.

Broad Topical Focus: Curriculum Prorposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry - Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum as Experience; Curriculum Aims and Objectives

 

Smith, Mark K., "Curriculum Theory and Practice," The Encyclopedia of Informal Education, 1996, 2000. www.infed.org/biblio/b-curricu.htm, Mark K. Smith

Annotation: Stipulates four ways of conceiving curriculum and its contexts (as knowledge to be transmitted, as end- product, as process, as praxis); reviews work of curriculum theorists in relation to each of these; discusses these ideas in relation to informal education.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Definitions, Curriculum Theorists, Relation of Curriculum Research to Practice
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Curriculum Professors, Curriculum History

 

Smith, Marshall S., Susan H. Fuhrman, and Jennifer O'Day, "National Curriculum Standards: Are They Desirable and Feasible?" pp. 12-29 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., Marshall S. Smith, Susan H. Fuhrman, and Jennifer O'Day

Annotation: Defines five kinds of national curriculum standards, weighs their pros and cons, and discusses their feasibility.

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 Standards and Testing, Local Control of Schooling

 

Smith, Marshall S., and Jennifer O'Day, "Putting the Pieces Together: Systemic School Reform," CPRE Policy Briefs, 1991, 1-11. ERIC Document Reproduction Service ED 343 215., Marshall S. Smith and Jennifer O'Day

Annotation: Reviews efforts at school reform and the barriers to change; offers a strategy for systemic reform.

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

 

Smith, Marshall S., Jennifer A. O' Day, and David K. Cohen, "A National Curriculum in the United States?" Educational Leadership, 49 (September, 1991), 74-81. *, Marshall S. Smith, Jennifer A. O' Day, and David K. Cohen

Annotation: Analyzes pros and cons of a proposed national curriculum and related issues.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Freedom/Authority and Curriculum, Local Control of Schooling, Curriculum Frameworks, Curriculum Standards and Testing

 

Smith, Ralph, The New Aesthetic Curriculum Theorists and Their Astonishing Ideas. Vancouver, BC: CSCI, University of British Columbia, 1984., Ralph Smith

Annotation: Critiques recent theoretical work by Arnstine, Travers, and Eisner in curriculum.

Broad Topical Focus: Curriculum Theorists,Curriculum Enactment and Teaching
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: Teaching/Learning Process, Program Audit/Evaluation

 

Smith, Ralph A., "Aesthetic Education: A Critical Necessity," pp. 111-123 in Ralph A. Smith, Culture and the Arts in Education. New York: Teachers College Press, 2006., Ralph A. Smith

Annotation: Describes four values of aesthetic education: excellence in art, aesthetic vision, critical thinking, and cultural altenatives.

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: Aesthetics Education, Art Education, Curriculum Aims and Objectives

 

Smith, Ralph A., "Toward Percipience: A Humaniites Curriculum for Arts Education," pp.124-140 in Ralph A. Smith, Culture and the Arts in Education. New York: Teachers College Press, 2006., Ralph A. Smith

Annotation: Offers a K-12 curriculum design for arts education that stresses arts of creation, arts of communication, arts of continuity, and arts of criticism.

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: Art Education, Aesthetics Education, Content Selection and Organization

 

Smithson, Alan, "Curriculum Policy-Making at the School Level: Two Approaches," Journal of Philosphy of Education (Britain), 15(No. 2, 1981), 215-228., Alan Smithson

Annotation: Discusses whether school head or board in Britian should have curriculum decision-making power.

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

 

Smith, Tracy W., and C. Kenneth McEwin, eds., The Legacy of the Middle School: In Their Own Words. Charlotte, NC: Information Age Publishing, 2011., Tracy W. Smith and C. Kenneth McEwin

Annotation: Reports a study of the Middle School Legacy Project; contains speeches and interviews of founders and prominent leaders of the middle school movement from the early 1960s to today; presents a summary of key themes found across these leaders' interview statements.

Broad Topical Focus: Curriculum Theorists, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum History, Middle School Curriculum

 

Smulyan, Lisa, "Collaborative Action Research: A Critical Analysis," Peabody Journal of Education, 64(Spring, 1987), 57-70., Lisa Smulyan

Annotation: Discusses the processes involved in collaborative action research and shows what problems may occur in contributing to theory, practice, and staff development.

Broad Topical Focus: Curriculum Inquiry Guidelines, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Action Inquiry
Type of Study: Single Study
Narrow Topic: Practical Knowledge

 

Smylie, M. A., "Curriculum Adaptation within Classroom," pp. 192-194 in Torsten Husen and Thomas N. Postlethwaite, eds., Intenational Encyclopedia of Education. Supplement Volume One. New York: Pergamon, 1988., M. A. Smylie

Annotation: Discusses various modifications teachers make in implementing the curriculum to meet students where they are.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Teacher Planning, Curriculum Implementation, Multiethnic Adaptation

 

Smylie, Mark A., "Teacher Participation in School Decision Making: Assessing Willingness to Participate," Educational Evaluation and Policy Analysis, 14(Spring, 1992), 53-67., Mark A. Smylie

Annotation: Analyzes empirical data on teachers' willingness to participate in decision making; principal-teacher relationship has the greatest influence.

Broad Topical Focus: Curriculum Policies and Policy Making, 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

 

Smyth, John, A 'Critical Pedagogy' of Teacher Evaluation . Geelong, Victoria, Australia: Deakin University Press, 1988., John Smyth

Annotation: Conceptualizes an approach to teacher evaluation that goes beyond pointing to inadequacies to acknowledge the existing power relationships and transforming them through critical pedagogical relationships; includes three lengthy reprinted articles on the topic.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Teacher Evaluation

 

Smyth, John, "Exploring the Critical Politics of Teaching," pp. 65-74 in Michael P. Wolfe and Caroline R. Pryor, eds., The Mission of the Scholar: Research and Practice: A Tribute to Nelson Haggerson. New York: Peter Lang, 2002., John Smyth

Annotation: Explains how the author as a critical scholar seeks to unmask the injustices constructed around teacher's work; suggests ways to counter these with alternative discourses and actions.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Teaching/Learning Process, Criticism of Schooling, Value Assumptions and Ideologies in Curriculum

 

Snyder, Jon, Frances Bolin, and Karen Zumwalt, "Curriculum Implementation," pp. 402-435 in Philip W. Jackson, ed., Handbook of Research on Curriculum. New York: Macmillan,1992., Jon Snyder, Frances Bolin, and Karen Zumwalt

Annotation: Analyzes the fidelity, mutual adaptation, and enactment approaches to curriculum implementation research.

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

 

Sobol, Thomas, "The Broader Meaning of Articulation," Phi Delta Kappan, 53(September, 1971), 25-29., Thomas Sobol

Annotation: Describes four dilemmas in contemporary schooling (between have's and have-not's, school and life, head and heart, and old values and new values) and envisions a type of schooling to overcome these dilemmas.

Broad Topical Focus: Curriculum Development, Organization, Design,Curriculum Contexts and Societal Influences,Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Content Selection and Organization

 

Sockett, Hugh, "Curriculum Planning: Taking a Means to an End," Proceedings of the Philosophy of Education Society of Great Britain, 6(January, 1972). Reprinted pp. 150-160 in R. S. Peters, ed., The Philosophy of Education . Oxford: Oxford University Press, 1973.*, Hugh Sockett

Annotation: An analysis of five distinctions about the relationship between curricular ends and means.

Broad Topical Focus: Curriculum Decision-making Processes, 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: Curriculum Aims and Objectives

 

Sockett, Hugh, "The Moral Aspects of the Curriculum," pp. 543-569 in Philip W. Jackson, ed., Handbook of Research on Curriculum. New York: Macmillan, 1992., Hugh Sockett

Annotation: Traces the role and forms of moral education in the curriculum and reviews issues such as character education, gender identity, family life, teaching process,and curriculum subjects.

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: Character Education, Values in the Classroom, Content Selection and Organization

 

Sockett, Hugh, "The Neglect of Virtue," pp. 22-40 in Hugh Sockett and Robert Boostrom, eds., A Moral Critique of Contemporary Education. 112th Yearbook of the National Society for the Study of Education, Issue l. New York: Teachers College, Columbia University, 2013, Hugh Sockett

Annotation: Discusses the neglect of moral and intellectual virtue in schools; argues against a curriculum of "right answers" and in favor of teaching the dispositions of open-mindedness, accuracy, impartiality, and social responsibility.

Broad Topical Focus: Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Ethical Issues in Curriculum, Citizenship Education, Values in the Classroom

 

Sokoloff, Ann L. Winter, "The Quest for a Unitary Curriculum," Curriculum History, (2009), 125-141. (Available through Texas Digital LIbrary), Ann L. Winter Sokoloff

Annotation: Traces the history of efforts to attain a unitary curriculum, with special emphasis on integrated units-of-work and examples from Dewey to the present.

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 Integration

 

So, Kyunghee, "Whom Is the National Curriculum For? Politics in the National Curricuum System in South Korea," pp 165-184 in Guohui Fan and Thomas S. Popkewitz, Eds., Handbook of Educational Policy Studies. Volume 2. Springer, 2020, Kyunghee So

Annotation: Reports the history of curriculum policy-making in South Korea together with a description of current curriculum policies and practices; notes recent trend toward giving schools more freedom to shape the curriculum but without centralized accountability procedures; discusses teacher agency in the system; recommends an alternative approach. to curriculum.

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

 

Solomon, Warren H., "Participant Observation and Lesson Plan Analysis: Implications for Curriculum and Instructional Research," Paper presented at American Educational Research Association, at New York, 1971. ERIC Document No. ED 049 189., Warren H. Solomon

Annotation: Draws implications from data from ethnographic studies and lesson plan analyses.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry, Content Analysis
Type of Study: Single Study
Narrow Topic: Classroom Observation & Research, Teacher Planning

 

Soltis, Jonas F., "The Concept of Valid Content," pp. 20-30 in Edmund C. Short, ed., A Search for Valid Content for Curriculum Courses . Educational Comment 1970. Toledo, OH: College of Education, University of Toledo, 1970., Jonas F. Soltis

Annotation: Engages in conceptual analysis of the term "valid content" in curriculum.

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

 

Soltis, Jonas F. "The Disciplines and Subject Matter," pp. 17-34 in his An Introduction to the Analysis of Educational Concepts. Reading, MA: Addison- Wesley, 1968., Jonas F. Soltis

Annotation: Analyzes these two concepts in the manner of a philosophical analyst. Also contained in 2nd edition, 1978.

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

 

Sosniak, Lauren A., "Curriculum Feasibility Studies," pp. 213- 216 in Torsten Husen and Thomas N. Postlethwaite, eds., International Encyclopedia of Education. Supplement Volume One. New York: Pergamon, 1988., Lauren A. Sosniak

Annotation: Discusses philosophical, pedagogical, political, and economic issues involved in deciding on a new curriculum.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Policies and Policy Making, Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Curriculum Development Strategies, Curriculum Implementation, Curriculum Deliberation

 

Sosniak, Lauren A., "The Generalist Educator: Making a Mark in Curriculum Studies," pp. 108-121 in David T. Hansen, Mary Erina Driscoll, and Rene V. Arcilla, eds., A Life in Classrooms: Philip W. Jackson and the Practice of Education. New York: Teachers College Press, 2007., Lauren A. Sosniak

Annotation: Presents a summary of Philip W. Jackson's key curriculum ideas and their place in the field of Curriculum Studies.

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

 

Sosniak, Lauren A., "The Taxonomy, Curriculum, and their Relations," pp. 103-125 in Lorin W. Anderson and Lauren A. Sosniak, eds., Bloom's Taxonomy: A Forty-year Retrospective. 93rd Yearbook of the National Society for the Study of Education, Part II. Chicago: The University of Chicago Press, 1994., Lauren A. Sosniak

Annotation: Sets forth merits and limitations in the contributions to curriculum made by Bloom's Taxonomy (cognitive domain).

Broad Topical Focus: Curriculum Theorists, Curriculum Development, Organization, Design
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 Aims and Objectives, Curriculum History, Student Assessment

 

Sosniak, Lauren A., and Carole L. Perlman, "Secondary Education by the Book," Journal of Curriculum Studies, 22(September-October, 1990), 427-442., Lauren A. Sosniak and Carole L. Perlman

Annotation: Compares textbook use across mathematics, English, and history from student interview data.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Textbooks, School Subjects

 

Spain, Angeline K., "Just Talk? Discourses and Deinstitutionalization in School District Policy Making," American Journal of Education, 124(November, 2017), 1-7., Angeline K. Spain

Annotation: Reports comparative case studies in two California school districts on the decision making processes used in determining policies aimed at cutting extra-curricular activities; discourse analysis of deliberation by school board members and others was employed to locate cause and effect relationships among meanings held by these various actors; this study illustrates how organizational routines structure and influence the interpretation of meanings.

Broad Topical Focus: Curriculum Decision-Making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Content Analysis
Type of Study: Case Study
Narrow Topic: Curriculum Deliberation

 

Spillane, James P., "How Districts Mediate between State Policy and Teachers' Practice," pp. 167-185 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., James P. Spillane

Annotation: Gives the experience of one local district's response to a new state reading policy.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Case Study
Narrow Topic: Local Control of Schooling, Reading, Teacher Knowledge

 

Spillane, James P., Standards Deviation: How Schools Misunderstand Education Policy. Cambridge, MA: Harvard University Press, 2004., James P. Spillane

Annotation: Presents a case study of curriculum policy implementation of standards-based science and math policies in Michigan schools (1992-1996) at the district and classroom levels.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Enactment and Teaching, Curriculum Administration, Leadership, Finance, Curriculum Change, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Frameworks, Curriculum Standards and Testing, Curriculum and Politics, Content Selection and Organization, Local Control of Schooling, Government Role in Educational Research & Development, Core Mandates

 

Spindler, George, and Louise Spindler, eds., Interpretive Ethnography of Education at Home and Abroad . Hillsdale, NJ: Lawrence Erlbaum, 1987., George Spindler and Louise Spindler

Annotation: Provides 19 articles on comparative and cross-cultural studies, the methods involved, with examples.

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

 

Spodek, Bernard, "Reflections in Early Childhood Education," The Journal of Curriculum Theorizing, 6(Fall, 1985), 54-64., Bernard Spodek

Annotation: Discusses Macdonald as an early childhood educator.

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: Early Childhood Curriculum

 

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