Source Discipline - Curriculum

 

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Thiessen, Dennis, "Teachers and their Curriculum--Change Orientations," pp. 132-145 in Geoffrey Milburn, Ivor F. Goodson, and Robert J. Clark, eds., Re-Interpreting Curriculum Research: Images and Arguments . Philadelphia: Falmer, 1989., Dennis Thiessen

Annotation: A study of teachers' curriculum change constructs in four orientations.

Broad Topical Focus: Curriculum Change
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

Thiessen, Dennis, "Understanding the Multiple 'Realities' of Construed Curriculum Change," Curriculum Perspectives , 10 (October, 1990), 34-48.*, Dennis Thiessen

Annotation: Reports a qualitative study of educators views of curriculum change with interpretations in four distinct orientations.

Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Implementation, Comparative Curriculum, Value Assumptions and Ideologies in Curriculum

Thiessen, Dennis, Elizabeth Campbell, Ruben Gaztambide-Fernandez, and Kelli Nigh, "40th Anniversary of 'Curriculum Inquiry'-- Part I," Curriculum Inquiry, 40(January, 2010), 1-16., Dennis Thiessen, Elizabeth Campbell, Ruben Gaztambide-Fernandez, and Kelli Nigh

Annotation: Introduces the first two issues of Curriculum Inquiry (volume 40) in celebration of the 40th anniversary year of the journal (written by the current editors); provides some history of the early years of the journal; lists 14 essay reviews of key publications that were commissioned to appear in Volume 40 (Nos. 1 & 2) following an introductory essay written by William H. Schubert; see also their essay introducing Volume 40 (No. 2)

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

Thigpen, Carol, "Meiklejohn and Maritain: Two Views on the End of Progressive Education,' Teachers College Record, 96(Fall, 1994), 87-101., Carol Thigpen

Annotation: Gives the views of Meiklejohn and Maritain on Dewey's philosophy of education and identifies the curriculum that corresponds to each of their views.

Broad Topical Focus: Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Value Assumptions and Ideologies in Curriculum

Tholfsen, Trygve R., "The Ambiguous Virtues of the Study of History," Teachers College Record, 79(December, 1977), 245-257., Trygve R. Tholfsen

Annotation: Describes the advantages of the study of history.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry,Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Social Studies, Value Assumptions and Ideologies in Curriculum

Thomas, Hywel, "Education and the Maximization of Welfare: A Response to 'Curricular Yogis and Cost-Benefit Commissars'," Journal of Curriculum Studies, 15(January-March, 1983), 73-82., Hywel Thomas

Annotation: Responds to O'Keeffe's article in 13 (3), 1981; analyzes implications for curriculum of policies designed to maximize the economic benefit from educational spending.

Broad Topical Focus: Curriculum Policies and Policy Making, Defining Curriculum Research Questions, Curriculum Administration, Leadership, Finance
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum

Thomas, R. M., "Curriculum Enrichment," pp. 1183-1185 in T. Husen and T. N. Postlethwaite. eds., International Encyclopedia of Education . New York: Pergamon, 1984., R. M. Thomas

Annotation: Describes two types of curriculum enrichment: extended planning and individualized enrichment.

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

Thomas, Thomas F., and William H. Schubert, "Recent Curriculum Theory: Proposals for Understanding, Critical Praxis, Inquiry, and Expansion of Conversation," Educational Theory, 47(Spring, 1997), 261-285.*, Thomas F. Thomas and William H. Schubert

Annotation: Reviews and critques three books-- Understanding Curriculum (Pinar, et al.), Curriculum for Utopia (Stanley), and Studying Curriculum (Goodson).

Broad Topical Focus: Curriculum Research Domains and Structure, Curriculum Inquiry Guidelines, Curriculum Conceptions and Theories, Curriculum Theorists, Curriculum Contexts and Societal Influences, Relation of Curriculum Research to Practice, Curriculum as a Field of Practice and Study
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: Status Study
Narrow Topic: Classics of Curriculum Literature, Curriculum History, Value Assumptions and Ideologies in Curriculum

Thomas, Thomas P., and Peter B. Hilton, "Subject Matter as Experience," pp. 11-18 in Ming Fang He, Brian D. Schultz, and William H. Schubert, eds., The Sage Guide to Curriculum in Education. Los Angeles: Sage Publications, 2015., Thomas P. Thomas and Peter B. Hilton

Annotation: Reviews various orientations taken by leading curriculum theorists on making experience the focus of the curriculum.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Curriculum as Experience

Thompson, Harry, and Christine E. Deer, "The Institutionalization of a Senior Secondary Curriculum in New South Wales High Schools," Journal of Curriculum Studies, 21(March-April, 1989), 169-184., Harry Thompson and Christine E. Deer

Annotation: Reports a study of aspects of institutionalization of a curriculum using Miles' conceptualizations.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Implementation, Secondary School Curriculum, Comparative Curriculum, Curriculum Deliberation

Thompson, Merritt M., "The History of the Curriculum," pp. 106-111 in his The History of Education . New York: Barnes and Noble, 1951. (College Outline Series, No. 9)., Merritt M. Thompson

Annotation: Outlines the history of curriculum from the Greeks to the 20th century.

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

Thornton, Stephen J., "Curriculum, Construction and Evaluation of," in D. C. Philiips, ed., Encyclopedia of Educational Theory and Philosophy. Los Angeles: Sage Publications, 2014., Stephen J. Thornton

Annotation: Summarizes the processes typically employed in constructing and evaluating the curriculum; Gives some historical references to work of curriculum scholars; see related entry by the same author on Hidden Curriculum.

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

Thornton, Stephen J., and Keith C. Barton, "Can History Stand Alone? Drawbacks and Blind Spots of a 'Disciplinary' Curriculum," Teachers College Record, 112(September, 2010) 2471-2495., Stephen J. Thornton and Keith C. Barton

Annotation: Summarizes the array of positions taken on the question of what place and form historical knowledge should have within school curriculum; analyzes the arguments made by various authorities over the last 100 years or more on this question; lays out a basis for gaining some consensus on the matter across conflicting positions.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Historical Inquiry, Theoretical/Conceptual Inquiry, Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Content Selection and Organization, Social Studies

Tienken, Christopher H., "Democratic Education: What Would Dewey Say?" Kappa Delta Pi Record, 56(1, 2020), 35-41., Christopher H. Tienken

Annotation: Draws attention to Dewey's conception of democracy and its implications for today's curriculum; mentions both threats to and opportunities for democratic education to be newly emphasized.

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

Tienken, Christopher H., "Non-Standardized Standards," Kappa Delta Pi Record, 50(April-June, 2014), 56-60., Christopher H. Tienken

Annotation: Argues against the standardized curriculum system currently being imposed on schools by corporate interests and in favor of local standards; provides data to support these arguments.

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: Curriculum Standards and Testing, Local Control of Schooling

Tikunoff, William J., Beatrice A. Ward, and Franklin D. Stacy, "Toward Ecology -Based Curriculum: A Model for Professional Growth Through Participatory Research and Development," pp. 61-80 in Roy A. Edelfelt and E. Brooks Smith, eds., Breakaway to Multidimensional Approaches: Integrating Curriculum Development and Inservice Education . Washington, DC: Association for Teacher Education, 1978.*, William J. Tikunoff, Beatrice A. Ward, and Franklin D. Stacy

Annotation: Sets forth an interactive model for curriculum development.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Decision-making Processes, Curriculum Development, Organization, Design, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Action Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Teacher Research, In-service Teacher Development

Tillett, Wade, "Integrated, Holistic, and Core Subject Matter," pp. 96-102 in Ming Fang He, Brian D. Schultz, and William H. Schubert, eds., The Sage Guide to Curriculum in Education. Los Angeles: Sage Publications, 2015., Wade Tillett

Annotation: Distinguishes among three ways of integating curriculum subject matter and reviews theoretical and research work related to them.

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

Tittle, Carol Kehr, "Research on Sex Equity in Education: An Agenda for the Divisions, SIG's and AERA," Educational Researcher, 14(November, 1985), 10-18., Carol Kehr Tittle

Annotation: Examines the research on sex equity in education and recommends actions in AERA based upon her findings.

Broad Topical Focus: Defining Curriculum Research Questions, Curriculum Research Domains and Structure, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Research Synthesis
Narrow Topic: American/International Curriculum Organizations

Todd, Vivian Edmiston, "Contributions of Ralph W. Tyler to the Curriculum Field," Journal of Thought, 21(Spring, 1986), 61-69., Vivian Edmiston Todd

Annotation: Gives Tyler's contributions to the curriculum field.

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

Toll, Cathy A., "Critical and Postmodern Perspectives on School Change," Journal of Curriculum and Supervision, 16(Summer, 2001), 345-367.*, Cathy A. Toll

Annotation: Examines the limitations of modernist approaches to school reform (both conservative and liberal) and highlights the potential of postmodern and critical perspectives on school reform.

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 and Politics, Value Assumptions and Ideologies in Curriculum

Tom, Alan R., "Inquiring into Inquiry-Oriented Teacher Education," Journal of Teacher Education , 36(September-October, 1985), 35-44., Alan R. Tom

Annotation: Presents several distinct kinds of inquiry within teacher education.

Broad Topical Focus: Curriculum Development, Organization, Design,Curriculum Proposals in Coherent Form,Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Theoretical/Conceptual Inquiry,Normative Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Teacher Education

Tomkins, George S., A Common Countenance: Stability and Change in the Canadian Curriculum . Scarborough, Ontario: Prentice-Hall Canada Inc.,1986., George S. Tomkins

Annotation: Provides a thorough-going historical account of the curriculum in Canadian schools from 1841-today.

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

Tomkins, George S., ed., The Curriculum in Canada in Historical Perspective . 1979 Yearbook of Canadian Society for the Study of Education. Vancouver, BC: CSSE, 1979., George S. Tomkins

Annotation: Provides a history of various aspects of Canadian curriculum.

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

Tomkins, George S., "Foreign Influences on Curriculum Policy Making and Development in Canada: Some Impressions in Historical and Contemporary Perspectives," pp. 127-139 in Jean-Jacques Bernier and George S. Tompkins, eds., Curriculum Canada, II: Curriculum Policy and Curriculum Development . Vancouver, BC: University of British Columbia, CSCI, 1980. A slightly revised version of this article appears in Curriculum Inquiry, 11(Summer, 1981), 157-166., George S. Tomkins

Annotation: Traces the French, U. S., and British influences on Canadian curriculum.

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

Tomkins, George S., "Stability and Change in Canadian Curriculum," pp. 135-158 in J. Donald Wilson, ed., Canadian Education in the 1980's . Calgary: Detselig Enterprises, Ltd., 1981., George S. Tomkins

Annotation: Highlights the factors contributing to change in the history of Canadian curriculum.

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

Tomkins, George S., "The Moral, Cultural, and Intellectual Foundation of the Canadian Curriculum," pp. 1-23 in Douglas A. Roberts and John O. Fritz, eds., Curriculum Canada V: School Subject Curriculum / Instruction Theory . Vancouver, BC: Centre for Study of C&I, University of British Columbia, 1984., George S. Tomkins

Annotation: Traces several foundational elements contributing to the nature of Canadian curriculum.

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: Curriculum History, Comparative Curriculum

Tomkins, George S., "Towards a History of Curriculum Development in Canada," pp. 1-17 in his The Curriculum in Canada in Historical Perspective. 1979 Yearbook of the Canadian Society for the Study of Education. Vancouver, BC: CSSE, 1979., George S. Tomkins

Annotation: Discusses the need for and rise of a Canadian history of curriculum development.

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

Toohey, Kellen, "Minority Education Failure: Is Dialect a Factor?" Curriculum Inquiry, 16(Summer, 1986), 127-145., Kellen Toohey

Annotation: Summarizes the literature on the topic; concludes that differences in ways language is used in school and in minority communities outside school deserves further investigation; suggests teachers do their own inquiries into these matters.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Multiethnic Adaptation, English

Torres, Carlos Alberto, "Interview with Henry A. Giroux," pp. 129-157 in Carlos Alberto Torres, Education, Power, and Personal Biography: Dialogues with Critical Educators. New York: Routledge, 1998., Carlos Alberto Torres

Annotation: Offers personal refections by Giroux on his own life and professional work.

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

Tournier, M., "Curriculum History: France," pp. 1195-1197 in T. Husen and T. N. Postlethwaite, eds., International Encyclopedia of Education . New York: Pergamon, 1984., M. Tournier

Annotation: Gives a brief overview of curriculum history in France.

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

Travers, Robert M. W., "Unresolved Issues in Defining Educational Goals," Educational Theory, 37(Winter, 1987), 29-41., Robert M. W. Travers

Annotation: Analyzes several approaches to defining educational goals and objectives.

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

Triche, Stephen, "Gabriel Harvey's 16th Century Theory of Curriculum," Journal of Curriculum Theorizing, 29(No. 1, 2013),90-101., Stephen Triche

Annotation: Identifies the 1577 document Rhetor by Gabriel Harvey as an early work of curriculum theory; describes its contents and its orientation to curriculum as they relate to Nature, Art, and Exercise; discusses Harvey's work in relation to other 20th century curriculum theorists and to contemporary curriculum practice.

Broad Topical Focus: Curriculum Theorists, Curriculum Conceptions and Theories, Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Curriculum Aims and Objectives

Triche, Stephen S., Reconceiving Curriculum: An Historical Approach. Ph. D. Dissertation, Louisiana State University, 2002., Stephen S. Triche

Annotation: Analyzes the changing views of 20th century curriculum theorists from Tyler to Pinar; outlines the origins of the technological rationale for curriculum from Ramus to Descartes; elucidates Wittgenstein's treatment of language as a form of life (not of logical analysis) and draws implications for curriculum and teaching.

Broad Topical Focus: Curriculum Conceptions and Theories
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 as Experience, Discourse Analysis, Value Assumptions and Ideologies in Curriculum

Tripp, David H., "The Idea of Meta-Curriculum as a Common National Curriculum," Curriculum Perspectives, 9(October, 1989), 79-87., David H. Tripp

Annotation: Proposes an aim and eight criteria for the whole curriculum in Australia and specifies a national common meta-curriculum of topics, skills, and generalizations.

Broad Topical Focus: Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Core Mandates, Comparative Curriculum, Curriculum Frameworks, Local Control of Schooling

Tripp, David H., and A. John Watt, "Core Curriculum: What It Is and Why We Don't Need One," Journal of Curriculum Studies, 16(April-June, 1984), 131-141., David H. Tripp and A. John Watt

Annotation: Critiques the Australian mandate for a core curriculum (1980).

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

Tronsmo, Eli, and Monika Nerland, "Local Curriculum Development as Object Construction: A Sociomaterial Analysis," Teaching and Teacher Education, 72(May, 2018), 33-43., Eli Tronsmo

Annotation: Reports an ethnographic analysis of one team of Norwegian teachers doing local curriculum development; the process is examined using Knorr Cetina's notion of "knowledge object"; detailed episodes are reported; illustrates three steps found in the process; epistemic considerations are discussed.

Broad Topical Focus: Curriculum Decision-Making Processes, Curriculum Development, Organization, and Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: SIngle Study
Narrow Topic: Curriculum Development Strategies, Comparative Curriculum

Trueit, Donna, ed., Pragmatism, Post-Modernism, and Complexity Theory: The Fascinating Imaginative Realm of William E. Doll, Jr. New YorK: Routledge, 2012., Donna Trueit

Annotation: Reprints 26 of Doll's writings across forty years; organizied around his major themes and unique contributions.

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

Trueit, Donna, William E. Doll, Jr., Hongyu Wang, and William F. Pinar, eds., The Internationalization of Curriculum Studies. New York: Peter Lang, 2003., Donna Trueit, William E. Doll Jr., Hongyu Wang, and William F. Pinar

Annotation: Presents eighteen papers from the 2000 Conference by authors from twelve countries.

Broad Topical Focus: Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Collection of Studies
Narrow Topic: Comparative Curriculum, American/International Curriculum Organizations

Tulley, Michael A., and Roger Farr, "The Purposes of State Level Textbook Adoption: What Does the Legislation Reveal?" Journal of Research and Development in Education, 18(Winter, 1985), 1-6., Michael A. Tulley and Roger Farr

Annotation: Provides a case study of legislating state textbook adoptions.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Deliberative Inquiry
Type of Study: Case Study
Narrow Topic: Textbooks, Curriculum Deliberation, Freedom/Authority and Curriculum, Local Control of Schooling

Turney, David, "Sisyphus Revisited," pp. 223-239 in O. L. Davis, ed., Perspectives on Curriculum Development: 1776-1976 . Washington, DC: Association for Supervision and Curriculum Development, 1976., David Turney

Annotation: Reflects on preceding chapters in this book highlighting a number of issues of continuing importance.

Broad Topical Focus: Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Status Study
Narrow Topic: Curriculum History

Tyler, Louise L., A Selected Guide to Curriculum Literature: An Annotated Bibliography. Washington, DC: Center for the Study of Instruction, NEA, 1970., Louise L. Tyler

Annotation: Lists, indexes, and annotates 67 significant books and articles in the literature of curriculum.

Broad Topical Focus: Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Bibliographic Compilation
Narrow Topic: Literature of Curriculum

Tyler, Louise L., "Curriculum Development From a Psychoanalytic Perspective," Educational Forum, 36(January, 1972), 173-178., Louise L. Tyler

Annotation: Explores the contributions psychoanalytic theory and practice might make to curriculum development.

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

Tyler, Louise L., "Meaning and Schooling," Theory Into Practice, 25(Winter, 1986), 51-57., Louise L. Tyler

Annotation: Discusses psychoanalysis as a basis for curriculum and related implications.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Psychology and Curriculum, Curriculum as Experience

Tyler, Louise L., M. Frances Klein, and William B. Michael, Recommendations for Curriculum and Instructional Materials. Los Angeles: Tyl Press, 1971., Louise L. Tyler, M. Frances Klein, and William B. Michael

Annotation: Provides a set of points on which curriculum materials may be evaluated.

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

Tyler, Ralph W., Basic Principles of Curriculum and Instruction. Chicago: The University of Chicago Press, 1949., Ralph W. Tyler

Annotation: Presents explanation and arguments for five elements of curriculum and instructional planning (purposes, learning experiences, organization, evaluation, planning). Originally published as a Syllabus for Education 360 at the University of Chicago prepared and taught by Tyler.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Decision-making Processes, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Classics of Curriculum Literature, Content Selection and Organization, Curriculum Aims and Objectives, Curriculum Development Strategies, Evaluation of Instruction, Student Assessment, Curriculum Standards and Testing

Tyler, Ralph W., "Charles Hubbard Judd: As I Came to Know Him," Teaching Education, 1(February, 1987), 19-24., Ralph W. Tyler

Annotation: Gives a personal view of Judd by this student of Judd.

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

Tyler, Ralph W., "Curriculum Development and Research," pp. 29-41 in Philip L. Hosford, ed., Using What We Know About Teaching . Alexandria, VA: Association for Supervision and Curriculum Development, 1984., Ralph W. Tyler

Annotation: Discusses Eight Year Study, action research, and how communication and utilization between research and practice can be improved.

Broad Topical Focus: Relation of Curriculum Research to Practice, Critique and Utilization of Curriculum Research and Inquiry, Curriculum Theorists, Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Utilization, Curriculum History

Tyler, Ralph W., "Curriculum Development in the Twenties and Thirties," pp. 26-44 in Robert M. McClure, ed., The Curriculum: Retrospect and Prospect . The 70th Yearbook of the NSSE, Part I. Chicago: University of Chicago Press, 1971., Ralph W. Tyler

Annotation: Surveys the history of curriculum development in the 1920s and 1930s.

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

Tyler, Ralph W., "Curriculum Development Since 1900," Educational Leadership , 38(May, 1981), 599-601.*, Ralph W. Tyler

Annotation: Gives a brief overview of curriculum development in the U. S. since 1960 and identifies lessons learned from this era.

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

Tyler, Ralph W., "Curriculum Resources," pp. 1263-1265 in T. Husen and T. N. Postlethwaite, eds., International Encyclopedia of Education . New York: Pergamon, 1984., Ralph W. Tyler

Annotation: Gives helpful resources for deciding on objectives, learning experiences, and their organization.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Content Selection and Organization, Curriculum Aims and Objectives

Tyler, Ralph W., "Desirable Content for a Curriculum Development Syllabus Today," pp. 36-48 in Alex Molnar and John A. Zahorik, eds., Curriculum Theory. Washington, DC: Association for Supervision and Curriculum Development, 1977. Reprinted pp. 395-400 in George Willis, et al., The American Curriculum: A Documentary History. Westport, CT: Greenwood Press, 1993., Ralph W. Tyler

Annotation: Indicates how the author would revise his syllabus (Basic Principles of Curriculum and Instruction) for today.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists, 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, Classics of Curriculum Literature, Programs of Study in Curriculum and Instruction

Tyler, Ralph W., "Dialogue II. Personal Reflections on the Practical Four," Curriculum Inquiry, 14(Spring, 1984), 97-102., Ralph W. Tyler

Annotation: Comments on Schwab's "Practical 4" in relation to the author's work on the Eight Year Study.

Broad Topical Focus: Curriculum Theorists, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation, Curriculum History, Classics of Curriculum Literature

Tyler, Ralph W., "Educational Improvements Best Served by Curriculum Development," pp. 237-262 in Jon Schaffarzick and Gary Sykes, eds., Value Conflicts and Curriculum Issues: Lessons from Research and Experience . Berkeley, CA: McCutchan, 1979.*, Ralph W. Tyler

Annotation: Demonstrates how national change projects overlook teacher's role in learning by pupils.

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

Tyler, Ralph W., "Educational Measurement: Where We Have Been, Where We Are Now, Where We Are Going," Journal of Thought, 21(Spring, 1986), 79-87., Ralph W. Tyler

Annotation: Writes about the history of educational measurement and its current prospects.

Broad Topical Focus: Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Student Assessment, Evaluation of Instruction

Tyler, Ralph W., "Recollections of Fifty Years of Work in Curriculum," Journal of Thought, 21(Spring, 1986), 70-74. Reprinted pp. 172-177 in Craig Kridel, ed., Curriculum History. Lanham, MD: University Press of America, 1989., Ralph W. Tyler

Annotation: Ralph Tyler gives his personal views about his participation in major curriculum developments of the 20th century.

Broad Topical Focus: Curriculum Theorists, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History

Tyler, Ralph W., "Reflecting on the Eight-Year Study," Journal of Thought, 21 (Spring, 1986), 15-23. Reprinted pp. 193-203 in Craig Kridel, ed., Curriculum History . Lanham, MD: University Press of America, 1989., Ralph W. Tyler

Annotation: Tyler gives his personal assessment of the value of the Eight Year Study 1934-1942.

Broad Topical Focus: Curriculum Theorists, Curriculum Change, Curriculum Development, Organization, Design, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Classics of Curriculum Literature

Tyler, Ralph W., "The Five Most Significant Curriculum Events in the Twentieth Century," Educational Leadership, 44(December, 1986-January, 1987), 36-38., Ralph W. Tyler

Annotation: Identifies the studies of transfer of Thorndike, Dewey's writing on interest and effort, the 26th Yearbook of NSSE, the work in the 1930s of the Society for Curriculum Study, and the experiments in schools in the 1930s such as the Eight-Year Study.

Broad Topical Focus: Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Status Study
Narrow Topic: Curriculum History, Classics of Curriculum Literature, American/International Curriculum Organizations

Tyler, Ralph W., "Utilizing Research in Curriculum Development," Theory Into Practice, 13(February, 1974), 5-10., Ralph W. Tyler

Annotation: Describes the value of practitioners using research on curriculum development.

Broad Topical Focus: Curriculum Decision-making Processes, Relation of Curriculum Research to Practice
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Knowledge Utilization

Tyler, Ralph W., "What the Curriculum Field Needs to Learn From Its History," Journal of Thought, 21(Spring, 1986), 75-78., Ralph W. Tyler

Annotation: Comments upon what can be learned from curriculum history.

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

Tyree, Alexander K., Jr., "Examining the Evidence: Have States Reduced Local Control of Curriculum?" Educational Evaluation and Policy Analysis, 15(Spring, 1993), 34-50.*, Alexander K. Tyree Jr.

Annotation: Analyzes four states' curriculum policies (in New York, California, Texas, Florida) on four qualities: consistency, prescriptiveness, authority, and power.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Content Analysis
Type of Study: Single Study
Narrow Topic: Local Control of Schooling, Freedom/Authority and Curriculum

Tyrrell, Ronald W., "An Appraisal of the Tyler Rationale," School Review, 83(November, 1974), 151-162.*, Ronald W. Tyrrell

Annotation: Provides a supportive view of the Tyler rationale.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Theorists, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Classics of Curriculum Literature, Curriculum History

Ubbelohde, Robert Allen, "A Neo-Conservative Approach in Curriculum," pp. 22-34 in Alex Molnar and John A. Zahorik, eds., Curriculum Theory . Washington, DC: ASCD, 1977.*, Robert Allen Ubbelohde

Annotation: Identifies assumptions of a neo-conservative view of curriculum.

Broad Topical Focus: Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Philosophical Schools

Uhrmacher, P. Bruce, "The Curriculum Shadow," Curriculum Inquiry, 27(Fall, 1997), 317-329., P. Bruce Uhrmacher

Annotation: Posits a descriptor of curriculum called "curriculum shadow" that refers to what is disdained by the curriculum; illustrated with examples.

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

Uljens, Michael, and Rose M. Ylimaki, "Non-affirmative Theory of Education and Foundation of Curriculum Studies, Didaktik, and Educational Leadership," Chapter 1, pp. 3-145 in Michael Uljens and Rose M. Ylimako, eds., Bridging Educational Leadership, Curriculum Theory, and Didaiktik: Non-affirmative Theory of Education. New York: Springer, 2017., MIcheal Uljens and Rose M. Ylimaki

Annotation: Provides an extensive exploration of the historical literature on theorizing educational leadership, curriculum, and Didaktik; makes a plea for bridging the work of all three types of theorizing; offers a non-affirmative theory of education as a framework for accomplishing this effort of bridging all three

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: SIngle Study
Narrow Topic: Curriculum Theory Creation and Uses

Unks, Gerald, "Three Nations' Curricula: What Can We Learn from Them?" NASSP Bulletin, 76(December, 1992), 30-46.*, Gerald Unks

Annotation: Surveys subjects in the curriculum of Japan, Great Britain, and Germany, and relates this information to policy issues in U. S. curriculum

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: Content Selection and Organization, Comparative Curriculum

Unruh, Glenys, G., "Toward a Theory of Responsible Curriculum Development," pp. 277-292 in her Responsive Curriculum Development: Theory and Action . Berkeley: McCutchan, 1975., Glenys G. Unruh

Annotation: Provides a scientific curriculum theory of responsive curriculum development with a series of propositions and constructs.

Broad Topical Focus: Curriculum Conceptions and Theories
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

Urban, Wayne J., "The Graduate Education of a Black Scholar: Horace Mann Bond and the University of Chicago," pp. 72-88 in Craig Kridel, ed., Curriculum History . Lanham, MD: University Press of America, 1989., Wayne J. Urban

Annotation: A study of the experience of one student at the University of Chicago.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Higher Education Curriculum

Vallance, Elizabeth, "A Deadpan Look at Humor in Curriculum Discourse (Or, the Serious Versus the Solemn in Education)," Curriculum Inquiry, 10(Summer, 1980), 179-189., Elizabeth Vallance

Annotation: Discusses the value of humor in overly serious AERA presentations.

Broad Topical Focus: Curriculum Conceptions and Theories, Inquiry Language in Curriculum Research, Publication Outlets for Curriculum Research and Inquiry
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Discourse Analysis

Vallance, Elizabeth, "Aesthetic Inquiry: Art Criticism," pp. 155-172 in Edmund C. Short, ed., Forms of Curriculum Inquiry . Albany, NY: SUNY Press, 1991.*, Elizabeth Vallance

Annotation: Describes the processes of aesthetic inquiry in curriculum.

Broad Topical Focus: Curriculum Definitions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism
Type of Study: Single Study
Narrow Topic: Knowledge Generation

Vallance, Elizabeth, "A Second Look at Conflicting Conceptions of Curriculum," Theory Into Practice, 25(Winter, 1986), 24-30., Elizabeth Vallance

Annotation: Reviews and critiques the 1973 categories of curriculum conceptions (Eisner and Vallance, 1973) and adds two new conceptions.

Broad Topical Focus: Curriculum Definitions,Curriculum Conceptions and Theories,Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Philosophical Inquiry-Ampliative Criticism,Normative Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum

Vallance, Elizabeth, "Backward-Looking Criticism as a Forward-Looking Concept: Response to Walter Werner," Curriculum Inquiry, 10(Summer, 1980), 143-154., Elizabeth Vallance

Annotation: Contrasts reductive criticism with artistic criticism.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry, Aesthetic Inquiry and Curriculum Criticism
Type of Study: Single Study
Narrow Topic: Knowledge Generation

Vallance, Elizabeth, "Curriculum as a Field of Practice," pp. 154-164 in Fenwick W. English, ed., Fundamental Curriculum Decisions , 1983 ASCD Yearbook. Alexandria, VA: Association for Supervision and Curriculum Development, 1983., Elizabeth Vallance

Annotation: Identifies major questions and common threads related to curriculum development; describes curriculum as a field of practice and draws implications for training curriculum practitioners.

Broad Topical Focus: Curriculum as a Field of Practice and Study, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Status Study
Narrow Topic: Practical Knowledge, Programs of Study in Curriculum and Instruction, Value Assumptions and Ideologies in Curriculum, Curriculum Specialists in Schools

Vallance, Elizabeth, "Focus on Students in Curriculum Knowledge: A Critique of Curriculum Criticism," pp. 37-43 in William H. Schubert and Ann L. Schubert, eds., Conceptions of Curriculum Knowledge: Focus on Students and Teachers . University Park, PA: College of Education, Penn State University, 1982., Elizabeth Vallance

Annotation: Calls for curriculum criticism to be done by students themselves since they have the experience of the curriculum.

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

Vallance, Elizabeth, "Hiding the Hidden Curriculum: An Interpretation of the Language of Justification in Nineteenth Century Educational Reform," Curriculum Theory Network, 4(No. 1, 1973/74), 5-21. Reprinted pp. 590-607 in Arno A. Bellack and Herbert M. Kliebard, eds., Curriculum and Evaluation . Berkeley, CA: McCutchan, 1977.*, Elizabeth Vallance

Annotation: Traces the historical evidence for the hidden curriculum.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Hidden Curriculum

Vallance, Elizabeth, "Scanning Horizons and Looking at Weeds: A Critical Description of 'The Great Plains Experience'," pp. 140-160 in George Willis, ed., Qualitative Evaluation. Berkeley, CA: McCutchan, 1978., Elizabeth Vallance

Annotation: Presents an educational criticism of a distance learning course in which the author portrays its qualities.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism
Type of Study: Single Study
Narrow Topic: Evaluation of Instruction

Vallance, Elizabeth, "The Critic's Perspective: Some Strengths and Limitations of Aesthetic Criticism in Education," Curriculum Perspectives, 3(October, 1983), 23-27.*, Elizabeth Vallance

Annotation: Critiques the use of aesthetic criticism in educational studies.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Evaluation
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: Knowledge Generation

Vallance, Elizabeth, "The Hidden Curriculum and Qualitative Inquiry as States of Mind," Journal of Education (Boston University), 162(Winter, 1980), 138-151.*, Elizabeth Vallance

Annotation: Shows how quanlitative inquiry can be used to study the hidden curriculum.

Broad Topical Focus: Defining Curriculum Research Questions, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Hidden Curriculum, Curriculum as Experience

Vallance, Elizabeth, "The Practical Uses of Curriculum Theory," Theory Into Practice, 21(Winter, 1982), 4-10., Elizabeth Vallance

Annotation: Discusses the practical uses of curriculum theory with stress on analysis of real situations.

Broad Topical Focus: Curriculum Conceptions and Theories, Relation of Curriculum Research to Practice
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, Teacher Knowledge

Vallance, Elizabeth, "The Public Curriculum of Orderly Images," Educational Researcher, 24(March, 1995), 4-13., Elizabeth Vallance

Annotation: Describes the curriculum and related planning for the Saint Louis Art Museum by the Director of Education.

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

Vallance, Elizabeth, "Ways of Knowing and Curriculum Conceptions: Implications for Program Planning," pp. 199-217 in Elliot W. Eisner, ed., Learning and Teaching the Ways of Knowing, 84th Yearbook of the NSSE, Part II. Chicago, IL: University of Chicago Press, 1985., Elizabeth Vallance

Annotation: Describes four existing systems of curriculum thought and poses a fifith--the ways of knowing--within which curriculum decisions can be oriented.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Conceptions and Theories, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Value Assumptions and Ideologies in Curriculum, Curriculum Deliberation, Curriculum and the Disciplines, Practical Knowledge

Valli, Linda, "Becoming Clerical Workers: Business Education and the Culture of Femininity," pp. 213-234 in Michael W. Apple and Lois Weis, eds., Ideology and Practice in Schooling . Philadelphia, PA: Temple University Press, 1983., Linda Valli

Annotation: Reports a study of women's experiencing office work.

Broad Topical Focus: Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Vocational vs. Liberal Education

Valli, Linda, Robert G. Croninger, Marilyn J. Chambliss, Anna O. Graeber,and Daria Buese. Test Driven: High-Stakes Accountability in Elementary Schools. New York: Teachers College Press, 2008., Linda Valli, Robert G. Croninger, Marilyn J. Chambliss, Anna O. Graeber, and Daria Buese

Annotation: Presents data on how high-stakes testing and NCLB affected three elementary schools in the same school district during 2004-2005; teachers' stories are told about the test-taking cultures that developed, how they affected teachers' roles and responsibilities, how the curriculum was affected by the test-taking culture, how professional development changed, and how actual teaching was driven by this culture; key findings and policy recommendations are included with this report.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Evaluation, 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

van Bruggen, John C., "Curriculum Development Centers," pp 1272-1278 in Torsten Husen and Thomas N. Postlethwaite, eds., The International Encyclopedia of Education, 2d ed. New York: Pergamon, 1994.*, John C. van Bruggen

Annotation: Names and describes the work of curriculum development centers around the world.

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

van den Akker, Jan, "A European Perspective on Curriculum Development and Innovation," pp. 535-545 in Edmond Hau-Fai Law and Chenzhi Li, eds., Curriculum Innovations in Changing Societies: Chinese Perspectives from Hong Kong Taiwan, and Mainland China. Rotterdam: Sense Publishers, 2013., Jan van den Akker

Annotation: Compares European and Chinese curriculum development and research on nine threads of a "curriculum spider-web."

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

van den Akker, Jan, "Building Bridges: How Research May improve Curriculum Policies and Classroom Practices," pp. 175-195 in Sheila M. Stoney, Ed., Beyond Lisbon 2010: Perspectives from Research and Development for Education Policy in Europe. CIDREE and NFER, 2010., Jan van den Akker

Annotation: Explores ways that design and development research (D&DR) can strengthen curriculum policy making and classroom practices; reiterates the author's 2003 conceptualization of curriculum and curriculum development strategies; sets out key features of curriculum design and development research (preliminary investigation, theoretical embedding, empirical testing, documentation, analysis and refection on process and outcomes, evaluation); gives general format that design principles derived through this process should take; encourages international sharing of curriculum D&DR findings.

Broad Topical Focus: Relation of Curriculum Research to Practice, Curriculum Develpment, Organizaion, Design, Curricuum Research Domains and Structure, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Development as Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum Development Strategies

van den Akker, Jan, "Curriculum Perspectives: An Introduction," pp. 1-10 in Jan van den Akker, Wilmad Kuiper, and Uwe Hameyer, eds., Curriculum Landscapes and Trends. Dordrecht: Kluwer Academic Publishers, 2003., Jan van den Akker

Annotation: Conceptualizes curriculum levels, components, and development strategies in a spider web model.

Broad Topical Focus: Curriculum Conceptions and Theories
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 Development Strategies

van den Akker, Jan, "Principles and Methods of Development Research," pp. 1-14 in Jan van den Akker, Robert M. Branch, Kent Gustafson, Nienke Nieveen, and Tjeerd Plomp, eds., Design Approaches and Tools in Education and Training. Dordrecht: Kluwer Academic Publishers, 1999., Jan van den Akker

Annotation: Defines and conceptualizes development research, compares this to other research approaches, discusses its methods and challenges.

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

van den Akker, Jan, "The Potential of Development Research for Improving the Relation Between Curriculum Research and Curriculum Development," pp. 37-53 in Moritz Rosenmund, Anna-Verena Fries, and Werner Heller, eds., Comparing Curriculum-Making Processes. New York: Peter Lang, 2002., Jan van den Akker

Annotation: Describes the purposes and processes involved in doing development research and contrasts these with those of curriculum development at the practical level.

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

Akker, Jan van den, Wilmad Kuiper, and Uwe Hameyer, eds., Curriculum Landscapes and Trends. Dordrecht: Kluwer Academic Publishers, 2003., Jan van den Akker, Wilmad Kuiper, and Uwe Hameyer

Annotation: Contains analyses of curricular innovations in the Netherlands, United Kingdom, Germany, Israel, and Finland.

Broad Topical Focus: Curriculum Change, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Evaluative Inquiry
Type of Study: Collection of Studies
Narrow Topic: Comparative Curriculum

Vandenberg, Brian, "Play as Curriculum," The Journal of Curriculum Theorizing, 1(Summer, 1979), 229-237., Brian Vandenberg

Annotation: Portrays play as curriculum and defends this view.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Early Childhood Curriculum

van de Oudeweetering, Karmijn, and Joke Voogt, "Teachers' Conceptualization and the Enacdtment of Twenty-First Century Competences: Exploring Dimensions for New Curricula," The Curriculum Journal, 29(No. 1, 2018), 116-133., Karmijn van de Oudeweetering and Joke Voogt

Annotation: Reports a study of teachers' targeting their instruction toward specified competences found in five published sets of twenty-first century competences; findings fell into six dimensions that were studied for time and emphasis; draws implications for practice and research.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: SIngle Study
Narrow Topic: Content Selection and Organization, Curriculum Aims and Objectives

Van Geel, Tyll, Authority to Control the School Program. Lexington, MA: Lexington Books, 1976., Geel Tyll Van

Annotation: Describes legal bases for controlling the curriculum; draws policy implications.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Deliberative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Freedom/Authority and Curriculum, Local Control of Schooling

van Geel, Tyll, "The New Law of the Curriculum," pp. 25-71 in Jon Schaffarizick and Gary Sykes, eds., Value Conflicts and Curriculum Issues: Lessons from Research and Experience . Berkeley, CA: McCutchan, 1979., Geel Tyll van

Annotation: Shows how both federal courts and Congress legislate curriculum and how agencies interpret these laws; discusses similar actions at the state level; shows how local control has been altered.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Deliberative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation, Local Control of Schooling, Freedom/Authority and Curriculum

Van Manen, Max, "An Experiment in Educational Theorizing: The Utrecht School," Interchange, 10(No. 1, 1978/1979), 48-66., Manen Max Van

Annotation: Describes the contributions of the Utrecht School of theorizing in education and their use in the curriculum field.

Broad Topical Focus: Curriculum Conceptions and Theories, Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Comparative Curriculum

Van Manen, Max, "Edifying Theory, Serving the Good," Theory into Practice, 21 (Winter, 1982), 44-49., Manen Max Van

Annotation: Sets forth curriculum theory that edifies children through teachers' lives.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay,Normative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Values in the Classroom, Curriculum Theory Creation and Uses, Teaching/Learning Process

Van Manen, Max, "Language of Deep Structure in Curriculum Inquiry," pp. 43-59 in Kenneth Reeder and Donald Wilson, eds., Language, Culture, and Curriculum . Vancouver: Center for the Study of Curriculum and Instruction, University of British Columbia, 1978., Manen Max Van

Annotation: Explains how to do phenomenological inquiry into the deep structure of curricular experience.

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

Van Manen, Max, "Linking Ways of Knowing with Ways of Being Practical," Curriculum Inquiry, 6(No. 3, 1977), 205-228.*, Manen Max Van

Annotation: Discusses the practical as effective control, as communicative understanding, and as critical reflection; lays out forms of knowledge related to each conception.

Broad Topical Focus: Relation of Curriculum Research to Practice, Curriculum Inquiry Guidelines, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Philosophical Inquiry-Speculative Essay, Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Practical Knowledge, Comparisons Among Inquiry Modes

Van Manen, Max, "Objective Inquiry Into Structures of Subjectivity," The Journal of Curriculum Theorizing, 1(Winter, 1979), 44-64.*, Manen Max Van

Annotation: Demonstrates the use of situation analysis of life-world phenomena and implications for curriculum and teaching.

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

Van Manen, Max, "Pedagogy, Virtue, and Narrative Identity in Teaching," Curriculum Inquiry, 24(Summer, 1994), 135-170., Manen Max Van

Annotation: Describes the pedagogical relation and the virtues or qualities of teaching.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Conceptions of Teaching

Van Manen, Max, "Phenomenological Pedagogy," Curriculum Inquiry, 12(Fall, 1982), 282-299.*, Manen Max Van

Annotation: Explicates a form of pedagogic competence that accounts for understanding the experiences of children and explains how phenomenological methods of research can elicit this understanding.

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