Source Discipline - Curriculum

 

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Bas, Gokhan, and Cihad Senturk, "Teachers' Voice: Teacher Participation in Curriculum Development Process," Inquiry in Education, 11(1, 2019), 1-31., Gokhan Bas and Cihad Senturk

Annotation: Reports and analyzes interviews of high school teachers in Turkey to ascertain the extent of their involvement in the curriculum development process.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Comparative Curriculum. Teacher Planning

Bashaw, Carolyn Terry, "Ella Flagg Young and Her Relationhsip to the Cult of Efficiency," Educational Theory, 36(Fall, 1986), 363-373., Carolyn Terry Bashaw

Annotation: Traces the work of Young as superintendent of Chicago's schools and president of the National Education Association.

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: Social Efficiency/Control, Curriculum History

Baszile, Denise Taliaferro,"Criminal Acts Comitted in the Name of Good Education," Journal of Curriculum and Pedagogy, 2(Summer, 2005), 20-23., Denise Taliaferro Baszile

Annotation: Critiques standardization in contemporary curriculum policy and practice; calls for action to change this dominant ideology.

Broad Topical Focus: Curriculum Policies and Policy Making, 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: Value Assumptions and Ideologies in Curriculum, Curriculum Standards and Testing

Bateman, Donald R., "The Politics of Curriculum," pp. 54-68 in William F. Pinar, ed., Heightened Consciousness, Cultural Revolution, and Curriculum Theory . Berkeley, CA: McCutchan, 1974. Reprinted pp. 154-174 in James R. Gress and David E. Purpel, eds., Curriculum: An Introduction to the Field . Berkeley, CA: McCutchan, 1978., Donald R. Bateman

Annotation: Explains the politics of curriculum and the pedagogy of domination.

Broad Topical Focus: Curriculum Policies and Policy Making
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, Curriculum Aims and Objectives, Value Assumptions and Ideologies in Curriculum

Bayona, Elias L. M., David S. G. Carter, and Keith F. Punch, "The Role of Teachers in Curriculum Development," Curriculum Perspectives, 10(October, 1990), 9-19.*, Elias L. M. Bayona, David S. G. Carter, and Keith F. Punch

Annotation: Provides a picture of teachers' involvement in curriculum development in Tanzania.

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

Bayrakci, Mustafa, and Omer Cem Karacaoglu, "Determining Learning Outcomes of Curriculum Development in Education . . . . ," International Journal of Curriculum and Instruction, 12(2, 2020), 507-532., Mustafa Bayrakci and Omer Cem Karacaoglu

Annotation: Describes a study of tests given in Turkey to teachers-in-training regarding their knowledge of curriculum development from 2001-2018; reports various categories and frequencies and changing emphases over the years.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Knowledge, Curriculum Development Strategies, Comparative Curriculum

Beadie, Nancy, "Moral Errors and Stategic Mistakes: Lessons from the History of Student Accountability," pp. 35-50 in Kenneth A. Sirotnik, ed., Holding Accountability Accountable: What Ought to Matter in Public Education. New York:: Teachers College Press, 2004., Nancy Beadie

Annotation: Traces the history of student testing and graded schools that explains how we got to the current version of student accountability; draws implications.

Broad Topical Focus: Curriculum Evaluation, Curriculum Administration, Leadership, Finance
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Evaluation of Instruction, Program Audit/Evaluation, Student Assessment

Beane, James, "On the Shoulders of Giants! The Case for Curriculum Integration," Middle School Journal, 28 (September, 1996), 6-1, followed by a related article by Paul George., James Beane

Annotation: Sums up the case for real integration of the curriculum.

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

Beane, James A., "A Common Core of a Different Sort: Putting Democracy at the Center of the Curriculum," Middle School Journal, 44(No. 3, 2013), 6-14., James A. Beane

Annotation: Traces the history of 20th century curriculum trends related to common learnings; analyzes the features of the Common Core State Standards of the early 21st century which emphasizes college preparation and employability for the global economy; poses a third way that emphasizes a democratic core reminiscent of the core curriculum of the 1930s/1940s; discusses common core and middle level education.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Proposals in Coherent Form
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 Standards and Testing, Middle School Curriculum, Core Mandates, Curriculum Integration

Beane, James A., A Middle School Curriculum: From Rhetoric to Reality, 2nd ed., Columbus, OH: National Middle School Association, 1993., James A. Beane

Annotation: Presents a rationale and a set of guidelines for a middle school curriculum designed to meet the challenges of early adolescents.

Broad Topical Focus: Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Middle School Curriculum, Curriculum Integration, Content Selection and Organization

Beane, James A., "Creating an Integrated Curriculum: Making the Connections," NASSP Bulletin, 76(November, 1992), 46-54., James A. Beane

Annotation: Clarifies terminology related to integrative models of curriculum organization and their use.

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 Integration

Beane, James A., Curriculum Integration: Designing the Core of Democration Education. New York: Teachers College Press, 1997., James A. Beane

Annotation: Makes the case for curriculum integration across subjects as a form of curriculum design.

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

Beane, James A., ed., Toward a Coherent Curriculum. 1995 ASCD Yearbook. Alexandria, VA: Association for Supervision and Curriculum Development, 1995., James A. Beane

Annotation: Defines curriculum coherence and gives several authors' views about ways to develop coherence through program design and teaching strategies.

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

Beane, James A., "Introduction: What is a Coherent Curriculum?" pp. 1-14 , and "Conclusion: Towards a Coherent Curriculum," pp. 170-176 in James A. Beane, ed., Toward a Coherent Curriculum. Alexandria, VA: Association for Supervision and Curriculum Development, 1995., James A. Beane

Annotation: Analyzes coherence and incoherence in curriculum design and in the experience of curriculum by students and others; explores ways to create coherence.

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 Development Strategies

Beattie, Catherine, "Action Research: A Practice in Need of Theory," pp. 110-120 in Geoffrey Milburn, Ivor F. Goodson, and Robert J. Clark, eds., Re-Interpreting Curriculum Research: Images and Arguments . Philadelphia: Falmer, 1989., Catherine Beattie

Annotation: Discusses the nature of theory needed within action research.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum Theory Creation and Uses

Beattie, Catherine, "Judging the Worth of Curriculum Materials: A Preview Approach," Journal of Curriculum Studies, 18(July-September, 1986), 299-309.*, Catherine Beattie

Annotation: Formulates criteria for judging the potential worth of curriculum materials and applies them to 3 multi-media kits.

Broad Topical Focus: Curriculum Guides, Plans, Documents, Materials
Source Discipline: Curriculum
Mode of Inquiry in the Study: Evaluative Inquiry, Content Analysis
Type of Study: Single Study
Narrow Topic: Materials Development and Evaluation, Comparative Curriculum

Beattie, Catherine, "The Case for Teacher Directed Curriculum Evaluation," Journal of Curriculum Theorizing, 6(Spring, 1986), 56-73., Catherine Beattie

Annotation: Reviews the literature on the role of teachers in curriculum evaluation and discusses implications.

Broad Topical Focus: Curriculum Evaluation, 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, Teacher Knowledge, Teacher Research

Beauchamp, George A., "A Hard Look at Curriculum," Educational Leadership, 35 (February, 1978), 404-409., George A. Beauchamp

Annotation: Examines curriculum design, planning, development, improvement, implementation, and evaluation as they relate to curriculum theory and definitions.

Broad Topical Focus: Curriculum Conceptions and Theories,Curriculum Development, Organization, Design,Curriculum Research Domains and Structure,Curriculum Definitions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses

Beauchamp, George A., "Basic Components of a Curriculum Theory," Curriculum Theory Network, 10(Fall, 1972), 16-22., George A. Beauchamp

Annotation: Analyzes the basic components of curriculum theory; critiques of this article appear in CTN (No. 1, 1973-74), 56-59.

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

Beauchamp, George A., "Curriculum Organization and Development in Historical Perspective," Review of Educational Research, 27(June, 1957), 241-249., George A. Beauchamp

Annotation: Covers historical trends in curriculum development.

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

Beauchamp, George A., Curriculum Theory , 4th Edition. Itasca, IL: Peacock, 1981., George A. Beauchamp

Annotation: Provides an extended analysis of curriculum theory and theory building and offers a theory of his own; describes curriculum design, engineering, values in curriculum, and curriculum as a field of study.

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

Beauchamp, George A., "Curriculum Theory: Meaning, Development, and Use," Theory into Practice, 21 (Winter, 1982), 23-27., George A. Beauchamp

Annotation: Defines curriculum theory and describes how to build theory; discusses functions of curriculum theory; draws on ideas from his 1981 book.

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

Beauchamp, George A., "Curriculum Thinking," pp. 18-29 in Fenwick W. English, ed., Fundamental Curriculum Decisions. 1983 ASCD Yearbook. Alexandria, VA: ASCE, 1983. Reprinted pp. 555-567 in James R. Gress, ed., Curriculum: An Introduction to the Field . Berkeley, CA: McCutchan, 1988., George A. Beauchamp

Annotation: Notes three uses of the word "curriculum"--content, process activities (planning, implementing, and evaluating), and curriculum as a field of study; analyzes the language used with each of these.

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

Beauchamp, Larry, and Jim Parsons, "The Curriculum of Student Teacher Evaluation," Journal of Curriculum Theorizing , 9 (Spring, 1989), 125-171.*, Larry Beauchamp and Jim Parsons

Annotation: Examines critically a student teacher evaluation form used in a teacher education institution.

Broad Topical Focus: Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Evaluation, Teacher Education, Student Assessment

Begg, Andrew J. C., Emerging Curriculum. Rotterdam: Sense Publishers,2008., Andrew J. C. Begg

Annotation: Provides an autobiographical narrative of this New Zealand educator's emerging views of curriculum; focuses his report on selected incidents in teaching mathematics, writing textbooks, developing curriculum, teaching teachers, researching curriculum, and comparing international curricula; concludes with how he understands curriculum now.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Guides, Plans, Documents, Materials
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Frameworks, Curriculum Development Strategies, Comparative Curriculum, Knowledge Generation, Qualitative Research

Behar, Linda, and Allan Ornstein, "An Overview of Curriculum: The Theory and Practice," NASSP Bulletin, 76(November, 1992), 32-44.*, Linda Behar and Allan Ornstein

Annotation: Reports an empirical study comparing teachers' and professors of curriculum's views of the importance of various curriculum practices within selected systems and domains of curriculum.

Broad Topical Focus: Curriculum Research Domains and Structure, Curriculum Conceptions and Theories, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Professors, Teacher Knowledge

Behar, Linda S., "An Empirical Analysis of Curriculum Domains: Implications for Program Development and Evaluation," Peabody Journal of Education, 69(Summer, 1994), 100-112., Linda S. Behar

Annotation: Reports an empirical study of 9 curriculum domains and 55 related curriculum practices and their importance as identified by rural and urban teachers. Related report in The High School Journal, April-May, 1994.

Broad Topical Focus: Curriculum Research Domains and Structure, Curriculum Development, Organization, Design, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Knowledge

Behar, Linda S., and Paul S. George, "Teachers' Use of Curriculum Knowledge," Peabody Journal of Education, 69(Spring, 1994), 48-69.*, Linda S. Behar and Paul S. George

Annotation: Reports a study of teachers', department heads', students', and parents' views of implementation of a high school Curriculum Differentiation Project (honors and regular programs).

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Change, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Implementation, Secondary School Curriculum, Curriculum Differentiation

Behar, Linda S., and Allan Ornstein, "Domains of Curriculum Knowledge: An Empirical Analysis," The High School Journal, 77(April-May, 1994), 322-329.*, Linda S. Behar and Allan Ornstein

Annotation: Identifies nine domains (encompassing 55 curriculum practices) of curriculum knowledge and work that should be possessed by general curriuculum specialists as seen by teachers in Illinois and Florida.

Broad Topical Focus: Curriculum Research Domains and Structure, Curriculum Development, Organization, Design, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Specialists in Schools, Teacher Knowledge

Beier, Jessie L, "1976: Toward a Weird(er) 'Poor Curriculum'," pp. 150-151 in Teresa Strong-Wilson, et al., eds, Provoking Curriculum Encounters Across Educational Experience. New York: Routledge, 2020., Jessie L. Beier

Annotation: Illuminates and reflects on the key ideas of Pinar and Grumet's 1976 book, Toward a Poor Curriculum and its later editions; these pages appear as a part of a larger treatment by the author, subtitled, "Close Encounters of a Pedagogical Kind.'"

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: Classics in Curriculum Literature, Curriculum as Experience

Beittel, Kenneth R., Alternatives for Art Education Research: Inquiry into the Making of Art . Dubuque, IA: Wm. C. Brown Co, 1973., Kenneth R. Beittel

Annotation: Presents presentational, historical, and interpretive modes for the. making of art and closes with an evaluation and critque of presentational, phenomenological, and contextualist alternatives for inquiry into the making of art.

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

Bellack, Arno A., "History of Curriculum Thought and Practice," Review of Educational Research, 39( June, 1969), 283-292., Arno A. Bellack

Annotation: Reviews formative years of the curriculum field, the work of curriculum theorists, projects of various national commissions, and the historical roots of contemporary curriculum problems.

Broad Topical Focus: Curriculum Development, Organization, Design,Curriculum as a Field of Practice and Study,Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum History, Literature of Curriculum

Bellack, Arno A., "Selection and Organization of Curriculum Content: An Analysis," pp. 97-126 in What Shall theHigh Schools Teach? 1956 ASCD Yearbook. Washington, DC: Association for Supervision and Curriculum Development, 1956., Arno A. Bellack

Annotation: Discusses the culture as source of curriculum content, content's relation to purposes of schooling (life functions, the disciplines), and content's relation to methods of teaching; advantages and disadvantages of each approach are given.

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

Bellack, Arno A., "The Structure of Knowledge and the Structure of the Curriculum," pp. 25-40 in Dwayne Huebner, ed., A Reassessment of the Curriculum. New York: Bureau of Publications, Teachers College, Columbia University, 1964. Reprinted pp. 222-236 in Arno A. Bellack and Herbert M. Kliebard, eds., Curriculum and Evaluation . Berkeley, CA: McCutchan, 1977.*, Arno A. Bellack

Annotation: Identifies the relationships among disciplines, among broad areas of knowledge, and between knowledge and public affairs as ways of structuring curriculum.

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

Bellack, Arno A., and Herbert M. Kliebard, "Curriculum for Integration of Disciplines," pp. 585-590 in Lee C. Deighton, ed., The Encyclopedia of Education , Volume 2. New York: Macmillan and Free Press, 1971., Arno A. Bellack and Herbert M. Kliebard

Annotation: Explores the relationship of fields of knowledge to types of curriculum organization, including ones that integrate the disciplines.

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: Content Selection and Organization, Curriculum Integration, Curriculum and the Disciplines

Bellack, Arno, and Herbert Kliebard, eds.. Curriculum and Evaluation, from the series, Readings in Educational Research . Berkeley, CA: McCutchan, 1977., Arno Bellack and Herbert Kliebard

Annotation: Presents a collection of fundamental readings in educational research focused on five questions: how should curriculum problems be studied? what purposes should the curriculum serve? how should knowledge be selected and organized for the curriculum? how should the curriculum be evaluated? how should the curriculum be changed?

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Research Domains and Structure, Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Collection of Studies
Narrow Topic: Literature of Curriculum

Benavot, Aaron, "Curricular Content, Educational Expansion, and Economic Growth," Comparative Education Review, 36(May,1992), 150-174., Aaron Benavot

Annotation: Examines cross-national empirical evidence of relative economic value of various subjects in the curriculum.

Broad Topical Focus: Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: School Subjects, Comparative Curriculum

Benavot, Aaron, and Cecilia Braslavsky, eds., School Knowledge in Comparative and Historical Perspective: Changing Curriculum in Primary and Secondary Education. Dordrecht, Netherlands: Springer, 2007., Aaron Benavot and Cecilia Braslavsky

Annotation: Reports 15 studies of curriculum change, content, and organization across and within various countries (see especially chapters 1, 12, and 15).

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Comparative Curriculum, Ideology and School Knowledge

Benavot, Aaron, and Mura Resh,, "The Social Construction of the Local School Curriculum: Patterns of Diversity and Uniformity in Israel's Junior High Schools, Comparative Education Review, 45(November, 2001) 504-536., Aaron Benavot and Mura Resh

Annotation: Reports a study in 1996-1997 of Israeli middle schools' curricula giving subject labels, prevalents of school subjects, time allocations, differences in implementation, and related conclusions.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Survey
Narrow Topic: Content Selection and Organization, Curriculum Implementation, Comparative Curriculum

Benham, Barbara J., "Curriculum Theory in the 1970's: The Reconceptualist Movement," Journal of Curriculum Theorizing, 3(Winter, 1981), 162-170., Barbara J. Benham

Annotation: Reviews the rise and development of the reconceptualist movement in curriculum theory; explains two positions within the movement--existentialist and structuralist-- and the movement's impact.

Broad Topical Focus: Curriculum as a Field of Practice and Study, Curriculum Theorists, Curriculum Inquiry Guidelines, Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Comparisons Among Inquiry Modes

Benham, Barbara J., Phil Giesen, and Jeannie Oakes, "A Study of Schooling: Students' Experiences in Schools," Phi Delta Kappan, 61(January, 1980), 337-340., Barbara J. Benham, Phil Giesen, and Jeannie Oakes

Annotation: Reports on the portion of Goodlad's study that reveals the nature of students' experiences in school.

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

Ben-Peretz, Meriam, and Cheryl J. Craig, "Intergenerational Impact and Curriculum Enigma: The Scholarly Legacy of Joseph J. Schwab," Educational Studies, 44(4, 2018), 421-448., Meriam Ben-Peretz and Cheryl J. Craig

Annotation: Traces Joseph J. Schwab's life, scholarly work, and influence in several fields; this study uses the inquiry into inquiry approach.

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

Ben-Peretz, Miriam, "Curriculum Analysis as a Tool of Evaluation," pp. 295-307 in Arieh Lewy, and David Nevo, eds., Evaluation Roles in Education . London: Gordon and Breach, 1981., Miriam Ben-Peretz

Annotation: Urges use of materials analysis techniques to evaluate curriculum.

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

Ben-Peretz, Miriam, "Curriculum Development," pp. 256-260 in Marvin C. Alkin, ed., Encyclopedia of Educational Research, 6th ed. New York: Macmillan, 1992.*, Miriam Ben-Peretz

Annotation: Summarizes three models of curriculum development, who should participate in the process, and the relation between society and the curriculum.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Development, Organization, Design, Curriculum Decision-making Processes, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum Development Strategies

Ben-Peretz, Miriam, "Curriculum Inquiry: Commonplace Topics," pp. 227-229 in Torsten Husen and Thomas N. Postlethwaite, eds., International Encyclopedia of Education, Supplement Volume One. New York: Pergamon, 1988., Miriam Ben-Peretz

Annotation: Discusses Schwab's notion of "commonplaces" and their role and relationships in curriculum deliberation.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Conceptions and Theories, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry, Theoretical/Conceptual Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum Deliberation

Ben-Peretz, Miriam, "Curriculum Potential," 1246-1248 in T. Husen and T. N. Postlethwaite, eds., International Encyclopedia of Education . New York: Pergamon, 1984., Miriam Ben-Peretz

Annotation: Discusses how the curriculum potential of scholarly materials and materials developed for school use may be deliberated to provide clues to using them with children; brief reference is also made to teacher education materials.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Guides, Plans, Documents, Materials, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum Potential, Materials Development and Evaluation

Ben-Peretz, Miriam, "Curriculum Theory and Practice in Teacher Education Programs," pp. 9-27 in Lilian G. Katz and James D. Raths, eds., Advances in Teacher Education: Volume I . Norwood, NJ: ABLEX, 1984., Miriam Ben-Peretz

Annotation: Presents components of curriculum theory and practice for teachers in preparation programs.

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: Teacher Education, Programs of Study in Curriculum and Instruction

Ben-Peretz, Miriam, "The Concept of Curriculum Potential," Curriculum Theory Network, 5(No. 2, 1975), 151-159., Miriam Ben-Peretz

Annotation: Explores the idea of intentions in curriculum development and the potential of curriculum material; analyzes the factors that shape the potential of curriculum materials and their use in curriculum implementation and evaluation.

Broad Topical Focus: Curriculum Evaluation,Defining Curriculum Research Questions,Curriculum Enactment and Teaching,Curriculum Research Domains and Structure,Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Potential, Materials Development and Evaluation, Curriculum Implementation

Ben-Peretz, Miriam , and Pinchas Tamir, "What Do Curricular Developers Do?" Curriculum Perspectives, 6(October, 1986), 8-15., Miriam Ben-Peretz and Pinchas Tamir

Annotation: Reports a study of what Israeli curriculum developers in different subject areas do; describes their personal practical knowledge.

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

Benson, Garth D., and Bryant E. Griffith, "The Process of Knowing in Curriculum," JGE: The Journal of General Education, 40(1991), 24-33., Garth D. Benson and Bryant E. Griffith

Annotation: Argues for a curriculum model based on the process of knowing.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Higher Education Curriculum, Curriculum and the Disciplines

Benson, Lee, Ira Harkavy, and John Puckett, Dewey's Dream: Universities and Democracies in an Age of Education Reform. Philadelphia: Temple University Press, 2007., Lee Benson, Ira Harkavy, and John Puckett

Annotation: Describes an effort to inaugurate community schools in Philadelphia in partnership with the University of Pennsylvania; traces the community school concept to Dewey among others.

Broad Topical Focus: Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay, Action Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Democratic Education, Higher Education Curriculum, Literature of Curriculum

Bereiter, Carl, "Referent-Centered and Problem-Centered Knowledge: Elements of an Educational Epistemology," Interchange, 23(No. 4, 1992), 337-361.*, Carl Bereiter

Annotation: Discusses the implications of selecting curriculum content around problems rather than topics.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Philosophical Inquiry-Speculative Essay, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Knowledge Generation, Psychology and Curriculum, Curriculum Integration

Bereiter, Carl, and Marlene Scardamalia, "Cognition and Curriculum," pp. 517-542 in Philip W. Jackson, ed., Handbook of Research on Curriculum. New York: Macmillan, l992., Carl Bereiter and Marlene Scardamalia

Annotation: Reviews the recent research in cognitive science for planning instruction and curriculum.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Teaching/Learning Process, Teacher Planning, Content Selection and Organization, Psychology and Curriculum

Berkowitz, Marvin W., and Melinda C. Beir, What Works in Character Education? A Research-Driven Guide for Education. Washington, DC: Character Education Partnership, 2005., Marvin W. Berkowitz and Melinda C. Beir

Annotation: Summarizes a study of 33 research studies evaluating character education programs; analyzes their characteristics and effects.

Broad Topical Focus: Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry, Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Character Education

Berlak, Ann, and Harold Berlak, "Toward a Nonhierarchical Approach to School Inquiry and Leadership," Curriculum Inquiry, 13(Fall, 1983), 267-294., Ann Berlak and Harold Berlak

Annotation: Casts a series of dilemmas around which critical inquiry may be used; gives an illustration in a hypothetical elementary school setting.

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

Berlak, Harold, "From Local Control to Government and Corporate Takeover of School Curriculum: The NO CHILD LEFT BEHIND Act and the READING FIRST Program," pp. 267-285 in H. Svi Shapiro and David E. Purpel, eds., Critical Social Issues in American Education, 3rd ed. Mahwah, NJ: Lawrence Erlbaum, 2005., Harold Berlak

Annotation: Traces history of NCLB Act and the corporate interests that made its passage possible; points out the damage done to public education by this Act and urges changing these policies

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Curriculum History, Government Role in Educational Research & Development, Local Control of Schooling, Curriculum Standards and Testing

Berlak, Harold, "Naturalistic Observation as a Research Instrument in Curriculum Development," Paper delivered at the 1971 AERA Symposium "Participant Observation and Curriculum: Research and Evaluation." ERIC Document ED 050 157., Harold Berlak

Annotation: Describes the use of naturalistic observation in research in curriculum development.

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

Berlak, Harold, "Values, Goals, Public Policy, and Educational Evaluation," Review of Educational Research, 40(April, 1970), 261-278., Harold Berlak

Annotation: Discusses the issues in distinguishing programmatic and policy questions for evaluation; explores various sources for models of evaluation.

Broad Topical Focus: Curriculum Evaluation, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry, Evaluative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Value Assumptions and Ideologies in Curriculum

Berliner, David C., "MCLB (Much Curriculum Left Behind): A U. S. Calamity in the Making," The Educational Forum, 73(No. 4, 2009), 284-296., David C. Berliner

Annotation: Brings together research that demonstrates the narrowing of the U. S. curriculum that follows from "teaching for the test' and from "excessive testing"; gives examples of alternative policies.

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

Berman, Louise M., New Priorities in the Curriculum. Columbus, OH: Charles E. Merrill, 1968., Louise M. Berman

Annotation: Calls for a curriculum to educate persons in eight human processes (perceiving, communicating, loving, knowing, decision making, patterning, creating, and valuing).

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

Berman, Louise M., "Normative Inquiry: Dimensions and Stances," pp. 225-241 in Edmund C. Short, ed., Forms of Curriculum Inquiry . Albany, NY: SUNY Press, 1991.*, Louise M. Berman

Annotation: Describes the processes of normative inquiry in curriculum.

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

Berman, Louise M., "Perception, Paradox, and Passion: Curriculum for Community," Theory Into Practice, 25(Winter, 1986), 41-45., Louise M. Berman

Annotation: Mentions norms like paradox, freedom, dialetic (related to settings) and judgment, self as chooser, reasonableness, compassion, commitment (related to qualities of persons).

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

Berman, Louise M., "Perspectives and Imperatives: Re-Searching, Rethinking, and Reordering Curriculum Priorities," Journal of Curriculum and Supervision, 1(Fall, 1985), 65-71., Louise M. Berman

Annotation: Identifies ten priorities in curriculum as viewed by the author.

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

Berman, Louise M., Francine H. Hultgren, Diane Lee, Mary S. Rivkin, Jessie A. Roderick, Toward Curriculum for Being: Voices of Educators . Albany, NY: State University of New York Press, 1991., Louise M. Berman, Francine H. Hultgren, Diane Lee, Mary S. Rivkin, and Jessie A. Roderick

Annotation: Reports the exchanges among a study group of six women educators, their autobiographical statements and thoughts, and their mutual interpretations and meaning-making.

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

Berman, Louise M., and Jessie A. Roderick, "Approaches to Creative Curriculum Development," WCCI Forum, IV(December, 1990), 169-175.*, Louise M. Berman and Jessie A. Roderick

Annotation: Posits creative ways of seeing, reflecting, sharing, and acting within curriculum development.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Decision-making Processes, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies

Berman, Louise M., and Jessie A. Roderick, "The Relationship Between Curriculum Development and Research Methodology," Journal of Research and Development in Education, 6(Spring, 1973), 3-13., Louise M. Berman and Jessie A. Roderick

Annotation: Proposes research procedures for studying transactive teaching-learning situations; proposes six characteristics of curriculum design based on this view.

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

Bernhardt, Victoria L., "No Schools Left Behind," Educational Leadership, 60(February, 2003), 26-30., Victoria L. Bernhardt

Annotation: Provides a schema for generating evaluative research questions related to four kinds of data, treated singly or in combination: demographics, student learning, perceptions and school processes data.

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

Bernstein, Basil, Class, Codes and Control: Volume 3, Towards a Theory of Educational Transmissions. Revised Edition. London: Routledge & Kegan Paul, 1977., Basil Bernstein

Annotation: Presents a series of Bernstein's papers on changes in the moral basis of schools and changes in the coding of educational transmissions; chapter five presents the author's classic conceptualizations of classification and framing of educational knowledge.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Ideology and School Knowledge, Content Selection and Organization, Comparative Curriculum

Bernstein, Basil, "On the Classification and Framing of Educational Knowledge," pp. 363-392 in Richard Brown, ed., Knowledge, Education, and Cultural Change --Papers on the Sociology of Education . London: Tavistock, 1973., Basil Bernstein

Annotation: Defines two types of curriculum codes (collection, integrated) and related concepts of classification and frame.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Ideology and School Knowledge

Bernstein, Basil, "On the Classification and Framing of Educational Knowledge," pp. 47-69 in Michael F. D. Young, Knowledge and Control. London: Collier-Macmillan, 1971. Reprinted pp. 85-115 in Bernstein, Basil, Class, Codes and Control: Volume 3, Towards a Theory of Educational Transmissions, Revised Edition. London: Routledge and Kegan Paul, 1977. *, Basil Bernstein

Annotation: Describes the strengths and weaknesses of the integrated and collection codes that regulate knowledge in the curriculum.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Content Selection and Organization, Curriculum Integration, Comparative Curriculum

Bernstein, Basil, and Ulf P. Lundgren, Power Control and Pedagogy . Lund, Sweden: University of Lund, 1982., Basil Bernstein and Ulf P. Lundgren

Annotation: Describes a variety of issues relating pedagogy, power, and control.

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: Ideology and School Knowledge, Curriculum and Politics, Value Assumptions and Ideologies in Curriculum

Berry, Kathleen, "Creative Curriculum: The Mythological Roots," WCCI Forum, IV(December, 1990), 70-76.*, Kathleen Berry

Annotation: Contrasts mythos and logos as orientations for curriculum thought, language, and practice.

Broad Topical Focus: Curriculum Development, Organization, Design, 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

Berscheid, Ellen, "Interpersonal Modes of Knowing," pp. 60-76 in Elliot W. Eisner, ed., Learning and Teaching the Ways of Knowing, Eighty-fourth Yearbook of the NSSE, Part II. Chicago: University of Chicago Press, 1985., Ellen Berscheid

Annotation: Describes social and interpersonal knowledge and ways these may be developed in classrooms.

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

Beyer, Landon E., "Aesthetic Curriculum and Cultural Reproduction," pp. 89-113 in Michael W. Apple and Lois Weis, eds., Ideology and Practice in Schooling . Philadelphia: Temple University Press, 1983., Landon E. Beyer

Annotation: Describes the CEMREL arts program, its content, and its ideological orientation.

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: Aesthetics and Curriculum, Ideology and School Knowledge, Art Education

Beyer, Landon E., "Aesthetic Theory and the Ideology of Educational Institutions," Curriculum Inquiry, 9(Spring, 1979), 13-26., Landon E. Beyer

Annotation: Discusses some issues in aesthetic theory in education focusing primarily upon ideology.

Broad Topical Focus: Curriculum Conceptions and Theories, Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism
Type of Study: Single Study
Narrow Topic: Aesthetics and Curriculum, Ideology and School Knowledge, Value Assumptions and Ideologies in Curriculum

Beyer, Landon E., "Art and Society: Toward New Directions in Aesthetic Education," Journal of Curriculum Theorizing, 7(No. 2, 1987), 72-98., Landon E. Beyer

Annotation: Outlines an alternative conception of curriculum theory and development in the arts based on the view that cultural production and social action must be a significant part of education.

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: Aesthetics Education

Beyer, Landon E., "Art and Society: Toward New Directions in Aesthetic Education," pp. 380-399 in William F. Pinar, ed., Contemporary Curriculum Discourses . Scottsdale, AZ: Gorsuch Scarisbrick, 1988., Landon E. Beyer

Annotation: Reviews classical and Marxist notions of art and art education; suggests six changes that must occur if art education is to be appropriately placed in the curriculum.

Broad Topical Focus: Curriculum Policies and Policy Making,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: Art Education, Value Assumptions and Ideologies in Curriculum

Beyer, Landon E., "Community, Identity, and a Sense of Hope." JCT: Journal of Curriculum Theorizing, 13(Winter, 1997), 50-52., Landon E. Beyer

Annotation: Gives a personal reflection on the value and meaning of participating in the "Bergamo Conference" on curriculum theorizing over the years from 1982-1997.

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

Beyer, Landon E., "Curriculum Deliberation," pp. 199-201 in Torsten Husen and Thomas N. Postlethwaite, eds., International Encyclopedia of Education, Supplement Volume 1. New York: Pergamon Press, 1988.*, Landon E. Beyer

Annotation: A review of ethical, political, aesthetic issues on which deliberation is required in curriculum development and policy-making.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry
Type of Study: Status Study
Narrow Topic: Curriculum Deliberation, Value Assumptions and Ideologies in Curriculum

Beyer, Landon E., "Educational Reform: The Political Roots of National Risk," Curriculum Inquiry, 15(Spring, 1985), 37-56., Landon E. Beyer

Annotation: Analyzes the reports alleging risk in education and uncovers their political roots.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Ideology and School Knowledge, Criticism of Schooling

Beyer, Landon E., "Education and Cultural Reproduction," pp. 47 - 65 in his The Arts, Popular Culture, and Social Change. New York: Peter Lang, 2000.*, Landon E. Beyer

Annotation: Discusses in a critical framework how what is included (and excluded) in curriculum is determined by those in power.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Contexts and Societal Influences, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Ideology and School Knowledge

Beyer, Landon E., "Ideology and Aesthetic Education," Paper given at AERA, Boston, 1980, ERIC Document No. ED 194 395., Landon E. Beyer

Annotation: Analyzes the CEMREL aesthetics education program.

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: Aesthetics and Curriculum, Ideology and School Knowledge, Art Education

Beyer, Landon E., "Ideology, Social Efficiency and Curriculum Inquiry: An Essay Response to Franklin's 'The Social Efficiency Movement Reconsidered'," Curriculum Inquiry, 12(Fall, 1982), 305-316.*, Landon E. Beyer

Annotation: Takes issue with Franklin's view of the relation between curriculum theory and practice as stated in pp. 9-33, same volume of Curriculum Inquiry.

Broad Topical Focus: Curriculum Change, Relation of Curriculum Research to Practice, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Historical Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Social Efficiency/Control, Value Assumptions and Ideologies in Curriculum, Knowledge Generation

Beyer, Landon E., "Political Notes and Notices," Journal of Curriculum Theorizing, 2(Summer, 1985), 150-161.*, Landon E. Beyer

Annotation: Offers an argument for political activity by educators with several examples.

Broad Topical Focus: Curriculum Conceptions and Theories, 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 and Politics, Professionalization in Curriculum, Value Assumptions and Ideologies in Curriculum

Beyer, Landon E., "Schooling for the Culture of Democracy," pp. 219-238 in Landon E. Beyer and Michael W. Apple, eds., The Curriculum: Problems, Politics, and Possibilities . Albany, NY: State University of New York Press, 1988., Landon E. Beyer

Annotation: Examines the role of schools in a democracy, moral discourse, and changing views of democracy; discusses ways critical inquiry in curriculum has dominated the study of various inequalities in schools.

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: Curriculum Aims and Objectives, Democratic Education, Curriculum as Experience

Beyer, Landon E., "The Aims of Schooling: Marketization, Democracy, and the Public Good," Educational Foundations, 8(Fall, 1994), 43-58., Landon E. Beyer

Annotation: Contrasts aims of schooling based on market values and those based on democratic and public values.

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 Aims and Objectives, Value Assumptions and Ideologies in Curriculum, Democratic Education

Beyer, Landon E., The Arts, Popular Culture, and Social Change. New York: Peter Lang, 2000., Landon E. Beyer

Annotation: Contains seven essays on aesthetic theory, curriculum, school practice, and teacher education; makes the case for the critical perspective on the arts.

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

Beyer, Landon E., "The Curriculum, Social Context, and 'Political Correctness'," Journal of General Education, 43(No. 1, 1994), 1-31.*, Landon E. Beyer

Annotation: Argues against the contemporary conservative views of curriculum in higher education that accept a singular view of truth, reality, or certainty; critiques those views in terms of philosophical and contextual criteria.

Broad Topical Focus: 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: Ideology and School Knowledge, Liberal Education/General Education, Higher Education Curriculum, Curriculum and Politics, Multicultural Education, Knowledge Generation

Beyer, Landon E., "The Reconstruction of Knowledge and Educational Studies," Journal of Education, 168(No. 2, 1986), 113-135.*, Landon E. Beyer

Annotation: Traces the epistemological foundations of educational theory and the current reorientation in inquiry in teacher education and curriculum.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Conceptions and Theories, Curriculum Research and Inquiry-General, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry, Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teacher Education, Value Assumptions and Ideologies in Curriculum, Philosophical Schools, Curriculum Theory Creation and Uses

Beyer, Landon E., "The Value of Critical Perspective in Teacher Education," Journal of Teacher Education, 52(March, 2001), 151-163., Landon E. Beyer

Annotation: Discusses the role of critical theory in education and in teacher education in particular; describes the teacher education program at Indiana University within this critical perspective.

Broad Topical Focus: Curriculum Conceptions and Theories, 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: Teacher Education

Beyer, Landon E., and Michael W. Apple, "Values and Politics in the Curriculum," pp. 3-16 in Landon E. Beyer and Michael W. Apple, eds., The Curriculum: Problems, Politics, and Possibilities . Albany, NY: State University of New York Press, 1988. Also pp. 1-17 in second edition, 1998., Landon E. Beyer and Michael W. Apple

Annotation: Introduces the book's essays and places them historically within the curriculum field's perennial and complex questions.

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 and Politics, Value Assumptions and Ideologies in Curriculum

Beyer, Landon E., and Daniel P. Liston, Curriculum in Conflict: Social Visions, Educational Agendas, and Progressive School Reform. New York: Teachers College Press, 1996., Landon E. Beyer and Daniel P. Liston

Annotation: Analyzes the educational positions associated with the new right, modern liberals, radicals, and postmodernists and then develops a new position -- new progressivism -- with an associated view of curriculum.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Proposals in Coherent Form, Curriculum Conceptions and Theories
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 and Politics, Value Assumptions and Ideologies in Curriculum, Philosophical Schools

Beyer, Landon E., and Daniel P. Liston, "Discourse or Moral Action? A Critique of Postmodernism," Educational Theory, 42(Fall,1992), 371-393., Landon E. Beyer and Daniel P. Liston

Annotation: Discusses criticisms of postmodern curriculum theory and the implications for curriculum deliberation.

Broad Topical Focus: Curriculum Decision-making Processes, Inquiry Language in Curriculum Research, 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 Deliberation, Value Assumptions and Ideologies in Curriculum

Beyer, Landon E., and George H. Wood, "Critical Inquiry and Moral Action in Education," Educational Theory, 36(Winter, 1986), 1-14., Landon E. Beyer and George H. Wood

Annotation: Addresses equality, democracy, and autonomy as key norms in education for moral action.

Broad Topical Focus: Curriculum Policies and Policy Making,Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Ethical Issues in Curriculum

Bhattacharya, Asoke, Paulo Freire: Rousseau of the Twentieth Century. Rotterdam: Sense Publishers, 2011., Asoke Bhattacharya

Annotation: Re-presents the various ideas and writings on education by Paulo Freire against the backdrop of Brazilian history and culture and of Freire's own life story; quotes and comments on several of Freire's published works; interprets them and his teachings both in Brazil, in Chile, and in his speaking around the world; offers commentaries on Freire by essayists from three recent book collections; provides a masterful, intelligible grasp of Freire and his ideas in one convenient volume.

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

Bhola, H. S., "Equivalent Curriculum Construction as Situated Discourse: A Case in the Context of Adult Education in Namibia," Curriculum Inquiry, 29(Winter, 1999), 459-484., H. S. Bhola

Annotation: Offers a model of curriculum development as the development of discourse in a situation as texts (as contrasted with outcomes-based education), illustrated in the context of adult education in Namibia.

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, Comparative Curriculum

Bialystok, Lauren, " 'My Child, My Choice'? Mandatory Curriculum, Sex, and the Conscience of Parents," Educational Theory, 68(No. 1, 2018), 11-29., Lauren Bialystok

Annotation: Analyzes the issues involved in parents' opting their children out of certain sex education topics vs the rights of civil society to support the rights of children to a comprehensive sex education curriculum.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry--Speculative Essay, Content Analysis, Philosopical Inquiry--Ampliative Criticism
Type of Study: SIngle Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Physical Education, Hidden Curriculum, Ethical Issues in Curriculum, Curriculum Aims and Objectives

Bickman, Martin, Minding American Education: Reclaiming the Tradition of Active Learning. New York: Teachers College Press, 2003., Martin Bickman

Annotation: Traces the antecedents in American thought on education of the contemporary view of what the author calls "active learning and thinking" (as opposed to forcing, filling, testing children with abstractions); treats Emerson, Thoreau, Dewey, etc.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Theorists, Curriculum Proposals in Coherent Form, Curriculum Development, Organization, Design, Curriculum Enactment and Teaching
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, Open Education

Bidwell, Charles E., and Robert Dreeben, "School Organization and Curriculum," pp. 345-362 in Philip W. Jackson, ed., Handbook of Research on Curriculum. New York: Macmillan, l992., Charles E. Bidwell and Robert Dreeben

Annotation: Examines the relationship between school organization and curriculum in the U. S. from colonial times to the present.

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

Biesta, Gert, "Education and the Democratic Person: Toward a Political Conception of Democratic Education," Teachers College Record, 109(March, 2007), 740-769., Gert Biesta

Annotation: Distinguishes eduction "for" democracy from education "through" democracy and explicates the intellectual background for the latter as the preferred mode.

Broad Topical Focus: Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Democratic Education