Source Discipline - Curriculum

 

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Buchmann, Margret, "The Use of Research Knowledge in Teacher Education and Teaching," American Journal of Education, 92(August, 1984), 421-439., Margret Buchmann

Annotation: Analyzes knowledge utilization in the curriculum of schools and of teacher education.

Broad Topical Focus: Curriculum Development, Organization, Design
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: Knowledge Utilization, Teaching/Learning Process, Teacher Education, Practical Knowledge, Content Selection and Organization

 

Buchmann, Margret, and Robert E. Floden, "Coherence, the Rebel Angel," Educational Researcher, 21(December, 1992), 4-9., Margret Buchmann and Robert E. Floden

Annotation: Distinguishes between consistency and coherence in curriculum design and development.

Broad Topical Focus: Curriculum Decision-making Processes,Curriculum Development, Organization, Design,Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Teacher Education

 

Bullough, Robert V., Jr., "Curriculum History: Flight to the Sidelines or Source of New Vitality? " pp. 39-42 in Laurel N. Tanner, ed., Papers of the Society for the Study of Curriculum History, University Park, PA: The Society, College of Education, Penn State University, 1981. Reprinted pp. 32-39 as "Curriculum History: Flight to the Sidelines," in Craig Kridel, ed., Curriculum History . Lanham, MD: University Press of America, 1989., Robert V. Bullough Jr.

Annotation: Provides a corrective on what is worth doing in curriculum history.

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

 

Bullough, Robert V., Jr., "Past Solutions to Current Problems in Curriculum Integration: The Contributions of Harold Alberty," Journal of Curriculum and Supervision, 14(Winter, 1999), 156-170.*, Robert V. Bullough Jr.

Annotation: Explores Harold Alberty's integrated or core designs for curriculum and their applicability today.

Broad Topical Focus: Curriculum Theorists, Curriculum Development, Organization, Design, Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Integration, Curriculum History, Curriculum Deliberation

 

Bullough, Robert V., Jr., "Paul R. Klohr, a Hermenuetic Portrait," JCT, 17(Spring, 2001), 85-92., Robert V. Bullough Jr.

Annotation: Describes in personal terms the author's mentor, Paul R. Klohr, and his contributions to the field of curriculum studies.

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

 

Bullough, Robert V., Jr., "Persons-Centered History and the Field of Curriculum," The Journal of Curriculum Theorizing, 1(Winter, 1979), 123-135., Robert V. Bullough Jr.

Annotation: Traces Bode's contributions to persons-centered curriculum.

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

 

Bullough, Robert V. Jr., "Teaching, Domination, and Curriculum," Journal of Thought, 18(Summer, 1983), 45-53., Robert V. Bullough Jr.

Annotation: Critiques the domination of curriculum and teaching by a control ideology.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Social Efficiency/Control

 

Bullough, Robert V. Jr., Andrew D. Gitlin, and Stanley L. Goldstein. "Ideology, Teacher Role, and Resistance," Teachers College Record, 86(Winter, 1984), 339-358.*, Robert V. Bullough Jr., Andrew D. Gitlin, and Stanley L. Goldstein.

Annotation: Critiques the technical nature of teachers' work and of the curriculum, noting their dissatisfaction and resistance.

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

 

Bullough, Robert V., Jr., and Stanley L. Goldstein, "Technical Curriculum Form and American Elementary School Art Education," Journal of Curriculum Studies, 16 (April-June, 1984), 143-154., Robert V. Bullough Jr. and Stanley L. Goldstein

Annotation: Shows how a particular art program that inadequately deals with the arts is linked to technical purposes.

Broad Topical Focus: Curriculum Guides, Plans, Documents, Materials
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Critical Inquiry, Content Analysis
Type of Study: Single Study
Narrow Topic: Art Education

 

Bullough, Robert V., Jr., Stanley L. Goldstein, and Ladd Holt, Human Interests in the Curriculum: Teaching and Learning in a Technological Society . New York: Teachers College Press, 1984., Robert V. Bullough Jr., Stanley L. Goldstein, and Ladd Holt

Annotation: Critiques four school programs and discusses the need to confront technocratic education.

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: Value Assumptions and Ideologies in Curriculum, Ideology and School Knowledge, Hidden Curriculum, Social Efficiency/Control

 

Bullough, Robert V., Jr., Stanley L. Goldstein, and Ladd Holt, "Rational Curriculum: Teachers and Alienation," Journal of Curriculum Theorizing, 4(Summer, 1982), 132-143., Robert V. Bullough Jr., Stanley L. Goldstein, and Ladd Holt

Annotation: Reports a study of teachers' views of their work and curriculum systems (very positivistic) and discusses what can be done to change these views.

Broad Topical Focus: Curriculum Decision-making Processes,Curriculum Enactment and Teaching,Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism,Critical Inquiry
Type of Study: Single Study
Narrow Topic: Authority of Teacher, Value Assumptions and Ideologies in Curriculum, Teacher Planning

 

Bullough, Robert V., Jr., and Craig Kridel, "Adolescent Needs, Curriculum, and the Eight-Year Study," Journal of Curriculum Studies, 35(March, 2003), 151-169., Robert V. Bullough Jr. and Craig Kridel

Annotation: Describes the historical debate over adolescent needs among members of the Progressive Education Association during the period of the Eight-Year Study; traces views of Alberty, Zachry, Thayer, and Bode; discusses the role of social philosophy in current curriculum development.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Democratic Education, Needs Assessment, Value Assumptions and Ideologies in Curriculum, Classics of Curriculum Literature

 

Bullough, Robert V., Jr., and Craig Kridel, "Workshops, In-Service Teacher Education, and the Eight-Year Study," Teaching and Teacher Education, 19 (October, 2003), 665-679., Robert V. Bullough Jr. and Craig Kridel

Annotation: Explores the workshop form of in-service teacher education as it was developed and used during the Eight-Year Study.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, In-service Teacher Development, Classics of Curriculum Literature

 

Bullough, Robert V., Jr., and Stefinee Pinnegar, "Guidelines for Quality in Autobiographical Forms of Self-Study Research," Educational Researcher, 30(April, 2001), 13-21., Robert V. Bullough Jr. and Stefinee Pinnegar

Annotation: Gives fourteen guidelines for quality work in autobiographical self-study research.

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, Self-Knowledge

 

Buras, Kristen L., "Questioning Core Assumptions: A Critical Reading of and Response to E. D. Hirsch's The Schools We Need and Why We Don't Have Them," Harvard Educational Review, 69(Spring, 1999), 67-93.*, Kristen L. Buras

Annotation: Presents a systematic analysis and criticism of Hirsch's assumptions behind his proposed Core Knowledge Curriculum.

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

 

Buras, Kristen L., Rightist Multiculturalism: Core Lessons on Neoconservative School Reform. New York: Routledge, 2008., Kristen L. Buras

Annotation: Provides a thorough review and critique of E. D. Hirsh's Core Knowledge Movement; specifically challenges its neoconservative definition of multiculturalism.

Broad Topical Focus: Curriculum Proposals in Coherent Form, Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Value Assumptions and Ideologies in Curriculum, Multicultural Education

 

Buras, Kristen L., and Michael W. Apple, "Introduction," pp.1-39 in The Subaltern Speak: Curriculum, Power, and Educational Struggles. New York: Routledge, 2006., Kristen L. Buras and Michael W. Apple

Annotation: Gives comprehensive context for understanding the ten studies that follow the introduction; defines subaltern communities and how they speak and act in education; analyzes issues of voice, identity, and whose knowledge is most valued.

Broad Topical Focus: Curriculum Policies and Policy Making, 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, Value Assumptions and Ideologies in Curriculum, Freedom/Authority and Curriculum, Ideology and School Knowledge

 

Burbules, Nicholas C., "The Hidden Curriculum and the Latent Function of Schooling: Two Overlapping Perspectives." 2. "Who Hides the Hidden Curriculum," pp. 281-291 in C. J. B. Macmillan, ed., Philosophy of Education, 1980. Proceedings of the 36th Annual Meeting of the Philosophy of Education Society. Normal, IL: Philosophy of Education Society, ISU, 1981., Nicholas C. Burbules

Annotation: Gives an analysis of various perspectives on the hidden curriculum's place in serving a latent function of schooling.

Broad Topical Focus: Curriculum Policies and Policy Making,Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Hidden Curriculum, Curriculum Aims and Objectives

 

Burch, Kerry, "Eros, Pedagogy, and the Pursuit of Happiness," pp. 85-100 in Daniel Liston and Jim Garrison, eds., Teaching, Learning, and Loving: Reclaiming Passion in Educational Practice. New York: RoutledgeFalmer, 2004., Kerry Burch

Annotation: Highlights government's role in facilitating the pursuit of happiness; contrasts concepts of economic and personal competitiveness with concepts of individual and civic fulfillment.

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

 

Burdell, Pat, "Teen Mothers in High School: Teaching Their Curriculum," pp. 163-208 in Micheal W. Apple, ed., Review of Research in Education, 21, 1995-1996. Washington, DC: American Educational Research Association, 1995., Pat Burdell

Annotation: Reviews studies on a social problem and related school practices including curricular responses to the problem.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Development, Organization, Design, Curriculum Policies and Policy Making, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry, Critical Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum Differentiation, Curriculum and Politics, Content Selection and Organization

 

Burke, Daniel J., "Essential Knowledge: The Secondary School Dilemma," The High School Journal, 78 (Feb-Mar, 1995), 142-150.*, Daniel J. Burke

Annotation: Suggests six categories of essential knowledge and six categories of learning processes that should form the content of secondary school curriculum.

Broad Topical Focus: Curriculum Proposals in Coherent Form, Curriculum Development, Organization, Design, Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Secondary School Curriculum, Curriculum Aims and Objectives

 

Burke, Kenneth, and Avner Segall, "Christianity and Its Legacy in Education," Journal of Curriculum Studies, 43(No. 5, 2011), 631-658., Kenneth Burke and Avner Segall

Annotation: Analyzes the relationship between religion and education; examines historically the remnants of Christian thought in U. S. schooling (dates-B.C./A.D.; terms-dean, mission,academic gowns; apple-as metaphor; childhood-as innocent or deviant; conversion-regulation of behavior, et cet.); addresses implications of this analysis.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum History, Value Assumptions and Ideologies in Curriculum, Hidden Curriculum

 

Burke, Melva M., "The Personal and Professional Journey of James B. Macdonald," The Journal of Curriculum Theorizing, 6(Fall, 1985), 84-119., Melva M. Burke

Annotation: Gives a thorough story of Macdonald's life and professional career.

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

 

Burlbaw, Lynn M., "Curriculum Journal Index: 1929-1943," Curriculum History, 2021 (1). https://journals.tdl.org/ch/index.php/ch/issue/current, Lynn M. Burlbaw

Annotation: Gives an alphabetical index of titles and authors of articles appearing in the Curriculum Journal for its entire existence.

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

 

Burlbaw, Lynn M., ed., Curriculum History: 1995. College Station, TX: Society for the Study of Curriculum History, 1996., Lynn M. Burlbaw

Annotation: Compiles ten papers presented at the 1995 meeting of the Society for the Study of Curriculum History in San Francisco; other collections are available from the Society for later years.

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

 

Burlbaw, Lynn M., "More than 10,000 Teachers: Hollis L. Caswell and the Virginia Curriculum Revision Program," Journal of Curriculum and Supervision, 6 (Spring, 1991), 233-254. A version of this article also appears in pp. 53-71 in Lynn M. Burlbaw and Sherry L. Field, eds., Explorations in Curriculum History. Greenwich, CT: Information Age Publishing, 2005., Lynn M. Burlbaw

Annotation: Reviews the history of the Virginia Curriculum Revision Program in the 1930s including the role played by Hollis L. Caswell.

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

 

Burlbaw, Lynn M., and Sherry L. Field, eds., Explorations in Curriculum History Research. Greenwich, CT: Information Age Publishing, 2005., Lynn M. Burlbaw and Sherry L. Field

Annotation: Collects 24 studies presented to the Society for the Study of Curriculum History between 1989 and 2004.

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

 

Burlingame, Martin, "The U.S. Government and the Public School Curriculum: An Interpretation of the Post-Second World War Decades," Journal of Curriculum Studies, 14(October- December, 1982), 313-329., Martin Burlingame

Annotation: Portrays U.S. school curriculum 1945 to the present in terms of the federal government's efforts to moderize curriculum.

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

 

Burnaford, Gail, James Beane, and Barbara Brodhagen, "Teacher Action Research: Inside an Interpretive Curriculum," Middle School Journal, 26(November, 1994), 5-13.*, Gail Burnaford, James Beane, and Barbara Brodhagen

Annotation: Describes action research done by teachers where action research is viewed as curriculum, not something being done to curriculum, along with assumptions and examples.

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

 

Burnaford, Gail, Joseph Fischer, and David Hobson, eds., Teachers Doing Research: Practical Possibilities. Mahwah, NJ: Lawrence Erlbaum, 1996., Gail Burnaford, Joseph Fischer, and David Hobson

Annotation: Provides sketches of various work done by teachers as researchers of their own teaching and related classroom matters; the editors present context about the research process.

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

 

Burns, Gerald T., "Tradition and Revolution in the American Secondary Curriculum: The Cambridge High School Case," Journal of Curriculum Studies, 20(March-April, 1988), 99-118., Gerald T. Burns

Annotation: Documents a change in a Massachusetts high school form 1849-1886.

Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Case Study
Narrow Topic: Secondary School Curriculum, Curriculum History

 

Burns, James P.,"The Past in the Present: The Historic Reach of the 'Tyler Rationale'," pp. 65-93 in James P. Burns, Power, Curriculum, and Embodiment: Rethinking Curriculum as Counter-Conduct and Counter-Politics. New York: Palgave Macmillan, 2018 ", James P. Burns

Annotation: Gives a critique of the Tyler Rationale in its historic context and analyzes the instrumental assumptions embedded in it; shows how the instructional design that has risen to implement his model is based on the same assumptions.

Broad Topical Focus: Curriculum Theorists, Curriculum Development-Organization-Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry, Philosphical Inquiry-Conceptual Analysis, Critical Inquiry, Theortical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Classics of Curriculum Literature, Curriculum History, Value Assumptions and Ideologies in Curriculum

 

Bussis, Anne M., Edward A. Chittenden, and Marianne Amarel, Beyond Surface Curriculum: An Interview Study of Teachers' Understandings . Boulder, CO: Westview Press, 1976., Anne M. Bussis, Edward A. Chittenden, and Marianne Amarel

Annotation: Reports a phenomenological study of teachers' understanding of curriculum.

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

 

Butler, Frank A., "Organization of the Curriculum," Review of Educational Research, 12(June, 1942). 274-279., Frank A. Butler

Annotation: Reviews research by types of curriculum organization.

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

 

Butt, Richard, "Curriculum: Metatheoretical Horizons and Emancipatory Action," The Journal of Curriculum Theorizing, 6(Summer, 1985), 7-23., Richard Butt

Annotation: Notes the place of critical and valuation theory in curriculum; critiques past curriculum theory and urges pursuit of emancipatory curriculum theory.

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

 

Butt, Richard L., "An Integrative Function for Teachers' Biographies," pp. 146-159 in Geoffrey Milburn, Ivor F. Goodson, and Robert J. Clark, eds., Re-Interpreting Curriculum Research: Images and Arguments . Philadelphia: Falmer, 1989., Richard L. Butt

Annotation: Describes the use of autobiography in a graduate course for teachers and discusses the rationale for its use in research and in courses.

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

 

Butt, Richard L., "Arguments for Using Biography in Understanding Teacher Thinking," pp. 95-102 in Rob Halkes and John K. Olson, eds., Teacher Thinking: A New Perspective on Persisting Problems in Education . Lisse, Netherlands: Swets and Zeitlenger, 1984., Richard L. Butt

Annotation: Argues for the use of biography in understanding teacher thinking.

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

 

Butt, Richard L., and Danielle Raymond, "Arguments for Using Qualitative Approaches in Understanding Teacher Thinking: The Case for Biography," The Journal of Curriculum Theorizing, 7(No. 1, 1987), 62-93.*, Richard L. Butt and Danielle Raymond

Annotation: Argues for use of biography in studying teaching and curriculum; includes two vignettes.

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

 

Butt, Richard L., and Danielle Raymond, "Biographical and Contextual Influences on an 'Ordinary' Teacher's Thought and Actions," in J. Louryk, C. Clarke, and R. Halkes eds., Teacher Thinking and Professional Action . Luse, Holland: Swets and Zeitlinger, 1988., Richard L. Butt and Danielle Raymond

Annotation: Reports influence of teachers' biography and context on their thoughy and practice.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry, Aesthetic Inquiry and Curriculum Criticism
Type of Study: Single Study
Narrow Topic: Teacher Knowledge, Teacher Planning

 

Butt, Richard, Danielle Raymond, and Lloyd Yamagishi, "Autobiographic Praxis: Studying the Formation of Teachers' Knowledge," Journal of Curriculum Theorizing, 7(Winter, 1988), 89-164., Richard Butt, Danielle Raymond, and Lloyd Yamagishi

Annotation: Describes assumptions behind an approach to authobiography with examples from teachers; gives an extensive treatment.

Broad Topical Focus: Curriculum Enactment and Teaching,Curriculum Inquiry Guidelines,Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay,Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teacher Knowledge

 

Butts, R. Freeman, "The Progressive Malaise of Revisionist Historians--As Seen by a Progressive," pp. 23-28 in Laurel N. Tanner, ed., Papers of the Society for the Study of Curriculum History. University Park, PA: The Society, College of Education, Penn State University, 1981., R. Freeman Butts

Annotation: Argues against revisionist historians' views of education and its treatment of progressive educaiton.

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

 

Byrd-Bredbenner, Carol, Lily Hair O'Connell, Barbara Shannon, and James M Eddy, "A Nutrition Curriculum for Health Education: Its Effect on Students' Knowledge, Attitudes, and Behavior," Journal of School Health, 4(November, 1984), 385-388.*, Carol Byrd-Bredbenner, Lily Hair O'Connell, Barbara Shannon, and James M. Eddy

Annotation: Reports an evaluation study of junior and senior high school nutrition education programs.

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

 

Cady, Joan M., "The Progressive Legacy of Holism," Education and Culture, 11(Summer, 1995), 13-23.*, Joan M. Cady

Annotation: Reviews historically those curriculum conceptions that combine curriculum and instruction holisticly.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Definitions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum History

 

Cahapay, Michael B.,"A Systemtic Review of Concepts in Understanding Null Curriculum," International Journal of Curriculum and Instruction, 13(3, 2021), 1987-1999., Michael B. Cahapay

Annotation: Provides a review of the literature on the concept of null curriculum and analyzes facets of this research.

Broad Topical Focus: Curriculum Definitions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Sudy
Narrow Topic: Curriculum Aims and Objectives

 

Cala, William G, "The Mismeasure and Abuse of our Children: Why School Officials Must Resist State and National Standardized Testing Reforms," pp. 149-165 in Sandra Mathison, and E. Wayne Ross, eds., Defending Public Schools, Volume I: The Nature and Limits of Standards Based Reform and Assessment. Westport, CT: Praeger, 2004., William G. Cala

Annotation: Argues against using high-stakes testing ang for action against these policies.

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

 

Calder, J. R., "The Cells of the 'Bloom Taxonomy'," Journal of Curriculum Studies, 15(July-September, 1983), 291-302., J. R. Calder

Annotation: Examines five shortcomings of Bloom's Taxonomy: Cognitive Domain.

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: Curriculum Aims and Objectives, Evaluation of Instruction

 

Campbell, Michele, Judy Carr, and Douglas Harris, "Board Members Needn't be Experts to Play a Vital Role in Curriculum," The American School Board Journal, 176(April, 1989), 30-32., Michele Campbell, Judy Carr, and Douglas Harris

Annotation: Outlines the role of school board members in curriculum.

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

 

Carlgren, Ingrid, and Daniel Kallos, "Lessons from a Comprehensive School System for Curriculum Theory and Research: Sweden Revisited after Twenty Years," Journal of Curriculum Studies, 29(July-August, 1997), 407-430., Ingrid Carlgren and Daniel Kallos

Annotation: Updates a 1977 report from Sweden on the same topic with new lessons learned from the intervening 20 years; the role of the theory of frame-factors is reanalyzed.

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: Content Selection and Organization, Comparative Curriculum

 

Carlson, Dennis, "An Ontological Grounding for Curriculum: Learning to be In-the-World," The Journal of Curriculum Theorizing, 4(Summer, 1982), 207-215., Dennis Carlson

Annotation: Argues for the study of "being-in-the-world" of individual students in the curriculum.

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

 

Carlson, Dennis, "Are We Making Progress? Ideology and Curriculum in an Age of No Child Left Behind," pp. 91-114 in Lois Weis, Cameron McCarthy, and Greg Dimitriadis, eds., Ideology, Curriculum, and the New Sociology of Education: Revisiting the Work of Michael Apple. New York: Routledge, 2006., Dennis Carlson

Annotation: Comments on Apple's use of the language of ideology in the critique of hegemonic power and urges the forging of counter-hegemonic movements to act against control mechanisms in education, especially in NCLB.

Broad Topical Focus: Curriculum Theorists, Curriculum Visions and Philosophies
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, Ideology and School Knowledge, Value Assumptions and Ideologies in Curriculum, Social Efficiency/Control

 

Carlson, Dennis, "'Updating' Individualism and the Work Ethic: Corporate Logic in the Classroom," Curriculum Inquiry, 12(Summer, 1982), 125-160., Dennis Carlson

Annotation: Discusses work in advanced capitalist countries, worker compliance and resistance, the Individualized Instructional Planning model as a form of human control, and related student compliance and resistance.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Hidden Curriculum, Social Efficiency/Control

 

Carlson, Dennis, and Michael W. Apple, eds., Power/Knowledge/Pedagogy: The Meaning of Democratic Education in Unsettling Times. Boulder, CO: Westview Press, 1998., Dennis Carlson and Michael W. Apple

Annotation: Gives contemporary political views of curriculum reform, identity issues, textbooks, and pedagogy.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Collection of Studies
Narrow Topic: Curriculum and Politics, Democratic Education, Value Assumptions and Ideologies in Curriculum

 

Carlson, Dennis L., "Constructing the Margins: Of Multicultural Educaiton and Curriculum Settlements," Curriculum Inquiry, 25(Winter, 1995), 407-431.*, Dennis L. Carlson

Annotation: Builds the case for a reconstructed multicultural curriculum that overcomes current restricted version; a response follows in a succeeding article with the author giving a rejoiner in another article.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design, Curriculum Change, 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 Differentiation, Ideology and School Knowledge, Multicultural Education, Values in the Classroom, Democratic Education

 

Carlson, Dennis L., "Curriculum Planning and the State: The Dynamics of Control in Education," pp. 98-115 in Landon E. Beyer and Michael W. Apple, eds., The Curriculum: Problems, Politics, and Possibilities . Albany, NY: State University of New York Press, 1988., Dennis L. Carlson

Annotation: Expresses concern with state-sponsored systems models of curriculum planning and proposes an alternative.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Local Control of Schooling

 

Carr, David, "Knowledge, Mind and the Curriculum," Educational Philosophy and Theory, 16(March, 1984), 12-22., David Carr

Annotation: Tries to show that learning of practical skills such as gymnastics and pottery cannot be conceived of by aligning them with epistemological categories.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Practical Knowledge, Knowledge Generation, Curriculum and the Disciplines

 

Carr, David, "Practical Pursuits and the Curriculum," Journal of Philosophy of Education, 12(1978), 69-80., David Carr

Annotation: Asks whether there are forms of practical knowledge (creative, physical, etc.) that do not fall within forms of formal discourse and inquiry such as those set forth by Hirst, White, etc.

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: Practical Knowledge, Knowledge Generation, Curriculum and the Disciplines

 

Carr, David, "Rational Curriculum Planning," pp. 173-184 in Roger Marples, ed., The Aims of Education. New York: Routledge, 1999., David Carr

Annotation: Traces philosophical assumptions behind, and problems with, attempts at technical/rational curriculum planning; advocates a moral rather than technological approach.

Broad Topical Focus: Curriculum Decision-making Processes, 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, Curriculum Development Strategies, Value Assumptions and Ideologies in Curriculum

 

Carr, David, "Varieties of Goodness in the School Curriculum," Educational Philosophy and Theory, 25(No.1, 1993), 1-18., David Carr

Annotation: Analyzes the various kinds of values inherent in curriculum and curriculum studies.

Broad Topical Focus: Curriculum Development, Organization, Design, Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Normative Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Values in the Classroom

 

Carr, Wilfred, and Anthony Hartnett, Education and the Struggle for Democracy: The Politics of Educational Ideas. Bristol, PA: Open University Press, 1996., Wilfred Carr and Anthony Hartnett

Annotation: Offers critique and history of the democratic politics of the 1988 change in curriculum in the United Kingdom and provides a new democratic theory of education.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Visions and Philosophies, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Historical Inquiry, Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Citizenship Education, Curriculum and Politics, Philosophical Schools, Comparative Curriculum, Democratic Education

 

Carr, Wilfred, and Stephen Kemmis, Becoming Critical: Knowing Through Action Research . Geelong, Victoria, Australia: Deakin University Press, 1983. Revised Edition, 1986., Wilfred Carr and Stephen Kemmis

Annotation: Examines the naturalistic, interpretive, and critical views of educational theory and practice; spells out the critical approach to action research.

Broad Topical Focus: Curriculum Inquiry Guidelines, Relation of Curriculum Research to Practice
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Comparisons Among Inquiry Modes

 

Carson, A. S., "Community Participation and Curriculum Decisions," Educational Philosophy and Theory, 13(March, 1981), 39-53., A. S. Carson

Annotation: Analyzes the expectations and problems involved in community participation and curriculum decisions.

Broad Topical Focus: Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry,Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Local Control of Schooling

 

Carson, A. S., "Experts and Control of Curriculum," Journal of Educational Thought, 13(August, 1979), 129-139., A. S. Carson

Annotation: Argues that educational theorists can contribute to curriculum decision making but control of curriculum should be left to local decision makers.

Broad Topical Focus: Curriculum Policies and Policy Making,Curriculum Decision-making Processes,Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Local Control of Schooling

 

Carson, Richard N., "A Taxonomy of Knowledge Types for Use in Curriculum Design," Interchange, 35(March, 2004), 59-79., Richard N. Carson

Annotation: Poses a classification of nine knowledge types (empirical, rational, conventional, conceptual, cognitive process skills, psychomotor, affective , narrative, and received) for use in curriculum lesson planning.

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

 

Carson, Terrance, "Questioning Curriculum Implementation: Scenes from a Conversation," JCT: An Interdisciplinary Journal of Curriculum Studies, 9(Spring,1992), 71-96., Terrance Carson

Annotation: Illustrates conversation as a mode of research on the topic of curriculum implementation.

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

 

Carson, Terrance, "What Kind of Knowing Is Critical Action Research?" Theory Into Practice, 29(Summer, 1990), 167-173., Terrance Carson

Annotation: Presents an example of collaborative action research in peace education.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry, Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Social Studies

 

Carson, Terrance R., "A Teacher of Influence," JCT: Journal of Curriculum Theorizing, 11(No. 4, 1995), 7-10., Terrance R. Carson

Annotation: Sketches life and work of Ted Aoki and introduces essays inspired by him.

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

 

Carson, Terrance R., "Closing the Gap Between Research and Practice: Conversation as a Mode of Doing Research," Phenomenology+Pedagogy, 4( No. 2, 1986), 73-85., Terrance R. Carson

Annotation: Describes "conversation" as a way of researching experience of the curriculum (with examples).

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

 

Carson, Terrance R., "Curriculum Implementation as a Problem of Human Action," pp. 117-27 in Ted Aoki, Kenneth Jacknicke and Douglas Franks, eds., Understanding Curriculum as Lived: Curriculum Canada VII . Vancouver, BC: Centre for the Study of Curriculum and Instruction, University of British Columbia, 1986.*, Terrance R. Carson

Annotation: Reports the meaning of curriculum implementation as understood by teachers.

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

 

Carson, Terrance R., "Teaching as Curriculum Scholarship: Honoring Professor Ted Tetsuo Aoki," The Journal of Curriculum Theorizing, 7(Fall, 1987), 7-10., Terrance R. Carson

Annotation: Describes at his retirement Aoki's approach to teaching as seen by his students and others in essays that follow.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Theorists, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Programs of Study in Curriculum and Instruction

 

Cary, Lisa J., "From Currere to Curriculum Spaces," pp. 133-138 in Lisa J. Cary, Curriculum Spaces: Discourse, Postmodern Theory, and Educational Research. New York: Peter Lang, 2006., Lisa J. Cary

Annotation: Sums up the basis of the author's Curriculum Space Research Theory that is explained in detail throughout her book and that highlights the curriculum issue: "the way we know what we know."

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

 

Castner, Daniel J., "Adaptive Challenges," pp. 241-254 in Charles L. Lowery and Patrick M. Jenlink, eds., The Handbook of Dewey's Educational Theory and Practice. Boston: Brill Sense, 2019., Daniel J. Castner

Annotation: Traces the influences of (and the absence of) Dewey's thinking in the field of curriculum development and curriculum leadership.

Broad Topical Focus: Curriculum Thoerists, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Hiistorical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Curriculum Development Strategies

 

Caswell, Hollis L, "Emergence of the Curriculum as a Field of Professional Work and Study," pp. 1-11 in Helen F. Robinson, ed., Precedents and Promises in the Curriculum Field . New York: Teachers College Press, 1966. Reprinted pp. 26-31 in Edmund C. Short and George D. Marconnet, eds., Contemporary Thought on Public School Curriculum . Dubuque, IA: W. C. Brown, 1968., Hollis L. Caswell

Annotation: Gives the history of currriculum as an emerging field of professional practice and study and identifies its several characteristics.

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: Single Study
Narrow Topic: Curriculum History, Professionalization in Curriculum

 

Caswell, Hollis L., and Associates, Curriculum Improvement in Public School Systems . New York: Bureau of Publications, Teachers College, Columbia University, 1950., Hollis L. Caswell

Annotation: Presents reports on several school systems engaged in curriculum improvement efforts.

Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum History

 

Caswell, Hollis L., and Associates, "The Changing Curriculum," pp 1-21 in their Curriculum Improvement in Public School Systems. New York: Bureau of Publications, Teachers College, Columbia University, 1950., Hollis L. Caswell

Annotation: Reviews the history of U. S. curriculum to date; subsequent chapters discuss curriculum development and evaluation.

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

 

Caswell, Hollis L., "Persistent Curriculum Problems," Educational Forum, 43(November, 1978), 99-110.*, Hollis L. Caswell

Annotation: Identifies three problems encountered during the author's years of work in curriculum that still persist: the definition of the basics, procedures to improve the curriculum, and general education.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Change, Curriculum Decision-making Processes, 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: Specialization vs General Education, Curriculum History

 

Caswell, Hollis L., "The Revisionist Historians and Educational Practice," pp. 29-30 in Laurel N. Tanner, ed., Papers of the Society for the Study of Curriculum History. University Park, PA: The Society, College of Education, Penn State University, 1981., Hollis L. Caswell

Annotation: Tries to correct errors about curriculum history made by revisionist historians.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism,Historical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum History

 

Catford, Lorna, "Portrait of a Ceramic Class," pp. 303-323 in Elliot W. Eisner, ed., The Educational Imagination . New York: Macmillan, 1985., Lorna Catford

Annotation: Presents a portayal of a class and its teacher, together with an analysis of the curriculum, classroom management, and the teaching.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism
Type of Study: Single Study
Narrow Topic: Classroom Observation & Research

 

Catterall, James S., and Emily Brizendine, "Proposition 13: Effects on High School Curricula, 1978-1983," American Journal of Education, 93(May, 1985), 327-351., James S. Catterall and Emily Brizendine

Annotation: Reports a survey of curriculum changes in California after cutting property taxes by more than half and the resulting financial stress on schools.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Administration, Leadership, Finance, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Survey
Narrow Topic: Curriculum and Politics, Secondary School Curriculum

 

Chang-Bacon, Chris K., "Generation Interrupted: Rethinking 'Schools with Interrupted Formal Education' (SIFE) in the Wake of a Pandemic," Educational Researcher, 50 (3, 2021), 187-196., Chris K. Chang-Bacon

Annotation: Examines options for responding to educational needs of students whose education has been interrupted by the pandemic of 2020-2021 in light of studies of this issue previously undertaken regarding interruptions in education due to political instability, national disasters, refugee migration, etc.; discusses curriculum adaptations, socio-emotional support, community action, as well as the possibility of rethinking such terms as "SIFE,"' "interruption," and "formal education."

Broad Topical Focus: 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 Differentiaion, Enrollment Changes, Needs Assessment

 

Chapman, Marian, and Russell A. Hill, eds., Achievement Motivation: An Analysis of the Literature . Philadelphia: Research for Better Schools, 1971., Marian Chapman and Russell A. Hill

Annotation: Analyzes the research on achievement motivation.

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

 

Charlton, Kenneth, "The Contributions of History to the Study of the Curriculum," pp. 63-78 in J. F. Kerr, ed., Changing the Curriculum . London: University of London Press, 1968. Reprinted pp. 77-88 in Arno A. Bellack and Herbert M. Kliebard, eds., Curriculum and Evaluation. Berkeley, CA: McCutchan, 1977., Kenneth Charlton

Annotation: Discusses the role of historical research in the study of curriculum.

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

 

Charters, Werritt W., Curriculum Construction . New York: Macmillan Co., 1923., Werritt W. Charters

Annotation: Describes a process of establishing curriculum objectives based on an analysis of adult activities.

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: Classics of Curriculum Literature

 

Chaucer, Harry, A Creative Approach to the Common Core Standards: The Da Vinci Curriculum. Lanham, MD: Rowman & Littlefield, 2012., Harry A. Chaucer

Annotation: Proposes a secondary school curriculum that "conserves, transmits, rectifies, and expands our heritage of values" (Dewey); organized historically around multi-disciplinary thinking of Leonardo Da Vinci;

Broad Topical Focus: Curriculum Proposals in Coherent Form, Curriculum Visions and Philosophies, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum Aims and Objectives, Secondary School Curriculum

 

Chen, Der-Thanq, Li-Yi Wang, and Wei-Lang Neo, "School-Based Curriculum Development Toward a Culture of Learning: Nonlinearity in Practice," British Journal of Educational Studies, 63(2,2015),213-228., Der-Thanq Chen, Li-Yi Wang, and Wei-Lang Neo

Annotation: Analyzes focus group discussions of school-based curriculum development in six schools in Singapore; proposes a framework based on a culture of learning model and identifies five constituent themes.

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

 

Cheng-Man Lau, Diana, "Analyzing the Curriculum Development Process: Three Models," Pedagogy, Culture, and Society, 9(No. 1, 2001), 29-44., Lau Diana Cheng-Man

Annotation: Uses network-actor theory to analyze power in both modern and post-modern curriculum development.

Broad Topical Focus: Curriculum Decision-making Processes
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 Development Strategies

 

Cherryholmes, Cleo H., "An Exploration of Meaning and the Dialogue between Textbooks and Teaching," Journal of Curriculum Studies, 20(January-February, 1988), 1-21., Cleo H. Cherryholmes

Annotation: Explores this topic through discourses from language theory and critical philosophy.

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

 

Cherryholmes, Cleo H., "A Social Project for Curriculum: Post-Structural Perspectives," Journal of Curriculum Studies, 19(July-August, 1987), 295-316.*, Cleo H. Cherryholmes

Annotation: Critiques a structural view of curriculum from the perspective of a post-structural view and suggests activities that follow from the latter.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Conceptions and Theories, Curriculum Definitions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and the Disciplines, Value Assumptions and Ideologies in Curriculum, Content Selection and Organization

 

Cherryholmes, Cleo H., "Poststructuralism, Pragmatism, and Curriculum," pp. 130-149 in his Power and Criticism: Poststructural Investigations in Education . New York: Teachers College Press, 1988.*, Cleo H. Cherryholmes

Annotation: A poststructural analysis of the structure-of-disciplines curriculum with an exposition of critical pragmatism.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Definitions, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum and the Disciplines, Value Assumptions and Ideologies in Curriculum, Comparisons Among Inquiry Modes

 

Cherryholmes, Cleo H., Power and Criticism: Post-Structural Investigations in Education . New York: Teachers College Press, 1988., Cleo H. Cherryholmes

Annotation: Introduces Habermas, Foucalt, and Derrida to currriculum researchers; a critical pragmatics of curriculum.

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

 

Cherryholmes, Cleo H., "Social Knowledge and Citizenship Education: Two Views of Truth and Criticism, "Curriculum Inquiry, 10(Summer, 1980), 115-141., Cleo H. Cherryholmes

Annotation: Analyzes assumptions behind citizenship education, including positivist assumptions.

Broad Topical Focus: Curriculum Policies and Policy Making,Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Normative Inquiry
Type of Study: Single Study
Narrow Topic: Citizenship Education, Value Assumptions and Ideologies in Curriculum

 

Cherryholmes, Cleo H., "Theory and Practice: On the Role of Empirically Based Theory for Critical Practice," American Journal of Education, 94(November, 1985), 39-70.*, Cleo H. Cherryholmes

Annotation: Addresses the uses of theory and of practice in the literature of educational research, especially in relation to critical inquiry.

Broad Topical Focus: Relation of Curriculum Research to Practice,Curriculum Research and Inquiry-General
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Practical Knowledge, Curriculum and Politics

 

Cherryholmes, Cleo H., "What is Curriculum Theory? A Special Problem in Social Theory," Theory into Practice, 21(Winter, 1982), 28-33., Cleo H. Cherryholmes

Annotation: Discusses the necessity of ethical criteria in doing theorizing about curriculum improvement.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Value Assumptions and Ideologies in Curriculum, Ethical Issues in Curriculum

 

Cheung, Derek, and Hin-Wah Wong, "Measuring Teacher Beliefs about Alternative Curriculum Designs," The Curriculum Journal, 13(Summer, 2002), 225-248., Derek Cheung and Hin-Wah Wong

Annotation: Reports a survey study of Hong Kong teachers' valuing of five different curriculum orientations; discusses issues surrounding the measurement of teacher beliefs about alternative curriculum designs.

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: Content Selection and Organization, Value Assumptions and Ideologies in Curriculum, Teacher Knowledge

 

Cheung, K. C., and Robert Taylor, "Towards a Humanistic Constructivist Model of Science Learning: Changing Perspectives and Research Implications," Journal of Curriculum Studies, 23(January-February, 1991), 21-40., K. C. Cheung and Robert Taylor

Annotation: Defines a constructivist model of science education and its five aspects.

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

 

Chiarelott, Leigh, "The Role of Experience in the Curriculum: An Analysis of Dewey's Theory of Experience," The Journal of Curriculum Theorizing, 5(Summer, 1983), 29-40., Leigh Chiarelott

Annotation: Reviews Dewey's theory of experience and argues for looking at students' experience in curriculum.

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

 

Chiarelott, Leigh, "The Role of Experience in the Curriculum: Application of Dewey's Theory of Experience," Journal of Curriculum Theorizing , 5(Fall, 1983), 22-37., Leigh Chiarelott

Annotation: Describes the nature of experience in curriculum as defined by Dewey.

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

 

Chinn, Clark A., Sarit Barzilai, and Ravit Golan Duncan, "Education for a 'Post-Truth' World: New Directions for Research and Practice," Educational Researcher, 50(1, 2020), 51-60., Clark A. Chinn

Annotation: Argues for including epistemic performance (aims, ideals, and practices) throughout the curriculum to facilitate the identification and evaluation of false or misleading information; recommends five instructional practices to accomplish this goal.

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

 

Chism, Nancy, Donald Sanders, and Connie Zitlow, "Observations on a Faculty Development Program Based on Practice-Centered Inquiry," Peabody Journal of Education, 64(Spring, 1987), 1-23., Nancy Chism, Donald Sanders, and Connie Zitlow

Annotation: Reports an action research study of a faculty development program in higher education departments.

Broad Topical Focus: Curriculum Inquiry Guidelines, Relation of Curriculum Research to Practice
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Higher Education Curriculum, In-service Teacher Development

 

Christensen, James E., Curriculum, Education, and Educology . Sydney: Educology Research Associates, 1981., James E. Christensen

Annotation: Employs eleven critical categories to distinguish curriculum, education, and knowledge about education.

Broad Topical Focus: Curriculum Definitions,Curriculum as a Field of Practice and Study,Inquiry Language in Curriculum Research,Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Education as a Field of Study, Educology

 

Clandinin, D. Jean, Classroom Practice: Teacher Images in Action . Philadelphia: Falmer Press, 1986., D. Jean Clandinin

Annotation: Reports a study of teachers' images of classroom practice.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry, Action Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Knowledge, Self-Knowledge, Teacher Planning

 

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