Source Discipline - Curriculum

 

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Clandinin, D. Jean, "Developing Rythm in Teaching: The Narrative Study of a Beginning Teacher's Personal Practical Knowledge of Classrooms," Curriculum Inquiry, 19(Summer, l989), 121-141.*, D. Jean Clandinin

Annotation: Explores the development of one first-year teacher's personal practical knowledge of teaching.

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

 

Clandinin, D. Jean, "Personal Practical Knowledge: A Study of Teachers' Classroom Images," Curriculum Inquiry, 15(Winter, 1985), 361-385., D. Jean Clandinin

Annotation: Reports a study of teachers' personal practical knowledge in the classroom and the images used to characterize the classroom.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry, Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Knowledge, Practical Knowledge, Teaching/Learning Process

 

Clandinin, D. Jean, and F. Michael Connelly, "Forms of Curriculum Inquiry", pp. 1316-1320 in Torsten Husen and Thomas N. Postlethwaite, eds., The International Encyclopedia of Education, 2d ed. New York: Pergamon, 1994.*, D. Jean Clandinin and F. Michael Connelly

Annotation: Reviews alternative categorization schemes for forms of curriculum inquiry and summarizes one based on Joseph Schwab -- analytic, portrait, intentional, structure-function, societal, narrative, applied and developmental, and mixed.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Status Study
Narrow Topic: Knowledge Generation

 

Clandinin, D. Jean, and F. Michael Connelly, "Inquiry into Schooling: Diverse Perspectives," Journal of Curriculum and Supervision, 2(Summer, 1987), 295-313., D. Jean Clandinin and F. Michael Connelly

Annotation: Describes six inquiry perspectives (analytic, portrait, intentional, structural, societal, narrative).

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

 

Clandinin, D. Jean, and F. Michael Connelly, Narrative Inquiry: Experience and Story in Qualitative Research. San Francisco: Jossey-Bass, 2000., D. Jean Clandinin and F. Michael Connelly

Annotation: Describes what a narrative inquirer does and discusses and illustrates several dimensions of the process.

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

 

Clandinin, D. Jean, and F. Michael Connelly, "Stories to Live By: Narrative Understandings of School Reform," Curriculum Inquiry, 28(Summer, 1998), 149-164.*, D. Jean Clandinin and F. Michael Connelly

Annotation: Describes the development of the authors' views of narrative as a way of conceptualizing teacher's knowledge; identifies missing elements in prevailing views of school reform as seen by teachers; and conceptualizes a new story that accounts for these elements.

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

 

Clandinin, D. Jean, and F. Michael Connelly, "Teachers as Curriculum Makers,' pp. 363-401 in Philip W. Jackson, ed., Handbook of Research on Curriculum. New York: Macmillan, l992., D. Jean Clandinin and F. Michael Connelly

Annotation: Reviews the literature on teachers as curriculum makers of two types--as conduits for externally prepared curricula and as their own curriculum makers (whose stories tell us what is involved).

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Definitions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry, Narrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Teacher Knowledge, Teacher Planning, Materials Development and Evaluation, Value Assumptions and Ideologies in Curriculum, Curriculum Implementation, Teacher Research

 

Clark, Charles, "The Necessity of Curricular Objectives," Journal of Curriculum Studies, 20( July-August, 1988), 339-349., Charles Clark

Annotation: Analyzes the role and purposes of curriculum objectives.

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 Aims and Objectives

 

Clegg, Ambrose A., Jr., "Diversity and Conformity in American Curriculum," pp. 175-213 in O. L. Davis, Jr., ed., Perspectives on Curriculum Development: 1776-1976. Washington, DC: Association for Supervision and Curriculum Development, 1976., Ambrose A. Clegg Jr.

Annotation: Traces facets of curriculum development from early America to the present.

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

 

Clemente, Maria, Elena Ramirez, and Ana B. Dominquez, "The Selection of Contents in School Projects in Spain," Curriculum Inquiry, 30(Fall, 2000), 295-317., Maria Clemente, Elena Ramirez, and Ana B. Dominquez

Annotation: Reports a survey of teachers' use of criteria in six categories for selecting curriculum content.

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

 

Clements, Douglas H., "Curriculum Research: Toward a Framework for 'Research-based Curricula," Journal for Research in Mathematics Education, 38(January, 2007), 35-70., Douglas H. Clements

Annotation: Contrasts goals of curriculum development research and of science research; argues the case for curriculum research related to practice, policy, and theory; posits 10 phases for curriculum development research; applies the model to mathematics curriculum; gives ramifications and caveats.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research and Inquiry-General
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Development as Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum Development Strategies, Materials Development and Evaluation, Mathematics

 

Clements, Millard, "Performance Based Education: A Social Alchemy," The Educational Forum, 46(Spring, 1982), 315-325., Millard Clements

Annotation: Critiques performance-based education's behaviorist assumptions.

Broad Topical Focus: Curriculum Visions and Philosophies,Curriculum Evaluation,Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Value Assumptions and Ideologies in Curriculum

 

Clinchy, Evans, Rescuing the Public Schools: What It Will Take to Leave No Child Behind. New York: Teachers College Press, 2007., Evans Clinchy

Annotation: Offers an alternative model to NCLB; also describes programs in several progressive schools on which the author worked over the last 50 years.

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

 

Clune, William H., "Educational Governance and Student Achievement," pp. 391-423 in William H. Clune and John F. Witte, eds., Choice and Control in American Education Volume 2: The Practice of Choice, Decentralization, and School Restructuring. Philadelphia: Falmer Press, 1990.*, William H. Clune

Annotation: Summarizes the relation between two school governance options--mission-oriented school improvement and curriculum alignment--and student achievement; choice plans are also analyzed.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Student Assessment

 

Clune, William H., "The 'Standards Wars' in Perspective," Teachers College Record, 100(Fall, 1998), 144-149., William H. Clune

Annotation: Summarizes agreements and disagreements in discussions of standards in mathematics and in science appearing in related articles in the same issue of the journal.

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

 

Clune, William H., "Three Views of Curriculum Policy in the School Context: The School as Policy Mediator, Policy Critic, and Policy Constructor," pp. 256-270 in Milbrey W. McLaughlin, Jan E. Talbert, and Nina Bascia, eds., The Context of Teaching in Secondary Schools: Teachers' Realities . New York: Teachers College Press, 1990.*, William H. Clune

Annotation: Analyzes the effect on policy inquiry of three policy perspectives.

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

 

Cochran-Smith, Marilyn, and Kelly E. Demers, "Teacher Education as a Bridge? Unpacking Curriculum Controversies," pp. 261-281 in F. Michael Connelly, Ming Fang He, and JoAnn Phillion, eds., The SAGE Handbook of Curriculum and Instruction. Los Angeles: Sage Publications, 2008., Marilyn Cochran-Smith and Kelly E. Demers

Annotation: Analyzes variations in U. S. teacher education curricula and explores three contemporary controversies in teacher education curriculum related to the professional knowledge base, the science of reading, and social justice.

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

 

Cochran-Smith, Marilyn, and Mary Kim Fries, "Sticks, Stones, and Ideology: The Discourse of Reform in Teacher Education," Educational Researcher, 30(November, 2001), 3-15., Marilyn Cochran-Smith and Mary Kim Fries

Annotation: Analyzes three warrants (evidentiary, accountability, political) employed in arguments by opposing groups on how to upgraded teachers and teacher education (the agenda of professionalization and the agenda of de-regulation).

Broad Topical Focus: Curriculum Change, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Teacher Education, Philosophical Schools

 

Cochran-Smith, Marilyn, and Susan L. Lytle, Inside/Outside: Teacher Research and Knowledge. New York: Teachers College Press, 1993., Marilyn Cochran-Smith and Susan L. Lytle

Annotation: Gives background of various processes by which teacher research is conducted and provides numerous examples of journals, oral inquiries, classroom and school studies, and essays.

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

 

Codd, John A., "Toward a Critical Appreciation of School Culture and Curriculum," Curriculum Perspectives, 2(October, 1982), 15-21., John A. Codd

Annotation: Explores the aesthetic dimensions of educational experience, curriculum and school culture, and personal knowledge and practical judgment.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Aesthetic Inquiry and Curriculum Criticism, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum, Curriculum and Politics, Practical Knowledge

 

Cohen, David K., "Curriculum Contract," pp. 1152-1154 in T. Husen and T. N. Postlethwaite, eds., International Encyclopedia of Education . New York: Pergamon Press, 1984., David K. Cohen

Annotation: Describes uses and advantages of curriculum contracts negotiated with students.

Broad Topical Focus: Curriculum Guides, Plans, Documents, Materials
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Teaching/Learning Process

 

Cohen, David K., "Curriculum Decision Making, School-Based," pp. 1157-1160 in T. Husen and T. N. Postlethwaite, eds., International Encyclopedia of Education, New York: Pergamon, 1984., David K. Cohen

Annotation: Describes assumptions, adoption, advantages, disadvantages, and research related to school-based curriculum decision making.

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

 

Cohen, David K., "Curriculum History: Australia," pp. 1191-1193 in T. Husen and T. N. Postlethwaite, eds., International Encyclopedia of Education . New York: Pergamon Press, 1984., David K. Cohen

Annotation: Gives a brief look at curriculum in Australian schools.

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

 

Cohen, David K., "Dewey's Problem," The Elementary School Journal, 98(May, 1998). 427-446., David K. Cohen

Annotation: Offers a 100th anniversary review and critique of Dewey's essays in School and Society.

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

 

Cohen, David K., "Politics and Research: Evaluation of Social Action Programs in Education," Review of Educational Research , 40(April, 1970), 213-238. Reprinted pp. 442-467 in Arno A. Bellack and Herbert Kliebard, eds., Curriculum and Evaluation . Berkeley, CA: McCutchan, 1977., David K. Cohen

Annotation: Regards evaluation studies as political in nature and describes several approaches to program evaluation.

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

 

Cohen, David K., "What is System in Systemic Reform," Educational Researcher, 24 (December, 1995), 11-17; 31., David K. Cohen

Annotation: Sums up findings on policy studies related to theme of state and local policy instruments to attain systemic educational reform, including the use of curriculum standards and assessments.

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

 

Cohen, David K., and James P. Spillane, "Policy and Practice: The Relation between Governance and Instruction," pp. 3-49. Gerald Grant, ed., Review of Research in Education, 18: 1992. Washington, D.C.: AERA, 1992., David K. Cohen and James P. Spillane

Annotation: Compares the relation between curriculum policy (instructional guidance) and practice in the United States and other countries.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Social Efficiency/Control, Comparative Curriculum

 

Cohen, Jonathan, "Deliberation, Tradition, and the Problem of Incommensurability: Philosophical Reflections on Curriculum Decision Making," Educational Theory, 49(Winter, 1999), 71-89.*, Jonathan Cohen

Annotation: Reviews Schwab's view of deliberation, the incommensurability of theories, and their relationship; discusses continuity in negation and implications for curriculum decision making as constrained deliberation.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Decision-making Processes, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Deliberative Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum

 

Cohen, Jonathan, "Social, Emotional, Ethical, and Academic Education: Creating a Climate for Learning, Participation in Democracy, and Well-Being," Harvard Eduational Review, 76(Summer, 2006), 201-237., Jonathan Cohen

Annotation: Advocates inclusion of this topic in schooling, reviews related contemporary practices, and suggests related action research; a related article by Noddings follows.

Broad Topical Focus: Curriculum Policies and Policy Making, 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, Character Education, Citizenship Education, Democratic Education, Ethical Issues in Curriculum, Psychology and Curriculum, Curriculum as Experience

 

Cohen, Rosetta Marantz, "The Ordeal of Change: A True Story of High School Reform," Teachers College Record, 96(Winter, 1994), 148-166., Rosetta Marantz Cohen

Annotation: Reports on the process of change in one Coalition for Essential Schools school; three related responses follow this article.

Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Secondary School Curriculum

 

Cohen, Stuart J., "An Educational Psychologist Goes to Medical School," pp. 303-323 in Elliot W. Eisner, The Educational Imagination . New York: Macmillan, 1985., Stuart J. Cohen

Annotation: Peresents a qualitative picture of medical education by a professor in the program.

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: Higher Education Curriculum

 

Collins, Allan, What's Worth Teaching? Rethinking Curriculum in the Age of Technology. New York: Teachers College Press, 2017., Allan Collins

Annotation: Sets forth a vision of curriculum based on trends in technology, literacy, mathematics, science, and educational policy; makes many specific recommendations for subject matter to be included and to be excluded; call the proposal a Passion Curriculum.

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

 

Common, Dianne L., "Curriculum Language," The Educational Forum, 48(Spring, 1984), 343-352., Dianne L. Common

Annotation: Shows the significance and place of assertive language (curriculum as imitation) and of emotive language (curriculum as imagination) in curriculum enactment.

Broad Topical Focus: Curriculum Enactment and Teaching, Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Teaching/Learning Process

 

Common, Dianne L., "The Practice of Curriculum Fixing and the Governance of Canada's Public Schools," Curriculum Perspectives, 6(October, 1986), 23-26., Dianne L. Common

Annotation: Gives cases of curriculum-fixes in Canadian education and their role in centralizing control of the curriculum.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Comparative Curriculum, Freedom/Authority and Curriculum

 

Common, Dianne L., and Kieran Egan, "The Missing Soul of Modes of Curriculum Implementation-Educational Theory," Curriculum Perspectives, 8(May, 1988), 1-10.*, Dianne L. Common and Kieran Egan

Annotation: Treats a non-technological conception of curriculum implementation.

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

 

Confrey, Jere, "Comparing and Contrasting the National Research Council Report'On Evaluating Curricular Effectiveness' with the What Works Clearinghouse Approach," Educational Evaluation and Policy Analysis, 28(Fall, 2006), 195-213., Jere Confrey

Annotation: Points out similarities and differences in the research approaches used in these two efforts to establish curricular effectiveness in mathematics curricula.

Broad Topical Focus: Curriculum Evaluation, Curriculum Research and Inquiry-General
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Mathematics, Government Role in Educational Research & Development, Value Assumptions and Ideologies in Curriculum

 

Conle, Carola, "An Anatomy of Narrative Curricula, Educational Researcher, 32(April, 2003), 3-15., Carola Conle

Annotation: Analyses narrative , story, and narrating in light of Schwab's commonplaces of curriculum--student, teacher, subject matter, and milieu; gives examples from the classroom and from research using narrative; notes four results of narrative curricula.

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

 

Connell, R. W., "Curricular Justice," pp. 43-54 in his Schools and Social Justice. Philadelphia: Temple University Press, 1993., R. W. Connell

Annotation: Discusses three design principles of a curriculum that leads to social justice; discusses what makes for an unjust curriculum; argues for a counter-hegemoic curriculum logic.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Visions and Philosophies, 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 Aims and Objectives, Curriculum and Politics, Ethical Issues in Curriculum

 

Connelly, F. Michael, "Curriculum Decision Making By Teachers," Bulletin: Canadian Society for the Study of Education, 3(January, 1975), 1-5., F. Michael Connelly

Annotation: Discusses the role of teachers in curriculum decision-making.

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

 

Connelly, F. Michael, "Joseph Schwab, Curriculum, Curriculum Studies, and Educational Reform," Journal of Curriculum Studies, 45(No. 5, 2013), 622-639., F. Michael Connelly

Annotation: Explains Schwab's conceptualization of a dialectical way of relating theory and practice in curriculum (quite a different principle from that prevalent in Curriculum Studies at the time of Schwab's writings); discusses what has happened since Schwab's time to curriculum studies, to curriculum reform, and to curriculum policy; suggests educational reform requires entering a massive, on-going, narrative process.

Broad Topical Focus: Curriculum Theorists, Curriculum as a Field of Practice and Study, Relation of Curriculum Research to Practice, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Curriculum History, Curriculum and Politics, Curriculum Professors

 

Connelly, F. Michael, "Life in the Foothills of Curriculum," Journal of Curriculum Studies, 32(November-December, 2000), 743-748., F. Michael Connelly

Annotation: Gives personal reflections on his career and research contributions to the field of curriculum.

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

 

Connelly, F. Michael, "Some Considerations on the Status Relationship to Research, Character, and Study of Curriculum Development: An Overview," Curriculum Theory Network, 7(1971), 164-173.*, F. Michael Connelly

Annotation: Gives the status of our understanding of curriculum development, of its relation to research, and of its study.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Conceptions and Theories, Curriculum as a Field of Practice and Study, Relation of Curriculum Research to Practice, Curriculum Research Domains and Structure, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Development as Inquiry
Type of Study: Status Study
Narrow Topic: Knowledge Generation

 

Connelly, F. Michael, "The Functions of Curriculum Development," Interchange, 3(No. 2/3, 1972), 161-177.*, F. Michael Connelly

Annotation: Presents the functional components of curriculum development and describes the teacher as choice-maker in curriculum development.

Broad Topical Focus: Curriculum Enactment and Teaching, 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: Curriculum Development Strategies, Teacher Planning

 

Connelly, F. Michael, and Miriam Ben-Peretz, "Teachers' Roles in the Using and Doing of Research and Curriculum Development," Journal of Curriculum Studies, 12(April-June, 1980), 95-107. Reprinted pp. 624-636 in James R. Gress, ed., Curriculum: An Introduction to the Field. Berkeley, CA: McCutchan, 1988.*, F. Michael Connelly and Miriam Ben-Peretz

Annotation: Makes the case for teacher inquiry (action research) in developing new curricula, not just in implementing curricula.

Broad Topical Focus: Relation of Curriculum Research to Practice, Critique and Utilization of Curriculum Research and Inquiry, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Research, Teacher Planning, Curriculum Development Strategies

 

Connelly, F. Michael, and D. Jean Clandinin, "Curriculum Content," pp. 1151-1152 in T. Husen, and T. N. Postlethwaite, eds., International Encyclopedia of Education . New York: Pergamon, 1984., F. Michael Connelly and D. Jean Clandinin

Annotation: Notes different ways of conceiving curriculum content and of selecting and organizing such content.

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

 

Connelly, F. Michael, and D. Jean Clandinin, "Curriculum Theory," pp. 287-292 in Marvin C. Alkin, ed., Encyclopedia of Educational Research, 6th ed. New York: Macmillan, 1992.*, F. Michael Connelly and D. Jean Clandinin

Annotation: Summarizes the use of "curriculum" and "curriculum theory" in the literature of the field; analyzes and illustrates six approaches to curriculum research; and describes applied and developmental research.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Development as Inquiry, Multiple/Mixed Forms of Inquiry
Type of Study: Status Study
Narrow Topic: Knowledge Generation

 

Connelly, F. Michael, and D. Jean Clandinin, "Narrative Inquiry: Storied Experience," pp. 121-153 in Edmund C. Short, ed., Forms of Curriculum Inquiry . Albany, NY: SUNY Press, 1991.*, F. Michael Connelly and D. Jean Clandinin

Annotation: Describes the processes of narrative inquiry in curriculum.

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

 

Connelly, F. Michael, and D. Jean Clandinin, "Narrative Understandings of Teacher Knowledge," Journal of Curriculum and Supervision, 15(Summer, 2000), 315-331., F. Michael Connelly and D. Jean Clandinin

Annotation: Presents a study of two different teacher's knowledge, understood narratively; shows differences in context and space (temporal, personal/existential, and place) and in professional knowledge landscape and personal practical knowledge of teachers.

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

 

Connelly, F. Michael, and D. Jean Clandinin, "Personal Practical Knowledge and the Modes of Knowing: Relevance for Teaching and Learning," pp. 174-198 in Elliot W. Eisner, ed., Learning and Teaching the Ways of Knowing, 84th Yearbook of the NSSE, Part II. Chicago, University of Chicago Press, 1985., F. Michael Connelly and D. Jean Clandinin

Annotation: Stresses learning the modes of knowing within narrative unities; gives special attention to teachers' experiential modes of knowing and meaning-making.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Practical Knowledge, Teacher Knowledge

 

Connelly, F. Michael, and D. Jean Clandinin, "Perspectives on Inquiry into Schooling," pp. 1-19 in Geoffrey Milburn and Robin Ennis, eds., Curriculum Canada VI . Vancouver, BC: University of British Columbia, 1985., F. Michael Connelly and D. Jean Clandinin

Annotation: Gives an introduction and examples of six perspectives of inquiry into schooling.

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

 

Connelly, F. Michael, and D. Jean Clandinin, "Stories of Experience and Narrative Inquiry," Educational Researcher, 19(June-July, 1990), 2-14. A version in pp. 121-153 in Edmund C. Short, ed., Forms of Curriculum Inquiry.. Albany, NY: SUNY Press, 1991.*, F. Michael Connelly and D. Jean Clandinin

Annotation: Describes the nature and processes involved in doing narrative inquiry and writing the narrative.

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

 

Connelly, F. Michael, and Gerry Connelly, "Curriculum Policy Guidelines: Context, Structures, and Functions," pp. 54-73 in Allan Luke, Annette Woods, and Katie Weir, eds., Curriculum, Syllabus Design, and Equity: A Primer and Model. New York: Routledge, 2013., F. Michael Connelly and Gerry Connelly

Annotation: Analyzes types of curriculum policy, curriculum guidelines, and their functions; describes guidelines for writing curriculum guidelines; discusses role of support documents; discusses decision-points and provides practical examples (mostly from Ontario) of this work.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Guides, Plans, Documents, Materials
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Frameworks, Materials Development and Evaluation, School Subjects, Value Assumptions and Ideologies in Curriculum

 

Connelly, F. Michael , Robert K. Crocker, and Heidi Kass, "National Curriculum Research: Problems in the Methamethodology of Studies Concerned with State Policy and Local Variation," Comparative Education Review, 32(November, 1988), 430-451., F. Michael Connelly, Robert K. Crocker, and Heidi Kass

Annotation: Identifies problems with policy research in curriculum in various countries.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Research Domains and Structure, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry, Multiple/Mixed Forms of Inquiry
Type of Study: Status Study
Narrow Topic: Knowledge Generation, Comparative Curriculum, Government Role in Educational Research & Development

 

Connelly, F. Michael, and Barbara Dienes, "The Teacher as Choice Maker in Curriculum Development: A Case Study," Paper presented at Session 17.19 of the Annual Meeting, American Educational Research Association, New Orleans, 1973., F. Michael Connelly and Barbara Dienes

Annotation: Describes teachers' decision-making in curriculum development.

Broad Topical Focus: Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Action Inquiry
Type of Study: Case Study
Narrow Topic: Curriculum Development Strategies, Teacher Planning

 

Connelly, F. Michael, and Freema Elbaz, "Conceptual Bases for Curriculum Thought: A Teacher's Perspective," pp. 95-119 in Arthur W. Foshay, ed., Considered Action for Curriculum Improvement . Washington, DC: Association for Supervision and Curriculum Development, 1980.*, F. Michael Connelly and Freema Elbaz

Annotation: Reviews curriculum literature over the past 20 years and identifies the intellectual milieu for teacher's curriculum thought.

Broad Topical Focus: Curriculum Conceptions and Theories, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Research Synthesis
Narrow Topic: Teacher Knowledge, Teacher Planning, Curriculum Potential, Practical Knowledge

 

Connelly, F. Michael, Ming Fang He, and JoAnn Phillion, eds., The SAGE Handbook of Curriculum and Instruction. Los Angeles: Sage Publications, 2008., F. Michael Connelly, Ming Fang He, and JoAnn Phillion

Annotation: Contains 26 articles summarizing the state-of-the-field research in a wide variety of subtopics under Curriculum in Practice, Curriculum in Context, and Curriculum in Theory.

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

 

Connelly, F. Michael, and O. Lantz, "Curriculum, Definitions of," pp. 1160-1163 in T. Husen and T. N. Postlethwaite, eds., International Encyclopedia of Education . New York: Pergamon, 1985., F. Michael Connelly and O. Lantz

Annotation: Discusses several dimensions of defining curriculum and discusses issues of curriculum use and reform.

Broad Topical Focus: Curriculum Definitions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Status Study
Narrow Topic: Knowledge Utilization

 

Connelly, F. Michael, and Shijing Xu, "An Overview of Research in Curriculum Inquiry," pp. 324-334 in Penelope Peterson, Eva Baker, and Barry McGaw, eds., International Encyclopedia of Education, 3rd ed. (8 volumes) Oxford: Elsevier, 2010., F. Michael Connelly and Shijing Xu

Annotation: Summarizes the state of research in Curriculum Inquiry as of the date of publication of the third edition of this encyclopedia; identifies background and issues related to this field of research; discusses two ways of thinking about the structure of the field and of curriculum inquiry--the practice-context-theory organization and that which is organized around subject matter, topics, preoccupations, and curriculum theory; makes note of five ongoing trends that have continued to develop over recent years; and lists five questions deserving future attention in Curriculum Inquiry.

Broad Topical Focus: Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation, Literature, Literature of Curriculum

 

Connelly, F. Michael, and Shijing Xu, "Curriculum and Curriculum Studies," pp 115-124 in J. Arthur Peterson and Andrew Peterson, eds., The Routledge Companion to Education. New York: Routledge, 2011., F. Michael Connelly and Shijing Xu

Annotation: Defines both terms in the title of this article; gives definitions of the structured elements found in curriculum and in curriculum studies; discusses curriculum theory and future developments.

Broad Topical Focus: Curriculum as a Field of Practice and Study, Curriculum Definitions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Status Study
Narrow Topic: Knowledge Generation

 

Connelly, F. Michael, and Shijing Xu, "The Landscape of Curriculum and Instruction: Diversity and Continuity," pp 514-533 in F. Michael Connelly, Ming Fang He, and JoAnn Phillion, eds., The SAGE Handbook of Curriculum and Instruction. Los Angeles: Sage Publications, 2008., F. Michael Connelly and Shijing Xu

Annotation: Reflects on the content and significance of all the chapters in the Handbook; summarizes the current state-of-the-field of curriculum studies in its historical context and in relation to the 1992 Handbook; highlights global and comparative curriculum work.

Broad Topical Focus: Curriculum as a Field of Practice and Study, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Status Study
Narrow Topic: Curriculum Theory Creation and Uses, Curriculum History, Literature of Curriculum

 

Connelly, F. Michael, with Shijing Xu, "On the State of Curriculum Studies: A Personal Practical Inquiry," Curriculum and Teaching Dialogue, 9(Nos. 1 & 2, 2007). 3-19., F. Michael Connelly and Shijing Xu

Annotation: Traces the author's entry into and contributions to the field of Curriculum Studies; highlights the study of teacher's practical knowledge; two related articles follow.

Broad Topical Focus: Curriculum Theorists, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Professors, Teacher Knowledge

 

Connor, William L., and Raymond White, "The Curriculum: A General View," Review of Educational Research, 12(June,1942), 259-273., William L. Connor and Raymond White

Annotation: Covers briefly historical perspective on the curriculum, criteria for subject matter selection, analytical and philosophical treatises, and research on curriculum.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Content Selection and Organization, Value Assumptions and Ideologies in Curriculum

 

Conran, Patricia C., and George A. Beauchamp, "A Causal Model in Curriculum Research: An Aid to Theory Building," Educational Leadership, 32(March, 1975), 392-397., Patricia C. Conran and George A. Beauchamp

Annotation: Describes the role of causal investigations in building curriculum theory.

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, Curriculum Theory Creation and Uses

 

Conran, Patricia C., and George A. Beauchamp, "The Scientific-Aesthetic Evaluation Model Interface," Educational Leadership, 32(October, 1975), 35-40., Patricia C. Conran and George A. Beauchamp

Annotation: Discusses the connoisseur/critical model with the scientific/causal model of evaluation.

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

 

Cooley, William, and William Bickel, Decision-Oriented Educational Research, Hingham, MA: Kluwer-Nijoff, 1986., William Cooley and William Bickel

Annotation: Provides an overview of decision-oriented educational research (formative evaluation) in the context of a University of Pittsburgh study; includes 11 case histories.

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

 

Coombs, Jerrold R., and Le Roi B. Daniels, "Philosophical Inquiry: Conceptual Analysis," pp. 27-41 in Edmund C. Short, ed., Forms of Curriculum Inquiry . Albany, NY: SUNY Press, 1991.*, Jerrold R. Coombs and Le Roi B. Daniels

Annotation: Describes the processes involved in doing conceptual analysis in curriculum.

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

 

Coomer, Donna Leonhard, "Reformulating the Evaluation Process," pp. 163-204 in Kenneth A. Sirotnik, and Jeannie Oakes, eds., Critical Perspectives on the Organization and Improvement of Schooling . Boston: Kluwer/Nijhoff, 1986., Donna Leonhard Coomer

Annotation: Gives an alternative model of evaluation from a critical perspective.

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

 

Cooper, Amander, and Ben Levin, "Research Use by Leaders in Canadian School Districts," International Journal of Educational policy and Leadership, 8(No. 7, 2013), 1-15., Amander Cooper and Ben Levin

Annotation: Reports a study of Canadian school administrators and the use of research in their practice--the extent and nature of the research used, in what contexts, the time involved, methods of learning about available research, etc.; discusses ways to increase research use in school districts.

Broad Topical Focus: Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Status Study
Narrow Topic: Knowledge Utilization

 

Cooper, Donald, and Dane Ebbutt, "Participation in Action Research as an In-service Experience," Cambridge Journal of Education, 4(No. 2, 1977), 65-71.*, Donald Cooper and Dane Ebbutt

Annotation: Reports on the process engaged in by participants in an action research project in England.

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

 

Corbett, H. Dickson, Differing Curriculum Changes within a School: Strategies and Structure. Philadelphia: Research for Better Schools, April, 1983., H. Dickson Corbett

Annotation: Reports a study of curriculum change in 14 schools involving four aspects: the social club, the professional group, administrative delight, and "egg crate".

Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry,Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Organization Theory

 

Corbett, H. Dickson, and Gretchen B. Rossman, "Three Paths to Implementing Change: A Research Note," Curriculum Inquiry, 19(Summer, 1989), 163-190., H. Dickson Corbett and Gretchen B. Rossman

Annotation: Reports studies of implementing school change that commingle technical, political, and cultural perspectives.

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

 

Cormack, Phillip, and Bill GReen, "Re-reading the Historical Record: Curriculum History and the LInguistic Turn," pp. 223-236 in Bernadette Baker, ed., New Curriculum HIstory. Rotterdam: Sense Publishers, 2009., Phillip Cormack and Bill Green

Annotation: Reviews nature and place of linguistic (discourse) analysis in doing historical inquiry in 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: Curriculum History, Knowledge Generation

 

Cornbleth, Catherine, "Curriculum and Students: Diverting the Public Interest," pp. 199-212 in Gloria Ladson-Billings and William F. Tate, eds., Educational Research in the Public Interest: Social Justice, Action, and Policy. New York: Teachers College Press, 2006., Catherine Cornbleth

Annotation: Urges critical examination of the current approach to research in curriculum studies that does not take into account the student context of policy questions.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Policies and Policy Making, Curriculum Research and Inquiry-General
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Knowledge Generation, Curriculum and Politics

 

Cornbleth, Catherine, "Curriculum In and Out of Context," Journal of Curriculum and Supervision, 3(Winter, 1988), 85-96., Catherine Cornbleth

Annotation: Conceptualizes curriculum without isolating it from its structural and systemic contexts.

Broad Topical Focus: Curriculum Conceptions and Theories,Curriculum Change,Curriculum Contexts and Societal Influences,Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses

 

Cornbleth, Catherine, "Curriculum Politics, Policy, and Practice: Comparative Questions, Contextualized Cases," pp. 95-106 in Moritz Rosemund, Amara-Verena Fries, and Werner Heller, eds., Comparing Curriculum-Making Processes. Bern: Peter Lang, 2002., Catherine Cornbleth

Annotation: Calls for studying curriculum research questions that examine relations among policies, politics, discourse, and practice in particular contexts; urges cross-case analysis and comparative curriculum research.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Policies and Policy Making, Curriculum Research and Inquiry-General
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Comparative Curriculum

 

Cornbleth, Catherine, "Echo Effects and Curriculum Change," Teachers College Record, 110(October, 2008), 2148-2171., Catherine Cornbleth

Annotation: Analyzes the effects on curriculum policy and practice of external social actions by use of the "echo" metaphor; gives illustrations and notes what contributes to weaker or stronger management of echo effects.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Administration, Leadership, Finance, 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, Discourse Analysis

 

Cornbleth, Catherine, ed., Invitation to Research in Social Education, Bulletin No. 77. Washington, DC: National Council for the Social Studies, 1986., Catherine Cornbleth

Annotation: Describes several approaches to research in social education.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation, Social Studies

 

Cornbleth, Catherine, "National Standards and the Curriculum as Containment?" pp. 211-238 in Catherine Cornbleth, ed., Curriculum Politics, Policy, Practice: Cases in Comparative Context. Albany, NY: SUNY Press, 2000., Catherine Cornbleth

Annotation: Notes tensions in curriculum politics, policy, and practice in two states--California and New York--between a common cultural curriculum versus a multicultural curriculum.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Freedom/Authority and Curriculum, Curriculum Standards and Testing, Curriculum and Politics, Multicultural Education

 

Cornbleth, Catherine, "Ritual and Rationality in Teacher Education Reform," Educational Researcher, 15(April, 1986), 5-14., Catherine Cornbleth

Annotation: Examines critically the nature and implications of recent calls for reform in teacher education along five dimensions.

Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Education

 

Cornbleth, Catherine, and Esther E. Gottlieb, "Reform Discourse and Curriculum Reform, " Educational Studies, 3(Fall, 1989), 63-78.*, Catherine Cornbleth and Esther E. Gottlieb

Annotation: Demonstrates the rise of discourse analysis (Foucault) in examining the Tyler rationale, Nation at Risk, Tommorow's Teachers, etc.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Hermeneutic Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Discourse Analysis

 

Cornett, Jeffrey W., "Utilizing Action Research in Graduate Curriculum Courses," Theory Into Practice, 29(Summer, 1990), 185-195., Jeffrey W. Cornett

Annotation: Gives a conceptual framework for a curriculum development action research project.

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

 

Costa, Arthur L., and Richard A. Loveall, "The Legacy of Hilda Taba," Journal of Curriculum and Supervision, 18(Fall, 2002), 56-62., Arthur L. Costa and Richard A. Loveall

Annotation: Gives contributions of Hilda Taba to the process of content selection and reports aspects of her professional career.

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, Content Selection and Organization

 

Coulter, David L., and John R. Weins, eds., Why Do We Educate? Renewing the Conversation. 107th Yearbook of the National Society for the Study of Education, Vol. One. Walden, MA: Wiley Blackwell, 2008., David L. Coulter and John R. Weins

Annotation: Presents evocative ideas by more than twenty authors regarding fundamental purposes, ideals, and subject matters for consideration by educational policy-makers, school curriculum planners, and the public; aims at "renewing the conversation" on these topics.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Collection of Studies
Narrow Topic: Curriculum Aims and Objectives, Value Assumptions and Ideologies in Curriculum

 

Craig, Cheryl J., "The Relationships Between and Among Teachers' Narrative Knowledge, Communities of Knowing, and School Reform: A Case of 'The Monkey's Paw'," Curriculum Inquiry, 31 (Fall, 2001), 303- 331., Cheryl J. Craig

Annotation: Gives via narrative inquiry a picture of the clash between an effort to introduce a top-down school reform (interdisciplinary curriculum) and teacher knowledge and self-understanding; two related articles follow.

Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Knowledge, Self-Knowledge, Curriculum Implementation

 

Craig, Cheryl J., and Maria Assuncao Flores, "Fifty Years of 'Life in Cleassrooms': An Inquiry into the Scholarly Contributions of Philip Jackson," Journal of Curriculum Studies, 52( 2, 2020), 161-176., Cheryl J. Craig and Maria Assuncao Flores

Annotation: Traces the life and scholarly work and influence of Philip W. Jackson in curriculum, teaching, and teacher education; this study uses the inquiry into inquiry approach.

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

 

Craig, Cheryl J., and Vicki Ross, "Cultivating the Image of Teachers as Curriculum Makers," pp. 282-305 in F. Michael Connelly, Ming Fang He, and JoAnn Phillion, eds., The SAGE Handbook of Curriculum and Instruction. Los Angeles: Sage Publications, 2008., Cheryl J. Craig and Vicki Ross

Annotation: Traces the literature on the topic over four decades; highlights the contributions of Schwab, Eisner, Seymour Fox, Shulman, and Connelly; takes note of related research on teacher-group planning, narratives, and action research.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Teacher Planning, Teacher Research, Curriculum Development Strategies, Authority of Teacher, Freedom/Authority and Curriculum

 

Cremin, Lawrence A., "Curriculum-Making in the United States," Teachers College Record, 73(December, 1971), 207-220. Reprinted pp. 19-38 in William Pinar, ed., Curriculum Theorizing . Berkeley, CA: McCutchan, 1975., Lawrence A. Cremin

Annotation: Starts with the work of W. T. Harris, moves on to the progessive era, and compares these with curriculum-making in the 1950s and 1960s.

Broad Topical Focus: 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 Development Strategies

 

Cremin, Lawrence A., "The Curriculum Maker and His Critics: A Persistent American Problem," Teachers College Record, 54(February, 1953), 233-245., Lawrence A. Cremin

Annotation: Examines the educational ideals of Mann and Parker and their critics and gives some prescriptions for action by curriculum makers.

Broad Topical Focus: Curriculum Development, Organization, Design,Curriculum Proposals in Coherent Form,Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism,Philosophical Inquiry-Speculative Essay,Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Curriculum Specialists in Schools

 

Cremin, Lawrence A., "The Problem of Curriculum Making: An Historical Perspective," pp. 6-26 in What Shall the High Schools Teach? , ASCD Yearbook 1956. Washington, DC: Association for Supervision and Curriculum Development, 1956., Lawrence A. Cremin

Annotation: Examines Committee of Ten Report (1893), the societal forces impinging upon curriculum from 1893-1918, and changing conceptions of schooling in this same period, and finally the Cardinal Principles Report (1918).

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, Classics of Curriculum Literature

 

Cronbach, Lee, "Tyler's Contribution to Measurement and Evaluation," Journal of Thought, 21(Spring, 1986), 47-52., Lee Cronbach

Annotation: Summarizes Tyler's contributions to the evaluation and measurement fields.

Broad Topical Focus: Curriculum Theorists,Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Evaluation of Instruction, Program Audit/Evaluation

 

Cross, Beverly E., "Personal Theorizing through Action Research: Toward an Emerging Epistemology of Practical Curriculum Inquiry." Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, April, 1995.*, Beverly E. Cross

Annotation: Reports a qualitative study of teachers' personal theorizing on curriculum and related practices.

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

 

Cross, Beverly E., "Self-Esteem and Curriculum: Perspectives from Urban Teachers," Journal of Curriculum and Supervision, 13(Fall, 1997), 70-91., Beverly E. Cross

Annotation: Reports a study of teachers' conceptions of self-esteem in urban students.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Self-Knowledge, Teacher Knowledge

 

Cross, Beverly E., "The Case for a Culturally Coherent Curriculum," pp. 71-86 in James A. Beane, ed., Toward a Coherent Curriculum. Alexandria, VA: Association for Supervision and Curriculum Development, 1995., Beverly E. Cross

Annotation: Sets forth a view of attaining coherence through a culturally coherent curriculum; illustrates with an example from Malcollm X Academy in Milwaukee.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Philosophical Inquiry-Speculative Essay, Normative Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Multicultural Education, Content Selection and Organization

 

Cuban, Larry, "Curriculum Stability and Change," pp. 216-247 in Philip W. Jackson, ed., Handbook of Research on Curriculum. New York: Macmillan, l992., Larry Cuban

Annotation: Summarizes both political and organizational frameworks used to describe and explain curriculum change and stability over time; presents both historical and contemporary perspectives.

Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum History, Value Assumptions and Ideologies in Curriculum

 

Cuban, Larry, "Determinants of Curriculum Change and Stability, 1870-1970," pp. 139-196 in Jon Schaffarzick and Gary Sykes, eds., Value Conflicts and Curriculum Issues: Lessons from Research and Experience . Berkeley, CA: McCutchan, 1979., Larry Cuban

Annotation: Describes a wide range of influences on curriculum change and stability.

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

 

Cuban, Larry, "How Schools Change Reforms: Redefining Reform Success and Failure," Teachers College Record, 99(Spring, 1998), 453-477.*, Larry Cuban

Annotation: Defines standards used by reform elites (effectiveness, popularity, fidelity) and by educational practitioners (adaptiveness, longevity), applies them to Effective Schools reform, and explores implications of these different standards to other reforms.

Broad Topical Focus: Curriculum Change, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing

 

Cuban, Larry, "Reforming Again, Again, and Again," Educational Researcher, 19(January, 1990), 3-13.*, Larry Cuban

Annotation: Traces reasons why reforms appear again and again.

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

 

Cuban, Larry, "The Lure of Curricular Reform and Its Pitiful History," Phi Delta Kappan, 75(October, 1993), 182-185., Larry Cuban

Annotation: Traces forty years of attempts at curriculum reform and suggests strategies for overcoming lack of real reform.

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

 

Curry, Lynn, "Deliberative Curriculum Inquiry and Its Application in the Education of Health Service Administrators," Journal of Health Administration Education, 10(Summer, 1992), 519-526.*, Lynn Curry

Annotation: Reviews the applicability of work in Curriculum Studies on deliberation to decisions regarding curricula for health service administrators.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Deliberative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Programs of Study in Curriculum and Instruction, Comparative Curriculum

 

Curry, Lynn, Bruce Fried, and Ron McQueen, "Preparing for Accreditation: An Opportunity for Faculty Development and Curriculum Renewal," Journal of Health Administration Education, 10(Summer, 1992), 491-507.*, Lynn Curry, Bruce Fried, and Ron McQueen

Annotation: Gives a case study of the use of deliberative curriculum inquiry in an accreditation process for a health service administration program at the University of Toronto; comments on use at two other Canadian universities.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Deliberative Inquiry
Type of Study: Case Study
Narrow Topic: Programs of Study in Curriculum and Instruction, Curriculum Deliberation, Comparative Curriculum

 

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