Source Discipline - Curriculum

 

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Cusick, Philip A., The Egalitarian Ideal and the American High School: Studies of Three Schools . New York: Longman, 1984., Philip A. Cusick

Annotation: Reports studies of three high schools' curricula (Factory High, Suburban High, and Urban High).

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

 

Dahllof, Urban S., Ability Grouping, Content Validity, and Curriculum Process Analysis . New York: Teachers College Press, 1971., Urban S. Dahllof

Annotation: Describes a study in Sweden of the analysis of the curriculum process.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Conceptions and Theories, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Differentiation, Comparative Curriculum

 

Dahllof, Urban S., "Trends in Process-Related Research on Curriculum and Teaching at Different Problem Levels in Educational Sciences," Scandinavian Journal of Educational Research, 19(1974), 55-77., Urban S. Dahllof

Annotation: Summarizes research on classroom behavior, teacher effectiveness, apptitude-treatment interactions, and frame conditions.

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

 

Dalton, Thomas H., The Challenge of Curriculum Innovation: A Study of Ideology and Practice. Philadelphia: Falmer, 1988., Thomas H. Dalton

Annotation: A two-year ethnographic study of curriculum change in "Geography for Young School Learners" in two UK schools.

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

 

Daniels, Le Roi B., "The Justification of Curricula," New York: Annual Meeting of the American Educational Research Association, 1971. ERIC Document Reproduction Service ED 050 160., Le Roi B. Daniels

Annotation: Notes the normative bases involved in justifying curricula.

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

 

Daniels, Le Roi B., "What is the Language of the Practical?" Curriculum Theory Network, 4(No. 4, 1975), 239-261., Le Roi B. Daniels

Annotation: Discusses the analysis of ordinary language as used in practical curriculum discourse.

Broad Topical Focus: Curriculum Conceptions and Theories,Curriculum Decision-making Processes,Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Action Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation

 

Daniels, Le Roi B., and Jerrold Coombs, "The Concept of Curriculum," pp. 251-258 in Donald B. Cochrane and Martin Schiralli, eds., Philosophy of Education: Canadian Perspectives . Don Mills, Ontario: Collier Macmillan Canada, 1982.*, Le Roi B. Daniels and Jerrold Coombs

Annotation: Analyzes the concept of curriculum as used in ordinary language as well as in the domain of curriculum theory.

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

 

Darling-Hammond, Linda, et al., "Educational Goals and Purposes: Developing a Curricular Vision for Teaching," pp. 169-200 in Linda Darling-Hammond and John Bransford, eds., Preparing Teachers for a Changing World. San Francisco: Jossey-Bass, 2005.*, Linda Darling-Hammond

Annotation: Posits the purposes and content of the dimension of teacher education programs that focuses on curriculum, decision-making, planning, and evaluation.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Enactment and Teaching, Curriculum Proposals in Coherent Form, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Teacher Education, Curriculum Aims and Objectives, Content Selection and Organization, Curriculum Deliberation, Programs of Study in Curriculum and Instruction

 

Darling-Hammond, Linda, "Inequality and Access to Knowledge," pp. 465-483 in James Banks and Cherry A. Banks, eds., The Handbook of Research on Multicultural Education. New York: Macmillan, 1995.*, Linda Darling-Hammond

Annotation: Reviews several factors related to decisions on curriculum differentiation and inequality of access to knowledge including funding inequality, unequal teaching quality, and rationing and tracking of the curriculum.

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

 

Darling-Hammond, Linda, "Instructional Policy into Practice," Education Evaluation and Policy Analysis , 12(Fall 1990), 339-347., Linda Darling-Hammond

Annotation: Explains how research on teachers' reactions to curriculum policy changes can influence policy analysis research; done in context of California's Math Framework of 1985.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Frameworks, Mathematics, Curriculum Implementation, Teacher Knowledge

 

Darling-Hammond, Linda, "National Standards and Assessments: Will They Improve Education?" American Journal of Education, 102(August, 1994), 478-510., Linda Darling-Hammond

Annotation: Argues against the use of national curriculum standards and national assessments related to them.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Curriculum and Politics, Content Selection and Organization, Local Control of Schooling, Freedom/Authority and Curriculum

 

Darling-Hammond, Linda, "The Right to Learn and the Advancement of Teaching: Research, Policy, and Practice for Demoncratic Education," Educational Researcher, 25 (August-September, 1996), 5-17.*, Linda Darling-Hammond

Annotation: Discusses the role of research, policy, and practice in the development of learning as democratic education.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Research Domains and Structure, Defining Curriculum Research Questions, Relation of Curriculum Research to Practice
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Status Study
Narrow Topic: Teaching/Learning Process, Democratic Education, Knowledge Generation, Knowledge Utilization, In-service Teacher Development

 

Darling-Hammond, Linda, and Laura McCloskey, "What Would It Mean to be Internationally Competitive?" Phi Delta Kappan, 90 (December, 2008), 263-272., Linda Darling-Hammond and Laura McCloskey

Annotation: Suggests policy directions for U.S. education in light of policies in place in countries with outstanding achievement records (Finland, Sweden, Australia, United Kingdom, Hong Kong).

Broad Topical Focus: Curriculum Policies and Policy Making, 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

 

Darling-Hammond, Linda, and Nikole Richardson,"Teacher Learning: What Matters?" Educational Leadership, 66(February, 2009), 46-53., Linda Darling-Hammond and Nikole Richardson

Annotation: Summarizes current research on teacher professional development and professional learning communities.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Teacher Knowledge, In-service Teacher Development

 

Darling-Hammond, Linda, and Jon Snyder, "Curriculum Studies and the Traditions of Inquiry: The Scientific Tradition," pp. 41-78 in Philip W. Jackson, ed., Handbook of Research on Curriculum. New York: Macmillan, 1992., Linda Darling-Hammond and Jon Snyder

Annotation: Describes uses of scientific inquiry in curriculum, reviews studies of learning as a basis for curriculum, and discusses several studies (both historical and recent) concerned with differentiated curriculum, indicators of achievement, and teaching (the enacted curriculum).

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research and Inquiry-General, Critique and Utilization of Curriculum Research and Inquiry, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation, Curriculum Differentiation

 

Davis, A. Brent, Dennis J. Sumara, and Thomas E. Kieren, "Cognition, Co-Emergence, Curriculum," Journal of Curriculum Studies, 28(March-April, 1996), 151-169.*, A. Brent Davis, Dennis J. Sumara, and Thomas E. Kieren

Annotation: Illustrates a view that knowledge emerges in actions; sets forth an understanding of curriculum based on this view.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Development, Organization, Design, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum as Experience, Knowledge Linkage

 

Davis, Brent, and Dennis J. Sumara, "Curriculum Forms: On the Assumed Shapes of Knowing and Knowledge," Journal of Curriculum Studies, 32(November-December, 2000), 821-845., Brent Davis and Dennis J. Sumara

Annotation: Contrasts a fractal image of curriculum (in which structure is recursive, not prespecified) with the conventional Euclidean image of curriculum .

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: Value Assumptions and Ideologies in Curriculum

 

Davis, Brent, and Dennis J. Sumara, "Curriculum," pp. 173-180 in David A. Gabbard, ed., Knowledge and Power in the Global Economy: Politics and the Rhetoric of School Reform. Mahwah, NJ: Lawrence Erlbaum, 2000.*, Brent Davis and Dennis J. Sumara

Annotation: Traces the evidence of corporatism in modern curriculum practice; shows the role of curriculum reconceptualists in challenging this view.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Value Assumptions and Ideologies in Curriculum

 

Davis, Elizabeth A., et al., "Designing Educative Curriculum Materials: A Theoretically and Empirically Driven Process," Harvard Educational Review, 84(Spring, 2014), 24-52., Elizabeth A. Davis

Annotation: Describes the process of incorporating several educative features into the design of curriculum materials that promote teacher learning; uses a design-based research approach; illustrated with existing science curriculum materials although the authors argue the process is useful across subject-matter areas.

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

 

Davis, Elizabeth A., and Joseph S. Krajcik, "Designing Educative Curriculum Materials to Promote Teacher Learning," Educational Researcher, 34(April, 2005), 3-14., Elizabeth A. Davis and Joseph S. Krajcik

Annotation: Discusses designing K-12 curriculum materials so they can be instructive for teachers as well as for students; offers nine design heuistics.

Broad Topical Focus: Curriculum Guides, Plans, Documents, Materials
Source Discipline: Curriculum
Mode of Inquiry in the Study: Development as Inquiry
Type of Study: Single Study
Narrow Topic: In-service Teacher Development, Materials Development and Evaluation, Science

 

Davis, Elizabeth A., Annemarie Sullivan Palincsar, P. Sean Smith, Anna Maria Arias, and Sylvie M. Kademian, "Educative Curriculum Materials: Uptake, Impact, and Implications for Research and Design," Educational Researcher, 46(August/September, 2017), 293-304., Elizabeth A. Davis, Annemarie Sullivan Palincsar, P. Sean Smith, Anna Maria Arias, and Sylvie M. Kademian

Annotation: Reports a study of how teachers utilize curriculum materials in science, their practices and their input on student achievement; present six design principles for educative curriculum materials.

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

 

Davis, Jessica Hoffman, "The Case for the Arts in Education," pp. 43-78 in her Why Our Schools Need the Arts. New York: Teachers College Press, 2008., Jessica Hoffman Davis

Annotation: Gives five unique features and ten outcomes as compelling reasons for including the arts in education.

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

 

Davis, O. L., Jr., "Curriculum Professors' Curriculum Work, or, Can We Expand our Practice While We Teach?" Teaching Education, 4(Spring, 1992), 43-49., O. L. Davis Jr.

Annotation: Advises curriculum professors to be active in curriculum policy matters as well as to engage in academic duties.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Professors, Professionalization in Curriculum, Programs of Study in Curriculum and Instruction

 

Davis, O. L., Jr., ed., Perspectives on Curriculum Development: 1776-1976. Washington, DC: Association for Supervision and Curriculum Development, 1976., O. L. Davis Jr.

Annotation: Contains six major essays on historical subjects related to curriculum: professionalism, influences on curriculum, control of curriculum, curriculum diversity and conformity, current realities, and a source bibliography.

Broad Topical Focus: Curriculum as a Field of Practice and Study,Curriculum Development, Organization, Design,Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Classics of Curriculum Literature, Curriculum Specialists in Schools, Literature of Curriculum, Curriculum and Politics

 

Davis, O. L., Jr., "Epilogue: Invitation to Curriculum History," pp. 257-259 in O. L. Davis, Jr., ed., Perspectives on Curriculum Development: 1776-1976 . Washington, DC: Association for Supervision and Curriculum Development, 1976., O. L. Davis Jr.

Annotation: Indicates various needs for historical work to be done in curriculum.

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

 

Davis, O. L., Jr., "Historical Inquiry: Telling Real Stories," pp. 77-87 in Edmund C. Short, ed., Forms of Curriculum Inquiry . Albany, NY: SUNY Press, 1991.*, O. L. Davis Jr.

Annotation: Describes the processes of 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

 

Davis, O. L., Jr., "Opening the Door to Surprise: The Next Decade of Curriculum History Studies," pp. 2-13 in Craig Kridel, ed., Curriculum History. Lanham, MD: University Press of America, 1989.*, O. L. Davis Jr.

Annotation: Provides a state-of-the-art review and an agenda for future studies in curriculum history.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research Domains and Structure, Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Historical Inquiry
Type of Study: Status Study
Narrow Topic: Curriculum History

 

Davis, O. L., Jr., "Organized Knowledge Influencing Curriculum Decisions," Review of Educational Research, 33(June, 1963), 245-253., O. L. Davis Jr.

Annotation: Reviews beginning efforts to analyze organized knowledge and its relationship to the curriculum.

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

 

Davis, O. L., Jr., "Prelude to Professional Identitiy and Organization: American Public School Curriculum Workers and their Annual Meetings, 1927-1929," Journal of Curriculum and Supervision, 17(Winter, 2002), 171-183., O. L. Davis Jr.

Annotation: Traces the persons and plans involved in organizing the National Society of Curriculum Workers.

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: American/International Curriculum Organizations, Curriculum History, Professionalization in Curriculum, Literature of Curriculum

 

Davis, O. L., Jr., "Prelude to Professional Identity and Organization: Public School Curriculum Workers and their Annual Meetings, 1927-1929." pp. 39-51 in Lynn M. Burlbaw and Sherry L. Field, eds., Explorations in Curriculum History Research. Greenwich, CT: Information Age Publishing, 2005., O. L. Davis Jr.

Annotation: Traces in detail the development of the two professional organizations of curriculum specialists that in 1932 became the Society for Curriculum Study.

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

 

Davis, O. L., Jr., "Prologue: Curriculum Across Two Hundred Years of Independence," pp. 1-15 in O. L. Davis, Jr., ed., Perspectives on Curriculum Development: 1776-1976 . Washington, DC: Association for Supervision and Curriculum Development, 1976., O. L. Davis Jr.

Annotation: Introduces the bicentennial volume on curriculum development and identifies issues and topics addressed in its chapters.

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

 

Davis, O. L., Jr., "Symbol of a Shift from Status to Function: Formation of the Association for Supervision and Curriculum Development," Educational Leadership, 35 (May, 1978), 609-614.*, O. L. Davis Jr.

Annotation: Reviews the history of the merger in 1943 into ASCD of the NEA Department of Supervisors and Directors of Instruction and of the Society for Curriculum Study.

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

 

Davis, O. L., Jr., "The Nature and Boundaries of Curriculum History," Curriculum Inquiry, 7(Summer, 1977), 157-168.*, O. L. Davis Jr.

Annotation: Responds to Franklin's article, Vol. 7, pp. 67-79, on the desirable focus for historical work in curriculum.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research Domains and Structure, Curriculum Theorists
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, Knowledge Generation

 

Davis, O. L., Jr., "The Theoretic Meets the Practical: The Practical Wins," pp. 87-106 in Bjorg B. Gundem and Stefan Hopmann, eds., Didaktik and/or Curriculum. New York: Peter Lang, 1998.*, O. L. Davis Jr.

Annotation: Contrasts presumed U.S. curriculum model of early 20th century (bureaucratic) with that of real schools revealed by historical studies (local, practical); discusses prospect for re-imaging U. S. curriculum development.

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

 

Davis, O. L., Jr., "Today's Educational Situation: Which? Whose? Why? What Possible Consequences?" Journal of Curriculum and Supervision, 17(Winter, 2002), 95-99., O. L. Davis Jr.

Annotation: Comments on the differences in the educational situation of 1901 and 2001; introduces a set of articles that follow which comment specificly on Dewey's view of the "educational situation" in 1902.

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

 

Davis, O. L., Jr., "Who Is the Curriculum Customer?" pp. 103-107 in Tim Everton, Peter Mayne, and Steve White, Effective Learning: Into a New ERA . London: Jessica Kingsley; Philadelphia: Taylor and Francis, 1990. *, O. L. Davis Jr.

Annotation: Describes curriculum in terms of a "marketplace" metaphor as a basis for thinking about accountability.

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

 

Davis, O. L., Jr., and George L. Mehaffy, "An Elusive Quarry: On the Trail of Curriculum History," pp. 47-50 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. 40-47 in Craig Kridel, ed, Curriculum History . Lanham, MD: University Press of America, 1989., O. L. Davis Jr. and George L. Mehaffy

Annotation: Suggests value of oral history projects in curriculum history.

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

 

Dayton, John, and Carl Glickman, "American Constitutional Democracy: Implications for Public School Curriculum Development," Peabody Journal of Education, 69(Summer,1994), 62-80.*, John Dayton and Carl Glickman

Annotation: Advocates centering curriculum on democratic principles; sums up the literature on using American democratic values as a basis for the public school curriculum.

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: Single Study
Narrow Topic: Democratic Education, Curriculum Aims and Objectives, Value Assumptions and Ideologies in Curriculum, Curriculum Development Strategies

 

Day, Trevor, and Paul Tosey, "Beyond SMART? A New Framework for Goal Setting," Curriculum Journal, 22(No. 4, 2011), 515-534., Trevor Day and Paul Tosey

Annotation: Examines the business-oriented (SMART) framework for goal-setting in education in light of related theory and research on goal-setting; proposes an alternative to SMART that allows student and teacher to set their own well-formed goals.

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

 

de Alba, Alicia, Edgar Gonzalez-Gaudino, Colin Lankshear, and Michael Peters, "Curriculum in the Postmodern Condition," pp. 1-22 in their Curriculum in the Postmodern Condition. New York: Peter Lang, 2000., Alicia de Alba, Edgar Gonzalez-Gaudino, Colin Lankshear, and Michael Peters

Annotation: Explicates postmodernism (based on Lyotard) and sets forth conditions related to postmodernism that curriculum must take into account; introduces the chapters that follow.

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

 

Dearden, Robert F., "Balance and Coherence: Some Curricular Principles in Recent Reports," Cambridge Journal of Education, 11(No. 2, 1981), 107-118., Robert F. Dearden

Annotation: Analyzes some British curriculum policy documents for the presence or absence of curriculum balance and coherence.

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: Content Selection and Organization, Comparative Curriculum

 

Dede, Chris, "Emerging Influences of Information Technology on School Curriculum," Journal of Curriculum Studies, 32(March-April, 2000), 281-303., Chris Dede

Annotation: Discusses the influence of the internet, its capabilities, and some of its sites on school curriculum.

Broad Topical Focus: Curriculum Development, Organization, Design, 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: Media and Computers in Curriculum Development

 

Dede, Chris, James P. Honan, and Lawrence C. Peters, eds., Scaling Up Success: Lessons Learned from Technology-Based Educational Improvement. San Francisco: Jossey-Bass, 2005., Chris Dede, James P. Honan, and Lawrence C. Peters

Annotation: Reports ten studies involving scaling up successful educational innovations (to other settings or districts) and examines the process and problems in doing so; the last chapter summarizes key themes and insights across studies.

Broad Topical Focus: Curriculum Change, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry, Development as Inquiry, Integrative Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum Development Strategies, Curriculum Implementation, Knowledge Utilization, Media and Computers in Curriculum Development

 

Deets, Jennifer, "Maps and Curriculum Decision Making," Journal of Curriculum and Supervision, 15(Summer, 2000), 359-371., Jennifer Deets

Annotation: Explicates Foshay's curriculum matrix, comparing it to a map, and provides some commentary from interviews with Foshay.

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

 

Deets, Jennifer, "Twilight Conversations with A. W. Foshay," pp. 81-89 in Lynn M. Burlbaw and Sherry L. Field, eds., Explorations in Curriculum History Research. Greenwich, CT: Information Age Publishing, 2005., Jennifer Deets

Annotation: Reports on Foshay's professional work and views on a variety of curriculum and school phenomena over his lifetime.

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

 

De Falco, Anthony, "An Analysis of John Dewey's Notion of Occupations: Still Pedagogically Valuable?" Education and Culture, 26(No. 1, 2010),82-99., Falco Anthony De

Annotation: Examines Dewey's concept of "occupations" and its value for the curriculum; points out its misinterpretation by other writers; "occupations" is distinguished from early 20th century manual training and vocational education.

Broad Topical Focus: Curriculum Conceptions and Theories, 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 History, Content Selection and Organization

 

Dei, George J. Sefa,"Revisiting the Question of the Indigenous," pp 291-309 in Joao M Paraskeva and Shirley R. Steinberg, eds., Curriculum: Decanonizing the Field. New York: Peter Lang, 2016., George J. Sefa Dei

Annotation: Challenges the notion of universal knowledge as a basis for curriculum content; makes the case for incorporating a variety of indigenous knowledges into the curriculum; posits an indigenous discursive framework.

Broad Topical Focus: Curriculum Conceptions and Theories, 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, Ideology and School Knowledge, Knowledge Generation, Curriculum and Politics, Ethical Issues in Curriculum, Value Assumptions and Ideologies in Curriculum

 

de la Orden, A., "Curriculum History: Spain," pp. 1199-1200 in T. Husen and T. N. Postlethwaite, eds., International Encyclopedia of Education . New York: Pergamon Press, 1984., A. de la Orden

Annotation: Summarizes briefly curriculum in Spanish schools.

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

 

del Pilar O'Cadiz, Maria, Pia Lindquist Wong, and Carlos Alberto Torres, "Creating the Popular Public Schools," pp. 71-105, and "Reorienting the Curriculum: The Interdisciplinary Project," pp. 107-134, in their Education and Democracy: Paulo Freire, Social Movements, and Educational Reform in Sao Paulo. Boulder, CO: Westview PRess, 1998., Maira del Pilar O'Cadiz, Pia Lindquist Wong, and Carlos Alberto Torres

Annotation: Describes the principles and creation of the Popular Public School in Sao Paulo, Brazil, under the direction of Freire as Secretary of Education, 1989-1991; describes three phases of curriculum development employed in the Interdisciplinary Project, the centerpiece of the curriculum.

Broad Topical Focus: Curriculum Theorists, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Teaching/Learning Process, Curriculum and Politics

 

Deng, Zongyi, "Bringing Curriculum Theory and Didactics Together: A Deweyan Approach," Pedagogy, Cutlure, and Society, 24(Issue 1, 2016),75-99., Zongyi Deng

Annotation: Recaps the perspectives of these two seemingly incompatible schools of thought and demonstrates how they may be brought together in the context of Chinese curriculum reform via Schwab's deliberative theory.

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 Theory Creation and Uses, Comparative Curriculum, Curriculum Deliberation

 

Deng, Zongyi, "Bringing Knowledge Back In: Prespectives from Liberal Education," Cambridge Journal of Education, 48(3, 2018), 335-351., Zongyi Deng

Annotation: Addresses the issue stated in the title of this article by reviewing three models of liberal education (Newman, Hirst, Schwab) and the model of Bildung-centered Didaktik; calls for a theory of content based on a combined model.

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: Liberal Education/General Education, Content Selection and Organization, Curriculum Aims and Objectives

 

Deng, Zongyi, "Constructing 'Powerful' Curriculum Theory," Journal of Curriculum Studies, 53(2, 2021), 179-196., Zongyi Deng

Annotation: Examines the theories of content in Schwab (1973) and in Klafki (2000) and posits that a combination of both conceptions of content can powerfully embrace our planning and classroom teaching; also explicates how this approach to theory construction meets practical needs of educators for a powerful discipline of educational knowledge.

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 Theory Creation and Uses

 

Deng, Zongyi, "Contemporary Curriculum Theorizing: Crisis and Resolution," Journal of Curriculum Studies, 50(6, 2108), 691-710., Zongyi Deng

Annotation: Provides a critical analysis of the current state of curriculum theorizing including the reconceptualist movement, its 21st century aftermath, and Schwabs' "The Practical"; proposes resolving this state of affairs by focusing on the work of the schools and on an eclectic approach in curriculum development.

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: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Curriculum Professors

 

Deng, Zongyi, "Michael Young, Knowledge, and Curriculum: An International Dialogue," Journal of Curriculum Studies, 47(No. 6, 2015), 723-732., Zongyi Deng

Annotation: Introduces six essays following this editorial preview that are concerned with commenting on Michael Young's 2013 essay in this journal that called for curriculum theorist to address the question of what knowledge students are entitled to have access to in a curriculum; this essay summarizes the six essays around three topics derived from Young's essay; commentaries are by curriculum theorist from USA, Singapore, South Africa, Sweden, USA, and Canada; Young's response to these essays follows.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Collection of Studies
Narrow Topic: Content Selection and Organization, Curriculum and the Disciplines, School Subjects

 

Deng, Zongyi, "Organizing and Sequencing of Subject Matter," pp. 78-86 in Ming Fang He, Brian D. Schultz, and William H. Schubert, eds., The Sage Guide to Curriculum in Education. Los Angeles: Sage Publications, 2015., Zongyi Deng

Annotation: Summarizes four different views of organizing and sequencing subject matter within the curriculum; also discusses some related issues and ways to connect subject matter to educational purposes.

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

 

Deng, Zongyi, "Pedagogical Content Knowledge Reconceived: Bringing Curriculum Thinking into the Conversation on Teachers' Content Knowledge," Teaching and Teacher Education, 78(May, 2018), 155-164., Zongyi Deng

Annotation: Explores teachers' knowledge of the institutional curriculum and the content knowledge required to teach the content it specifies; thoroughly treats the related literature on the topic; draws implications for teacher education.

Broad Topical Focus: Curriculum Definitions, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry--Speculative Essay
Type of Study: SIngle Study
Narrow Topic: Teacher Knowledge, Curriculum and the Disciplines, Comparative Curriculum

 

Deng, Zongyi, "Rethinking Curriculum and Teaching." In Oxford Research Encyclopedia of Education. On 24 Myy 2017. https://doi.org/10.1093/acrefore/9780190264093.013.55, Zongyi Deng

Annotation: Reviews efforts to define and distinguish curriculum and teaching; cites writers and sources that have dealt with these issues; suggests three notions of curriculum (as policy decisions, as programmatic decisions, and as instructional decisions); suggests three notions of teaching (as sociocultural practice, as institutional practice, and as deliberative classroom practice); argues for rethinking these concepts in light of global cultural changes of the 21st century.

Broad Topical Focus: Curriculum Definitions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Curriclum Thoery Creation and Uses, Conceptions of Teaching, Value Assumptions and Ideologies in Curriculm, Curriculum History

 

Deng, Zongyi, "Revisiting Curriculum Potential," Curriculum Inquiry, 41(December, 2011), 538-559., Zongyi Deng

Annotation: Gives extensive analysis of the notion of curriculum potential within curriculum materials; refers to Schwab's, Ben-Peretz's, and the German Didaktik tradition's treatment of curriculum potential; argues that interpreting curriculum materials for their educational potential requires unpacking curriculum content for its meaning and significance in particular instructional situations.

Broad Topical Focus: Curriculum Guides, Plans, Documents, Materials
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Potential

 

Deng, Zongyi, "The Practical, Curriculum, Theory and Practice: An International Dialogue on Schwab's The 'Practical 1'," Journal of Curriculum Studies, 45(No.5, 2013), 583-190., Zongyi Deng

Annotation: Introduces five articles by Connelly, Westbury, Deng, Kunzli, and Biesta that discuss the relevance and significance of Schwab's ideas in his "Practical 1" article forty years after its first appearance; a reprint of this article is provided; each of the essays emphasizes particular aspects of Schwab's article and interprets his ideas in the contemporary world of education.

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
Type of Study: Collection of Studies
Narrow Topic: Curriculum Theory Creation and Uses

 

Deng, Zongyi, "Transforming the Subject Matter: Examining the Intellectual Roots of Pedagogical Content Knowledge," Curriculum Inquiry, 37(September, 2007), 279-295., Zongyi Deng

Annotation: Argues that determining what constitutes the subject matter of a school subject is a curricular task whereas transforming disciplinary content into pedagogical content knowledge is primarily a pedagogical task; the two are not the same.

Broad Topical Focus: Curriculum Enactment and Teaching, 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 and the Disciplines, Teacher Planning, Curriculum Development Strategies, Content Selection and Organization, Materials Development and Evaluation, School Subjects

 

Deng, Zongyi S., S. Gopinathan, and Christine Kim-Eng Lee, eds., Globalization and the Singapore Curriculum: From Policy to Classroom. New York: Springer, 2013., Zongyi Deng, S. S. Gopinathan, and Christine Kim-Eng Lee

Annotation: Provides fifteen articles on the Singapore Curriculum, its history, its policies, its programs, and its classroom enactment; a thorough-going case study.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Development, Organization, Design, Curriculum Policies and Policy Making, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Comparative Curriculum, Curriculum History, Curriculum Frameworks, Curriculum Development Strategies

 

Deng, Zongyi, and Allan Luke, "Subject Matter: Defining and Theorizing School Subjects," pp. 66-87 in F. Michael Connelly, Ming Fang He, and JoAnn Phillion, eds., The SAGE Handbook of Curriculum and Instruction. Los Angeles: Sage Publications, 2008., Zongyi Deng and Allan Luke

Annotation: Describes how curriculum planners draw upon disciplinary, practical, and experiential knowledge to develop subject matter for schooling; illustrates and analyzes the various approaches in relation to historical curriculum orientations and the changing demands of technology and society.

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

 

Deno, S.L., and C.A. Espin, "Curriculum-based Assessment," pp. 1355-1359 in Torsten Husen and Thomas N. Postlethwaite, eds., The International Encyclopedia of Education, 2d ed. New York: Pergamon, 1994.*, S.L. Deno and C.A. Espin

Annotation: Discusses curriculum-based assessment versus norm-referenced standardized testing.

Broad Topical Focus: Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Student Assessment, Program Audit/Evaluation, Curriculum Standards and Testing

 

DePaor, Cathal, "The Curriculum in an Era of Global Reform: Bobbitt's Ideas on Efficiency and Teacher Knowledge," Journal of Curriclum Studies: 53(3, 2021), 270-278., Cathal de Paor

Annotation: Notes Bobbitt's concern for a more humanizing education through the selected application of scientific management principles in curriculum planning, a somewhat more Deweyan view than is commonly understood.

Broad Topical Focus: Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry - Speculative Essay, Historical Inquiry
Type of Study: SIngle Study
Narrow Topic: Curriculum History, Curriculum Develpment Strategies, Literature of Curriculum

 

Derr, Richard L., "Curriculum: A Concept Elucidation," Curriculum Inquiry, 7 (Summer, 1977), 145-155., Richard L. Derr

Annotation: Show multiple ways in which the concept "curriculum" is used.

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

 

Dewey, John, The Child and the Curriculum. Chicago: The University of Chicago Press, 1902., John Dewey

Annotation: Discusses the interrelationship between the child and the curriculum and draws inferences from this view for teaching and learning.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Classics of Curriculum Literature, Curriculum History, Teaching/Learning Process

 

Dewey, John, "The Psychological Aspect of the School Curriculum," pp. 129-138 in James R. Gress, ed., Curriculum: An Introduction to the Field. Berkeley, CA: McCutchan, 1988. (Originally in Education Review, 14(April, 1897), 356-369.), John Dewey

Annotation: Places the experience of the child central in deciding the material of instruction.

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

 

Dewey, John, The School and Society . Chicago: University of Chicago Press, 1900., John Dewey

Annotation: Identifies Dewey's key beliefs on the topic.

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

 

Deyhle, Donna, "Between Games and Failure: A Micro-Ethnographic Study of Navajo Students and Testing," Curriculum Inquiry, 13(Winter, 1983), 347-376., Donna Deyhle

Annotation: Reports an ethnographic study of testing as seen by Navajo students and their teachers.

Broad Topical Focus: Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Marking, Curriculum Standards and Testing, Student Assessment, Evaluation of Instruction

 

Deyhle, Donna, Karen Swisher, Tracy Stevens, and Ruth Trinidad Galvan, "Indigenous Resistance and Renewal: From Colonizing Practices to Self-Determination," pp. 329-348 in F. Michael Connelly, Ming Fang He, and JoAnn Phillion, eds., The SAGE Handbook of Curriculum and Instruction. Los Angeles: Sage Publications, 2008., Donna Deyhle, Karen Swisher, Tracy Stevens, and Ruth Trinidad Galvan

Annotation: Surveys the issues related to the education of indigenous populations in the Western Hemisphere; gives illustrations of programs focusing on language revitalization.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Curriculum Differentiation, Comparative Curriculum

 

Diamonti, Michael C., "Yes, We Have No Curriculum Theory: Response to Herbert Kliebard," Curriculum Inquiry, 6(No. 4, 1977), 269-276., Michael C. Diamonti

Annotation: Responds to Kliebard's article on Dewey's curriculum theory, followed by recorded discussion of both articles by several theorists including Kliebard.

Broad Topical Focus: Curriculum Conceptions and Theories,Curriculum Theorists,Curriculum Development, Organization, Design,Curriculum Decision-making Processes,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: Classics of Curriculum Literature, Content Selection and Organization, Curriculum Aims and Objectives

 

Dienskl, Ien, "Beyond Words: On the Experience of the Ineffable," Phenomenology+Pedagogy, 3(1985), 3-19., Ien Dienskl

Annotation: Explores ways of describing the ineffable in qualitative studies of experience.

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

 

Dillon, J. T., "Categories of Inquiry in Curriculum Perspectives and Other Journals," Curriculum Perspectives, 5(May, 1985), 1-5., J. T. Dillon

Annotation: Reports a study of inquiry problems, methods, and solutions found in articles in five curiculum journals for 1981.

Broad Topical Focus: Publication Outlets for Curriculum Research and Inquiry, Curriculum Inquiry Guidelines, Curriculum Research and Inquiry-General
Source Discipline: Curriculum
Mode of Inquiry in the Study: Content Analysis
Type of Study: Single Study
Narrow Topic: Literature of Curriculum, Knowledge Generation

 

Dillon , J. T., ed., Deliberation in Education and Society. Norwood, NJ: Ablex, 1994., J. T. Dillon

Annotation: Contains 10 articles defining, explaining, and illustrating deliberation in curriculum settings.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Deliberative Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum Deliberation

 

Dillon, J. T., "The Problems/Methods/Solutions of Curriculum Inquiry," Journal of Curriculum and Supervision, 1(Fall, 1985), 18-26., J. T. Dillon

Annotation: Analyzes articles in six curriculum journals in 1981 for kinds of problems addressed, methods used, and solutions reached.

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

 

Dillon, J. T., "The Questions of Curriculum," Journal of Curriculum Studies, 41(June, 2009), 343-359., J. T. Dillon

Annotation: Stipulates a scheme of questions concerning the nature, elements, and practice of curriculum based on Schwab's conception of curriculum; elucidates this scheme of questions in relation to those generated by other curriculum theorists.

Broad Topical Focus: Curriculum Definitions, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Philosophical Inquiry-Conceptual Analysis, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Curriculum Development Strategies, Curriculum Deliberation

 

Dillon, J. T., "The Questions of Deliberation," pp. 3-24 in J. T. Dillon, ed., Deliberation in Education and Society. Norwood, NJ: Ablex, 1994*, J. T. Dillon

Annotation: Defines deliberation, what it's about, who does it, when and where it is done, how it goes, and why do it.

Broad Topical Focus: Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation

 

Dimmock, Clive, and John Chi-Kin Lee, "Redesigning School-Based Curriculum Leadership: A Cross-Cultural Perspective," Journal of Curriculum and Supervision, 15(Summer, 2000), 332-358., Clive Dimmock and John Chi-Kin Lee

Annotation: Analyzes the relationship between restructuring of curriculum and the restructuring of leadership and organization in secondary schools of Hong Kong and Western Australia; notes the disjuncture between these when restructured separately; urges connectivity instead between them.

Broad Topical Focus: Curriculum Change, Curriculum Administration, Leadership, Finance
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Comparative Curriculum, Evaluation of Instruction, Organization Theory, Curriculum Specialists in Schools, Secondary School Curriculum, Curriculum Implementation

 

Dinh, Hanh, "Towards a Knowledge-Rich Curriculum: A Case Study of English as a Foreign Language Education in a VIetnamese Context," Journal of Curriculum Studies Research, 1(1, 2019), 54-70., Hanh Dinh

Annotation: Proposes a curriculum with a blend of academic/declarative knowledge and procedural knowledge with the former being minimized; also discusses types of teaching, learning, and assessment activities that this content requires; gives an example of this form of knowledge-rich curriculum in an English as a Foreign Language Program in Vietnam.

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

 

Diorio, Joseph A., "Knowledge, Autonomy, and the Practice of Teaching," Curriculum Inquiry, 12(Fall, 1982), 257-281.*, Joseph A. Diorio

Annotation: Examines the relationship between the practice of teaching and knowledge, accountability, and autonomy.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Authority of Teacher, Freedom/Authority and Curriculum, Teacher Education, Practical Knowledge

 

Diorio, Joseph A., "Knowledge, Truth and Power in the Curriculum," Educational Theory, 27(Spring, 1977), 103-110., Joseph A. Diorio

Annotation: Argues that knowledge, truth, and power have key roles in setting normative and factual statements underlying curriculum.

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

 

DiVesta, Francis J., "An Evolving Theory of Instruction," Educational Technology, 12(August, 1972), 34-39.*, Francis J. DiVesta

Annotation: Describes dynamic systems model of instruction and learning.

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: Conceptions of Teaching, Teaching/Learning Process

 

U. S. Office of Education, Division of Secondary Education, Life Adjustment Education for Every Youth , Bulletin 1951, No., 22. Washington, DC, 1951., U. S. Office of Education, Division of Secondary Education

Annotation: Presents a description of life adjustment education.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Classics of Curriculum Literature, Curriculum Aims and Objectives

 

Dmitriyev, Grigory D., and Isaak Y. Lerner, "The Composition of and Formative Influences on the Curriculum," International Review of Education, 36(No. 2, 1990), 233-241., Grigory D. Dmitriyev and Isaak Y. Lerner

Annotation: Discusses influences of societal experiences on curriculum content and design.

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

 

Dobson, Russell L., and Judith Dobson, "Curriculum Theorizing," The Educational Forum, 51(Spring, 1987), 275-284.*, Russell L. Dobson and Judith Dobson

Annotation: Anayzes the uses of the expression "curriculum theorizing."

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

 

Dobson, Russell L., Judith E. Dobson, and J. Randall Koetting, "Looking at, Talking About, and Living with Children," Journal of Curriculum Theorizing, 7(No. 2, 1987), 111-125., Russell L. Dobson, Judith E. Dobson, and J. Randall Koetting

Annotation: Explores the uses of aesthetic and ethical language in studies of children.

Broad Topical Focus: Inquiry Language in Curriculum Research,Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Aesthetic Inquiry and Curriculum Criticism,Moral Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Elementary School Curriculum

 

Dodson, Dan W., "Factors Influencing Curriculum Development," Review of Educational Research, 27(June, 1957), 262-269., Dan W. Dodson

Annotation: Deals with racial, technological, cold war, ideological, and communty power influences on curriculum development.

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

 

Doherty, Catherine, "The Constraints of Relevance on Prevocational Curriculum," Journal of Curriculum Studies, 47(No. 5, 2015), 705-722., Catherine Doherty

Annotation: Analyzes the use of "relevance" as a principle of content selection: discussed in the context of both theory and practice with Australian examples; draws on Bernstein's work.

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: Content Selection and Organization

 

Doherty, Catherine, and Elizabeth Briant, "Unnatural Selection: Curriculum Conversations in TIP 1962-2012," Theory into Practice, 52(Supplement 1, 2013), 42-51., Catherine Doherty and Elizabeth Briant

Annotation: Reviews the articles having to do with curriculum theory, practice, and research that appeared in the journal, Theory into Practice, during this 50-year period; comments on several dimensions found within this range of articles; lists a bibliography of these articles.

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

 

Doll, Mary Aswell, ed., The Reconceptualization of Curriculum Studies: A Festschrift in Honor of William F. Pinar. New York: Routledge, 2017., Mary Aswell Doll

Annotation: Contains 23 essays and a response by Pinar that identify his contributions to Curriculum Studies at home and abroad.

Broad Topical Focus: Curriculum Theorists, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum Professors, Curriculum Theory Creation and Uses, Literature of Curriculum, Curriculum History

 

Doll, Roland C., "Historical Foundations of Curriculum Improvement," pp. 2-18 in Roland C. Doll, Curriculum Improvement: Decision-Making and Process. Boston: Allyn and Bacon, 1964., Roland C. Doll

Annotation: Catalogs events affecting curriculum since 1860 and gives a digest of trends; a similar chapter appears in the 1970, 1974, 1978, 1982, 1986, 1989, 1992, and 1996 editions.

Broad Topical Focus: Curriculum Change,Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum History

 

Doll, William E., Jr., A Post-Modern Perspective on Curriculum. New York: Teachers College Press, 1993., William E. Doll Jr.

Annotation: Emphasizes a postmodern view of curriculum arising out of a new cosmology of uncertainity; structured non-linearly around richness, recursion, relations, and rigor.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Value Assumptions and Ideologies in Curriculum, Curriculum as Experience

 

Doll, William E., Jr., "A Structural View of Curriculum," Theory Into Practice, 18(December, 1979), 336-348.*, William E. Doll Jr.

Annotation: Distinguishes among Goodlad's behaviorist, humanist, and ecological models of curriculum and Doll's structuralist model of curriculum.

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

 

Doll, William E., Jr., "Complexity and the Culture of Curriculum," Educational Philosophy and Theory, 40(February, 2008), 190-212., William E. Doll Jr.

Annotation: Traces the culture within which curriculum design has been conceived historically; also draws implications from chaos and complexity sciences of the development of new forms of curriculum design and teaching.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Value Assumptions and Ideologies in Curriculum, Content Selection and Organization

 

Doll, William E., Jr., "Curriculum and Change: Piaget's Organismic Origins," The Journal of Curriculum Theorizing, 5(Spring, 1983), 4-61., William E. Doll Jr.

Annotation: Explains three views of change plus one based on Piaget's view of change; draws implications for curriculum; followed by five articles critiquing this article.

Broad Topical Focus: Curriculum Change, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Psychology and Curriculum, Teaching/Learning Process

 

Doll, William E., Jr., "Curriculum and Concepts of Control," pp. 295-323 in Wllliam F. Pinar, ed., Curriculum: Toward New Identities. New York: Garland, 1998.*, William E. Doll Jr.

Annotation: Traces various concepts of control embedded historically in curriculum and offers a Deweyan concept of control undergirded by contemporaty complexity theory.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design, Curriculum Proposals in Coherent Form, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Curriculum History, Philosophical Schools

 

Doll, William E., Jr., "Curriculum Beyond Stability: Schon, Prigogine, Piaget," pp. 114-133 in William F. Pinar, ed., Contemporary Curriculum Discourses. Scottsdale, AZ: Gorsuch Scarisbrick, 1988., William E. Doll Jr.

Annotation: Lays foundation for a transformative curriculum based on process rather than preset order.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Visions and Philosophies
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

 

Doll, William E. Jr., "Foundations for a Post-Modern Curriuclum," Journal of Curriculum Studies, 21(May-June, 1989), 243-253.*, William E. Doll Jr.

Annotation: Poses elements of a re-envisioned curriculum that draws upon post-modern thought.

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

 

Doll, William E., Jr., "Ghosts and the Curriculum," pp. 23-70 in Willliam E. Doll, Jr., and Noel Gough, eds., Curriculum Visions. New York: Peter Lang, 2002., William E. Doll Jr.

Annotation: Analyzes various conceptions of curriculum historically and explores a new conception that includes currere, complexity, cosmology, conversation, and community.

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

 

Doll, William E., Jr., "Play and Mastery: A Structuralist View," The Journal of Curriculum Theorizing, 2(Winter, 1980), 209-226., William E. Doll Jr.

Annotation: Shows the advantages of the knowledge-construct view of knowing vs those of a knowledge-copy view of knowing.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Psychology and Curriculum, Teaching/Learning Process

 

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