Source Discipline - Curriculum

 

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Englehart, Max D., "Studying Problems of What Should Be: Curriculum Research," pp. 418-484 in his Methods of Educational Research . Chicago: Rand McNally, 1972., Max D. Englehart

Annotation: Discusses options and approaches to deciding what to study in currriculum inquiry.

Broad Topical Focus: Curriculum Research Domains and Structure, Defining Curriculum Research Questions, Curriculum Research and Inquiry-General, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

English, Fenwick, "Curriculum Development within the School System," pp. 145 -157 in Arthur W. Foshay, ed., Considered Action for Curriculum Improvement . 1980 ASCD Yearbook. Washington, DC: Association for Supervision and Curriculum Development, 1980., Fenwick English

Annotation: Describes district -wide curriculum development, curriculum management, and curriculum mapping.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Administration, Leadership, Finance, 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: Organization Theory

 

English, Fenwick W., "Toward a Contextually Grounded Curriculum," pp 1-12 in Daniel Tanner and J. W. Keefe, eds., Improving the Curriculum: The Principal's Challenge . Reston, VA: NASSP, 1988.*, Fenwick W. English

Annotation: Outlines management, design, and delivery of curriculum quality of nine types.

Broad Topical Focus: Curriculum Administration, Leadership, Finance, Curriculum Evaluation, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Supervision of Instruction

 

English, Fenwick W., and Betty E. Steffy, "Promise and Problems of the Curriculum Audit," Education, 113(Winter, 1992), 168-171., Fenwick W. English and Betty E. Steffy

Annotation: Describes the methods and value of conducting a curriculum audit of standards and the reality; also discusses issues and arguments pro and con.

Broad Topical Focus: Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Program Audit/Evaluation

 

Englund, Tomas, "Curriculum History Reconsidered," Scandinavian Journal of Educational Research , 39 (No. 2, 1990), 91-102.*, Tomas Englund

Annotation: Sums up the status and value of work done in curriculum history to date internationally.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Status Study
Narrow Topic: Curriculum History, Comparative Curriculum

 

Englund, Tomas, "On Moral Education through Deliberative Communication," Journal of Curriculum Studies, 48(No. 1, 2016), 58-76., Tomas Englund

Annotation: Explores the concept of deliberative communication as something to be taught in democratic schools; draws heavily on Dewey and Habermas; example taken from Swedish school policy changes over the last two decades.

Broad Topical Focus: Curriculum Proposals in Coherent Form, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Curriculum Deliberation, Democratic Education, Ethical Issues in Curriculum, Comparative Curriculum

 

Englund, Tomas, "Toward a Deliberative Curriculum?" Nordic Journal of Studies in Educational Policy, 1(January, 2015)., Tomas Englund

Annotation: Reviews several traditions of content selection in curriculum construction and gives examples from science, citizenship, and liberal studies; analyzes the deliberative approach to this task and gives illustrations from Sweden.

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, Curriculum Deliberation

 

Ennis, Catherine D., "When Avoiding Confrontation Leads to Avoiding Content: Disruptive Students' Impact on Curriculum," Journal of Curriculum and Supersision, 11 (Winter, 1996), 145-162., Catherine D. Ennis

Annotation: Reports three types of circumstances in 10 urban high schools where teachers say they aren't teaching certain content due to confrontations by students with teachers.

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: Content Selection and Organization, Hidden Curriculum, Curriculum as Environment, Secondary School Curriculum

 

Ennis, Robert H., "Eight Fallacies in Bloom's Taxonomy," pp. 269-273 in C. J. B. Macmillan, ed., Philosophy of Education 1980, Proceedings of 36th Annual Meeting of the Philosophy of Education Society (San Francisco, April 27-30, 1980). Normal, IL: Philosophy of Education Society, ISU, 1981., Robert H. Ennis

Annotation: Identifies logical fallacies in Bloom's Taxonomy.

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

 

Enns, Robin J., "Hidden Research in Curriculum," pp. 431-439 in F. Michael Connelly, Ming Fang He, and JoAnn Phillion, eds., The SAGE Handbook of Curriculum and Instruction. Los Angeles: Sage Publications, 2008., Robin J. Enns

Annotation: Highlights curriculum research carried out on issues of interest to particular policy-making bodies, which often is not published or used outside the local context; urges that this hidden research be published and explored for its usefulness elsewhere.

Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum Research Domains and Structure, Curriculum Evaluation, Relation of Curriculum Research to Practice, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Status Study
Narrow Topic: Program Audit/Evaluation, Knowledge Utilization, Classroom Observation & Research

 

Eraut, Michael, "Approaches to Curriculum Design," pp. 539-553 in Noel Entwistle, ed., Handbook of Educational Ideas and Practices . New York: Routledge, 1990.*, Michael Eraut

Annotation: Summarizes several approaches to curriculum design: political, bureaucratic, marketing, public relations, scientific, knowledge-structure, engineering, and problem-solving.

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

 

Ergas, Oren, "Knowledge and the Curriculum in TIme and Space," pp. 91-121 in Oren Ergas, Reconstructing 'Education' through Mindful Attention: Positioning the Mind at the Center Of Curriculum and Pedagogy. New York: Palgrave Macmillan, 2017., Oren Ergas

Annotation: Analyzes the concept of knowledge as it is recently found in the curriculum; analyzes what is thereby left out of the curriculum; demonstrates features of curriculum in space and curriculum in time; presents a basis for including both an outer curriculum (knowledge) and an inner curriculum (of self-thought).

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: SIngle Study
Narrow Topic: Curriculum and the Disciplines, Curriculum Theory Creation and Uses, Knowledge Utilization, Value Assumptions and Ideologies in Curriculum

 

Erickson, Frederick, Rishi Bagrodia, Alison Cook-Sather, Manuel Espinoza, Susan Jurow, Jeffrey J. Shultz, and Joi Spencer, "Students' Experience of School Curriculum: The Everyday Circumstances of Granting and Withholding Assent to Learn," pp.198-218 in F. Michael Connelly, Ming Fang He, and JoAnn Phillion, eds., The SAGE Handbook of Curriculum and Instruction. Los Angeles: Sage Publications, 2008., Frederick Erickson, Rishi Bagrodia, Alison Cook-Sather, Manuel Espinoza, Susan Jurow, Jeffrey J. Shultz, and Joi Spencer

Annotation: Explains the importance of studies on the topic, reviews a broad range of relevant research, and raises further questions that need to be studied.

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: Curriculum as Experience

 

Erickson, Frederick, and Jeffrey Shultz, "Student's Experience of the Curriculum," pp. 465-487 in Philip W. Jackson, ed., Handbook of Research on Curriculum. New York: Macmillan, 1992., Frederick Erickson and Jeffrey Shultz

Annotation: Discusses student experience of the curriculum as a conceptual and research problem; cites studies of manifest and implicit curriculum; poses future research agendas and methodological issues.

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

 

Evaniuck, Jayson,"Turning the Wheel: A Perrenialist's Answer to the 1970s Curricular Debates," Curriculum History, No. 1, 2022,11-22., Jayson Evaniuck

Annotation: Shows responses of Harry S. Broudy to the curricular debates of the 1960s and 1970s; surveys work of other curriculum theorists of the period; notes Broudy's critique of the reconceptualists.

Broad Topical Focus: Curriculum Theorists, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Sudy
Narrow Topic: Curriculum History, Content Selection and Organization

 

Evans, Herbert M., "Organization for Curriculum Development," Review of Educational Research, 27(June, 1957), 287-294., Herbert M. Evans

Annotation: Reviews briefly this topic and matters of leadership and teacher participation in curriculum improvement.

Broad Topical Focus: Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum Deliberation, Teacher Planning

 

Everhart, Robert B., "Classroom Management, Student Opposition, and the Labor Process," pp. 169-192 in Michael W. Apple and Lois Weis, eds., Ideology and Practice in Schooling . Philadelphia, PA: Temple University Press, 1983., Robert B. Everhart

Annotation: Addresses the social-political context of classroom management in a study of four schools (1973-1975); describes beating the system and student perceptions on opposition.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Teaching/Learning Process

 

Fairbanks, Colleen M., "Telling Stories: Reading and Writing Research Narratives," Journal of Curriculum and Supervision, 11 (Summer, 1996), 320-340.*, Colleen M. Fairbanks

Annotation: Describes the nature of narrative inquiry and its many facets; draws on the work of Reissman, Geertz, Bruner, and Atkinson, among others.

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

 

Faix, Thomas L, Toward a Science of Curriculum: Strutural-Functional Analysis as a Conceptual System for Theory and Research. Disssertation, University of Wisconsin, 1964., Thomas L. Faix

Annotation: Draws on structural-functional analysis from the social sciences to explicate an approach to creating scientific theory in the the field of curriculum; provides a thorough and lucid treatment of all topics addressed; serves as an historical summary of the status (as of 1964) of this type of analysis and its use as a model for curriculum; deals with concepts of curriculum phenomena, curriculum system, its elements, its structure, its functions, and its processes.

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

 

Fallace, Thomas. "American Educators' Confrontation with Fascism," Educational Researcher, 47(January/February, 2018), 46-52., Thomas Fallace

Annotation: Reports a study of the views of American educators about European Fascism between WW I and WW II and its conception of education; draws on the literature by key American educators from 1922-1941; treats propaganda, indoctrination, relativity, and fake news in the media of that period with implications for current circumstances.

Broad Topical Focus: Curriculum Contexts and Societal Influences, 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, Citizenship Education, Curriculum Aims and Objectives, Curriculum and Politics, Social Studies, Democratic Education, Ideology and School Knowledge

 

Fallace, Thomas, "Did the Social Studies Really Replace History in American Secondary Schools?" Teachers College Record, 110(October, 2008) 2245-2270., Thomas Fallace

Annotation: Re-examines the question of what groups dominated the history/social studies curriculum design controversy during the early 20th century in the US; provides analyses of the Committee of 10, Committee of 7, and Committee on Social Studies reports.

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

 

Fallace, Thomas D., In the Shadow of Auithoritarianism: American Education in the Twentieth Century. New York: Teachers College Press, 2018., Thomas D. Fallace

Annotation: Traces several forms of authoritarianism from 1916 to 1983 and their impact on school curriculum in the United States.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Change, 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, Democratic Edcuation, Citizenship Education, Social Studies

 

Fallace, Thomas D., "The Origins of Classroom Deliberation: Democratic Education in the Shadow of Totalitarianism, 1938-1960," Harvard Educational Review, 86(Winter, 2016), 506-526., Thomas D. Fallace

Annotation: Traces references to the inclusion of social issues in the curriculum during this period; discusses the rationales put forth for such inclusion.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation, Curriculum History, Democratic Education, Social Studies, Content Selection and Organization

 

Fallace, Thomas, and Victoria Fantozzi, "The Dewey School as Triumph, Tragedy, and Misunderstood: Exploring the Myths and Historiography of the University of Chicago Laboratory School," Teachers College Record, 119(No. 2, 2017),1-32., Thomas Fallace and Victoria Fantozzi

Annotation: Presents a review of first-hand accounts of the school and studies made of it since its existence ended; one of the several dimensions of the review is the rationale for its curriculum; three myths are also analyzed.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum History

 

Fallace, Thomas, and Victoria Fantozzi, "Was There Really a Social Efficiency Doctrine? The Uses and Abuses of an Idea in Educational History," Educational Researcher, 42(April, 2013) 142-150., Thomas Fallace and Victoria Fantozzi

Annotation: Reviews the rise of the social efficiency doctrine in the field of history of curriculum; identifies problems in the use of the concept in this field; attempts a clarification thereof.

Broad Topical Focus: Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum History, Social Efficiency/Control

 

Farrell, Joseph P., "Community Education in Developing Countries: The Quiet Revolution in Schooling," pp 369-389 in F. Michael Connelly, Ming Fang He, and JoAnn Phillion, eds., The SAGE Handbook of Curriculum and Instruction. Los Angeles: Sage Publications, 2008., Joseph P. Farrell

Annotation: Summarizes research on traditional and community education forms of schooling in developing countries; reports a comparative analysis of programs in Columbia, Bangladesh, and Egypt; identifies areas of needed research.

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: Comparative Curriculum, Curriculum as Environment

 

Farrell, Joseph P., "Cultural Differences and Curriculum Inquiry," Curriculum Inquiry, 17 (Spring, 1987), 1-8., Joseph P. Farrell

Annotation: Explores issues in studying cultural differences as an introduction to the articles in this issue of the journal.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Multiethnic Adaptation

 

Fashola, Olatokunbo S., and Robert E. Slavin, "Schoolwide Reform Models: What Works?" Phi Delta Kappan, 79(January, 1998), 370-379.*, Olatokunbo S. Fashola and Robert E. Slavin

Annotation: Reviews thirteen school reform programs in terms of effectiveness, replicability, and effect size; programs include Success for All, Core Knowledge, Accelerated Schools, Outward Bound, Roots and WIngs, etc.

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

 

Feiman-Nemser, Sharon, "From Preparation to Practice: Designing a Continuum to Strengthen and Sustain Teaching," Teachers College Record, 103(December, 2001), 1013-1055., Sharon Feiman-Nemser

Annotation: Proposes a curriculum continuum for teacher education including central tasks for preservice education (5), induction (5), and continuing professional development (4); appraises current practices in light of these proposals and cites exemplary programs in each of these three phases.

Broad Topical Focus: Curriculum Proposals in Coherent Form, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Education, In-service Teacher Development

 

Feinberg, Paul R., "Four Curriculum Theorists: A Critique in the Light of Martin Buber's Philosophy of Education," The Journal of Curriculum Theorizing, 6(Spring, 1985), 5-164., Paul R. Feinberg

Annotation: Places curriculum theorists Macdonald, Huebner, Greene, and Pinar in relation to the thought of Martin Buber.

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

 

Feinberg, Walter, "Education Manifestos and the New Fundamentalism," Educational Researcher, 26(November, 1997), 27-35.*, Walter Feinberg

Annotation: Presents a thorough critique of E. D. Hirsch's The Schools We Need and Why We Don't Have Them (1996), including his views on progessive education, his emphasis on facts and subject -specific skills, and his drive to control the curriculum in his Core Knowledge Curriculum.

Broad Topical Focus: Curriculum Proposals in Coherent Form, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Freedom/Authority and Curriculum

 

Feinberg, Walter, For Goodness Sake: Religious Schools and Education for Democratic Citizenship. New York: Routledge, 2006., Walter Feinberg

Annotation: Analyzes the relationship between religious schooling and public schooling in terms of the ways they educate for citizenship in a democracy; cites examples from several religious schools; argues for oversight of religious schools by the public with respect to their fostering educative and democratic values that acknowledge human development studies and what diverse religions believe; calls for requiring religious educators to have preparation in these matters as an expression of the public interest in religious schooling.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Conceptions and Theories, Curriculum Contexts and Societal Influences, Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Religious & Private Schooling, Teacher Education, Citizenship Education, Democratic Education, Values in the Classroom

 

Feinberg, Walter, and Jonas F. Soltis, "The Hidden Curriculum Revisited," pp. 59-71 in Walter Feinberg and Jonas F. Soltis, School and Society . New York: Teachers College Press, 1985., Walter Feinberg and Jonas F. Soltis

Annotation: Examines the nature and practice of the hidden curriculum.

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

 

Fenstermacher, Gary D., "On Knowledge and Its Place in the Human Conversation," pp. 73-104 in Wilma F. Smith and Gary D. Fenstermacher, eds., Leadership for Educational Renewal: Developing a Cadre of Leaders. San Francisco: Jossey-Bass, 1999.*, Gary D. Fenstermacher

Annotation: Describes shifts in thinking on the nature of knowledge from modernist to postmodernist views; discusses the implications for the role of knowledge in curriculum.

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

 

Fenstermacher, Gary D., and David C. Berliner, "Determining the Value of Staff Development," The Elementary School Journal, 85(January, 1985), 281-314., Gary D. Fenstermacher and David C. Berliner

Annotation: Establishes evaluation criteria on worth, merit, and success; presented in the context of a staff development evaluation project.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Conceptions and Theories, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Evaluative Inquiry, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, In-service Teacher Development

 

Fenstermacher, Gary D., and John I. Goodlad, eds., Individual Differences and the Common Curriculum, Eighty-second Yearbook of the NSSE, Part I. Chicago: The University of Chicago Press, 1983., Gary D. Fenstermacher and John I. Goodlad

Annotation: Treats perennial issues in curriculum of the implications of individual differences and the desire for a common curriculum for all students.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum Differentiation, Content Selection and Organization, Core Mandates, Psychology and Curriculum, Value Assumptions and Ideologies in Curriculum, Curriculum Standards and Testing

 

Ferrara, Steven F., and Stephen J. Thornton, "Using NAEP for Interstate Comparisons: The Beginnings of a 'National Acheivement Test' and 'National Curriculum'," Educational Evaluation and Policy Analysis, 10(Fall, 1980), 202-211., Steven F. Ferrara and Stephen J. Thornton

Annotation: Discusses technical issues related to using national test data in making interstate comparisons.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Student Assessment, Curriculum Standards and Testing

 

Fiala, Robert, "Educational Ideology and the School Curriculum," pp 15-34 in Aaron Benavot and Cecilia Braslavsky, eds., School Knowledge in Comparative and Historical Perspective: Changing Curricula in Primary and Secondary Education. Dordrecht, Netherlands: Springer, 2007., Robert Fiala

Annotation: Reports a study of eighteen aims of education by world regions post WWII-2000.

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

 

Field, Sherry L., "Teaching the Peace: Teachers and Curriculum, 1942-1945," pp. 363-386 in Lynn M. Burlbaw and Sherry L. Field, eds., Explorations in Curriculum History Research. Greenwich, CT: Information Age Publishing, 2005., Sherry L. Field

Annotation: Describes ways schools during World War II taught about peace, democracy, international unity, and tolerance.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Social Studies, Citizenship Education, Democratic Education, Value Assumptions and Ideologies in Curriculum

 

Fillmore, Lily Wong, and Lois M. Meyer, "The Curriculum and Linguistic Minorities," pp. 626-658 in Philip W. Jackson, ed., Handbook of Research on Curriculum. New York: Macmillan, l992., Lily Wong Fillmore and Lois M. Meyer

Annotation: Defines the issues, the various adaptations used, and the research needed in educating students of linguistic minorities.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Contexts and Societal Influences, 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: Multiethnic Adaptation, Value Assumptions and Ideologies in Curriculum

 

Finder, Morris, Educating America: How Ralph W. Tyler Taught America to Teach. Westport, CT: Praeger, 2004., Morris Finder

Annotation: Gives personalized sketches of Tyler's life and work as school and university teacher, on the Eight-Year Study, on the Tyler Rationale, on NEAP, on his roles as consultant and evaluator for schools and government agencies worldwide, and as a mentor to his students; includes seven interviews with Tyler and 50 pages listing his publications.

Broad Topical Focus: Curriculum Theorists, Curriculum Evaluation, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Professors, Curriculum Standards and Testing, Curriculum Development Strategies, Literature of Curriculum, Classics of Curriculum Literature, Student Assessment, Program Audit/Evaluation

 

Finklestein, Barbara, Governing the Young: Teacher Behavior in Popular Primary Schools in 19th Century United States. Philadelphia: Falmer, 1989., Barbara Finklestein

Annotation: Covers the history of primary teaching in the U. S. from 1820-1880.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Early Childhood Curriculum

 

Finlayson, Douglas, and Sylvia Quirk, "Ideology, Reality Assumptions, and Teachers' Classroom Decision-Making," pp. 50-73 in John Eggleston, ed., Teacher Decision-Making in the Classroom, A Collection of Papers . Boston: Routledge and Kegan Paul, 1979.*, Douglas Finlayson and Sylvia Quirk

Annotation: Describes the nature of ideologies in education and gives some examples.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Critical Inquiry
Type of Study: Research Synthesis
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Teacher Planning, Ideology and School Knowledge, Comparative Curriculum

 

Finser, Torin M., Silence is Complicity: A Call to Let Teachers Improve our Schools through Action Research -- Not NCLB. Great Barrington, MA: Steiner Books, 2007., Torin M. Finser

Annotation: Gives practical guidance for teachers doing action research; illlustrates work done in Waldorf schools

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

 

Fiore, Linda C., "Curriculum Control: Using Discourse and Structure to Manage Educational Reform," Journal of Curriculum Studies, 30(September-October, 1998), 559-576.*, Linda C. Fiore

Annotation: Presents a case study of an effort by Governor Allen and his appointed Board of Educatiion to control the debate on Virginia's Standards of Learning (1995) through both discursive and structural methods and to obtain an ideologically and epistemologically conservative curriculum change.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Case Study
Narrow Topic: Curriculum and Politics, Curriculum Standards and Testing, Curriculum Deliberation

 

Fisher, Carol M., "Curriculum Problems Facing the Schools: Now and in the Future," pp. 67-72 in Edmund C. Short, ed., A Search for Valid Content for Curriculum Courses: Educational Comment, 1970 . Toledo, OH: College of Education, University of Toledo, 1970., Carol M. Fisher

Annotation: Identifies the questions that should be addressed about the current world of children and teachers.

Broad Topical Focus: Curriculum Enactment and Teaching, 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 as Environment, Content Selection and Organization

 

Fishman, Barry J., "Adapting Innovations to Particular Contexts of Use," pp. 48-66 in Chris Dede, James P. Honan, and Lawrence C. Peters, eds., Scaling Up Success: Lessons Learned from Technology-Based Educational Improvement. San Francisco: Jossey-Bass, 2005., Barry J. Fishman

Annotation: Gives a theoretical framework for evaluating the usabiltity of innovations; presents an example of an innovation in learning technology scaled up from a local to a broader context; analyzes usability gaps related to the fromework.

Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry, Development as Inquiry, Evaluative Inquiry, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Implementation, Knowledge Utilization, Media and Computers in Curriculum Development

 

Fleener, M. Jayne, "Curriculum Dynamics," pp. 163-180 in her Curriculum Dynamics: Recreating Heart. New York: Peter Lang, 2002., M. Jayne Fleener

Annotation: Draws implications from postmodern logics for ways of seeing curriculum in line with Doll's (1993) conceptions; a following chapter deals with related issues in curriculum studies and research.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Proposals in Coherent Form, Curriculum Development, Organization, Design
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, Value Assumptions and Ideologies in Curriculum

 

Fleming, Robert S., "Research an Evaluation in Curriculum Planning," Review of Educational Research, 27(June, 1957), 295-303., Robert S. Fleming

Annotation: Reviews the work on evaluation, action research, and research -- and their contribution to curriculum and school improvement.

Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation

 

Flinders, David J., "Teaching for Cultural Literacy: A Curriculum Study," Journal of Curriculum and Supervision , 11 (Summer, 1996), 351-366.*, David J. Flinders

Annotation: Gives an artistic criticism (a la Eisner) of two cases (poetry and social studies) of curriculum enactments.

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: Social Studies, English

 

Flinders, David J., "The Failings of NCLB," Curriculum and Teaching Dialogue, 7(No. 1 & 2, 2005), 1-9., David J. Flinders

Annotation: Critiques the flawed accountability assumptions undelying NCLB and offers alternative policy strategies.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Government Role in Educational Research & Development, Curriculum Standards and Testing, Program Audit/Evaluation

 

Flinders, David J., Nel Noddings, and Stephen J. Thornton, "The Null Curriculum: Its Theoretical Basis and Practical Applications," Curriculum Inquiry, 16(Spring, 1986), 33-42.*, David J. Flinders, Nel Noddings, and Stephen J. Thornton

Annotation: Analyzes the various meanings, forms, and uses of the null curriculum.

Broad Topical Focus: Curriculum Conceptions and Theories,Curriculum Development, Organization, Design,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: Hidden Curriculum, Content Selection and Organization

 

Floden, Robert E., Andrew C. Porter, William H. Schmidt, Donald J. Freeman, and John R. Schiville, "Responses to Curriculum Pressures: A Policy Capturing Study of Teacher Decision About Content," Journal of Educational Psychology, 73(April, 1981), 129-141.*, Robert E. Floden, Andrew C. Porter, William H. Schmidt, Donald J. Freeman, and John R. Schiville

Annotation: Reports an empirical study of teachers' responses to several types of curriculum pressures.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Teacher Planning, Content Selection and Organization

 

Flower, Elizabeth, "Fundamental Principles of the Metaphysic of Curriculum," pp. 284-291 in Brian Crittenden, ed., Philosophy of Education 1973 : Proceedings of the Twenty-Ninth Annual Meeting of the Philosophy of Education Society. Edwardsville, IL: S. Illinois University at Edwardsville, Studies in Philosophy and Education, 1973., Elizabeth Flower

Annotation: Examines ontological and cosmological beliefs behind curriculum.

Broad Topical Focus: Curriculum Policies and Policy Making,Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum

 

Flowers, Ronald B., "Religion in Public Schools," pp, 99-128 in Ronald B. Flowers, The Godless Court? Supreme Court Decisions on Church-State Relationships, 2nd ed. Louisville, KY: Westminster John Knox Press, 2005., Ronald B. Flowers

Annotation: Gives detailed history of Supreme Court decisions related to religion and public schools (and on aid to church-related schools in a preceding chapter).

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Religious & Private Schooling, Freedom/Authority and Curriculum

 

Fogarty, James S., "The Tyler Rationale: Support and Criticism," Educational Technology, 16(March, 1976), 28-32., James S. Fogarty

Annotation: Reviews the pros and cons of the Tyler rationale, including Tyler's own views in later years.

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

 

Foshay, Arthur W., "Action Research: An Early History in the United States," Journal of Curriculum and Supervision, 9(Summer, 1994), 317-325. A version of this article also appears in pp. 73=80, Lynn M. Burlbaw and Sherry L. Field, eds., Explorations in Curriculum History. Greenwich,CT: Information Age Publishing, 2005., Arthur W. Foshay

Annotation: Reports work initiated in the 1940s and 1950s in cooperative action research and draws lessons from that era for today.

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

 

Foshay, Arthur W., "Aesthetics and History," Journal of Curriculum and Supervision, 20(Spring, 1995), 191-206., Arthur W. Foshay

Annotation: Points out the features of history that have aesthetic dimensions of consequence for instruction in the history curriculum.

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

 

Foshay, Arthur W., ed., Considered Action for Curriculum Improvement, 1980 ASCD Yearbook. Washington, DC: Association for Supervision and Curriculum Development, 1980., Arthur W. Foshay

Annotation: Presents ten articles on the culture of school, aspects of curriculum theory, and realities of curriculum development, change, and classroom curriculum work; chapter 6 by Connelly and Elbaz is on "Conceptual Bases for Curriculum Thought;" chapter 7 by Gay is on "Conceptual Models in the Curriculum-Planning Process."

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Development, Organization, Design, Curriculum Change, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Collection of Studies
Narrow Topic: Teacher Planning, Curriculum Deliberation

 

Foshay, Arthur W., et al., Research for Curriculum Improvement. 1957 ASCD Yearbook. Washington, DC: Association for Supervision and Curriculum Development, National Education Association, 1957., Arthur W. Foshay

Annotation: Covers the history and processes of curriculum research and highlights cooperative research to improve the curriculum.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation, Curriculum History, Comparisons Among Inquiry Modes

 

Foshay, Arthur W., "Hollis Leland Caswell: An Appreciation," Teaching Education, 1(February, 1987), 76-79., Arthur W. Foshay

Annotation: Gives a tribute to Caswell by a former student and colleague.

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

 

Foshay, Arthur W., "Scientific Inquiry: Explanations and Limits," pp. 89-99 in Edmund C. Short, ed., Forms of Curriculum Inquiry . Albany, NY: SUNY Press, 1991.*, Arthur W. Foshay

Annotation: Describes the processes of scientific inquiry in curriculum.

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

 

Foshay, Arthur, W. "The Curriculum Matrix - Further Thoughts," Thresholds in Education, 14(August, 1988), 8-10.*, Arthur W. Foshay

Annotation: Modifies his earlier (1987) essay on the curriculum matrix.

Broad Topical Focus: Curriculum Definitions, Curriculum Conceptions and Theories, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum Theory Creation and Uses

 

Foshay, Arthur W., "The Curriculum Matrix," pp. 11-15 in Arthur W. Foshay, The Curriculum: Purpose, Substance, Practice. New York: Teachers College Press, 2000.*, Arthur W. Foshay

Annotation: Presents an updated description of a three dimensional matrix representing the interactions in curriculum among purposes, substance, and practical aspects; six chapters follow, each taking up the curriculum related to one of the six purposes given in the matrix.

Broad Topical Focus: Curriculum Definitions, Curriculum Conceptions and Theories, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum Theory Creation and Uses

 

Foshay, Arthur W., "The Curriculum Matrix," The Educational Forum, 51(Summer, 1987), 341-353.*, Arthur W. Foshay

Annotation: Posits a curriculum matrix composed of three parts-- substance, purpose, and practice--each with several subparts.

Broad Topical Focus: Curriculum Definitions, Curriculum Conceptions and Theories, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum Theory Creation and Uses

 

Foshay, Arthur W., "The Curriculum Matrix: Transcendence and Mathematics," Curriculum , 11 (Autumn, 1990), 100-111. Reprinted in Journal of Curriculum and Supervision, 6(Summer, 1991), 277-293.*, Arthur W. Foshay

Annotation: Traces the potential of the relationship between mathematics and transcendental and spiritual experience for curriculum content.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Religious Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Mathematics, Curriculum Aims and Objectives, Curriculum Integration, Values in the Classroom

 

Foshay, Arthur W., "What Have Been the Contributions of Curriculum Research?" Speech at ASCD, March 17, 1975. Pp. 172-185 in Arthur Foshay, ed., Essays on Curriculum . Rowe, MA: The Author, 1975., Arthur W. Foshay

Annotation: Summarizes the author's views on curriculum research and its significance.

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

 

Foshay, Arthur W., and Lois A. Beilin, "Curriculum," pp. 275-280 in Robert L. Ebel, ed., Encyclopedia of Educational Research, Fourth edition . New York: Macmillan, 1969., Arthur W. Foshay and Lois A. Beilin

Annotation: Summarizes the decade of literature on curriculum, curriculum theory, curriculum design, and curriculum change.

Broad Topical Focus: Curriculum as a Field of Practice and Study, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum Development Strategies

 

Foshay, Arthur Wellesley, "Action Research in the Nineties," The Educational Forum, 62(Winter, 1998), 108-112., Arthur Wellesley Foshay

Annotation: Reviews the historical development of action research in education, describes its key steps, and briefly evaluates its role in improving practice.

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

 

Foshay, Arthur Wellesley, "Problem Solving and the Arts," Journal of Curriclulum and Supervision, 13(Summer, 1998), 328-338.*, Arthur Wellesley Foshay

Annotation: Shows how problem solving objectives can be integrated into the arts.

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

 

Foshay, Arthur Wellesley, "The Physical Self and Literature," Journal of Curriculum and Supervision, 11(Summer, 1996), 341-350.*, Arthur Wellesley Foshay

Annotation: Examines literature that can be explored for its help in forming an understanding of the physical self.

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: Content Selection and Organization, Curriculum Aims and Objectives, Literature, Curriculum Integration

 

Foshay, Arthur Wellesley, "The Social Self and the Human Side of Science," Journal of Curriculum and Supervision, 12 (Spring, 1997), 246-255., Arthur Wellesley Foshay

Annotation: Relates the socializing purposes of education to the content of science; a sub-topic within the author's 1987 curriculum matrix.

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: Content Selection and Organization, Science, Curriculum Integration, Curriculum Aims and Objectives

 

Foshay, Arthur Wellsley, "The Emotions and Social Studies," Journal of Curriculum and Supervision, 12(Summer, 1997), 356-366.*, Arthur Wellsley Foshay

Annotation: Shows how social studies can contribute to the development of mature emotions.

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: Content Selection and Organization, Curriculum Aims and Objectives, Social Studies, Curriculum Integration, Psychology and Curriculum

 

Foshay, Arthur W., and John H. Green , "Technics of Curriculum Research," Review of Educational Research, 24(June, !954), 246-252., Arthur W. Foshay and John H. Green

Annotation: Reviews various needs and approaches to curriculum research and makes suggestions for doing and reporting such research.

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

 

Foster, Stuart, James W. Morris, and O. L. Davis, Jr., "Prospects for Teaching Historical Analysis and Interpretations: National Curriculum Standards for History Meet Current Curriculum Textbooks," Journal of Curriculum and Supervision, 11(Summer, 1996), 367-385.*, Stuart Foster, James W. Morris, and O. L. Davis Jr.

Annotation: Reports an analysis of four world history texts using standards of National Center for History in the Schools.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Content Analysis
Type of Study: Single Study
Narrow Topic: Curriculum and the Disciplines, Textbooks, Social Studies, Curriculum Standards and Testing

 

Fox, Robert S., "Innovation in Curriculum: An Overview," Interchange, 3(No. 2/3, 1972), 131-143., Robert S. Fox

Annotation: Presents a full analysis of innovation processes and problems in curriculum.

Broad Topical Focus: Curriculum Change, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Status Study
Narrow Topic: Curriculum Development Strategies, Curriculum Implementation

 

Fox, Seymour, "The Vitality of Theory in Schwab's Conception of the Practical," Curriculum Inquiry , 15(Spring, 1985), 63-89.*, Seymour Fox

Annotation: Reviews and elucidates Schwab's conception of the practical, and critiques and amplifies various aspects of his conception.

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 Deliberation

 

Fox, Thomas G., "Generating Knowledge from Field Experience: Two Competing Conclusions about Teacher Center Support," High School Journal, 61(January, 1978), 186-209., Thomas G. Fox

Annotation: Shows how teachers' research can generate knowledge on the topic.

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

 

Franklin, Barry, "Dialogue: Reply to Landon Beyer's 'Ideology, Social Efficiency and Curriculum Inquiry'," Curriculum Inquiry, 12(Winter, 1982), 411-417., Barry Franklin

Annotation: Responds to Beyer's article regarding its historical basis.

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

 

Franklin, Barry M., "American Curriculum Theory and the Problem of Social Control, 1918-1938." Paper presented at AERA, Chicago, 1974. ERIC Document No. ED 092 419., Barry M. Franklin

Annotation: Reviews history of social control in U. S. curriculum.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Social Efficiency/Control

 

Franklin, Barry M., "Building a Cooperative Community: Social Control and Curriculum Thought, 1930-1955," pp. 119-137 in his Building the American Community: The School Curriculum and the Search for Social Control . Philadelphia: Falmer, 1986., Barry M. Franklin

Annotation: Discusses Caswell's relation to social control tendencies in 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, Social Efficiency/Control

 

Franklin, Barry M., "Building an Efficient Community: The Origins of the Idea of Social Control in Curriuclum Thought," pp. 83-118 in his Building the American Community: The School Curriculum and the Search for Social Control . Philadelphia: Falmer, 1986., Barry M. Franklin

Annotation: Describes the role of Finney, Bobbitt, and Charters in the social efficiency movement in 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, Social Efficiency/Control

 

Franklin, Barry M., Building the American Community: The School Curriculum and the Search for Social Control . Philadelphia: Falmer, 1986., Barry M. Franklin

Annotation: Traces the history of social control through the curriculum.

Broad Topical Focus: Curriculum Policies and Policy Making,Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry,Critical Inquiry
Type of Study: Single Study
Narrow Topic: Social Efficiency/Control, Curriculum History

 

Franklin, Barry M., "Curriculum History: Its Nature and Boundaries," (An Essay Review of the 1976 Yearbook of the ASCD), Curriculum Inquiry, 7(Spring, 1977), 67-79.*, Barry M. Franklin

Annotation: Reviews the 1976 ASCD Yearbook from the perspective of its historical research methods.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Classics of Curriculum Literature

 

Franklin, Barry M., "Curriculum Thought and Social Meaning: Edward L. Thorndike and the Curriculum Field," Educational Theory, 26(Summer, 1976), 298-309., Barry M. Franklin

Annotation: Explores the impact of Thorndike's views on the curriculum.

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

 

Franklin, Barry M., "Discourse, Rationality, and Educational Research: A Historical Perpective of RER," Review of Educational Research, 69(Winter, 1999), 347-363.*, Barry M. Franklin

Annotation: Explores the relationship between research reviews in curriculum and the way the curriculum field has been constructed and changed over time; identifies four themes revealed by the discourse in which these reviews were framed; interprets historically the changes noted over time in terms of curriculum as an instrument of power.

Broad Topical Focus: Curriculum as a Field of Practice and Study, Curriculum Inquiry Guidelines, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation, Curriculum History

 

Franklin, Barry M., ed., Curriculum and Consequence: Herbert M. Kliebard and the Promise of Schooling. New York: Teachers College Press, 2000., Barry M. Franklin

Annotation: Contains eight essays on aspects of curriculum history published in honor of Kliebard at his retirement from the University of Wisconsin-Madison; includes an overview by the editor of Kliebard's life and contributions; closes with comments by Kliebard.

Broad Topical Focus: Curriculum Theorists, Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum History, Curriculum Differentiation, Liberal Education/General Education, Curriculum Standards and Testing, Social Efficiency/Control

 

Franklin, Barry M., ed., When Children Don't Learn: Student Failure and the Culture of Teaching. New York: Teachers College Press, 1998., Barry M. Franklin

Annotation: Reports several qualitative studies of student failure and teacher failure.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Collection of Studies
Narrow Topic: Student Assessment, Teaching/Learning Process

 

Franklin, Barry M., "From Curriculum Thought to School Practice: Minneapolis Educators and the Search for Social Control," pp. 138-170 in his Building the American Community: The School Curriculum and the Search for Social Control. Philadelphia: Falmer Press, 1986., Barry M. Franklin

Annotation: GIves concrete examples of social control ideology at work in Minneapolis Public Schools ; this is an expanded version of an article in Curriculum Inquiry 12(Spring, 1982).

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Case Study
Narrow Topic: Curriculum History, Social Efficiency/Control

 

Franklin, Barry M., "George Herbert Mead, Curriculum Theorist: The Curriculum Field and the Problem of Social Control," Paper presented at annual meeting of American Educational Research Association, "Historical Studies within the Curriculum Field," Washington, DC: March 30-April 3, 1975. ERIC Document ED 103 976, Barry M. Franklin

Annotation: Describes Mead's views as they related to social control 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, Social Efficiency/Control

 

Franklin, Barry M., "Herbert M. Kliebard's Intellectual Legacy," pp. 1-12 in Barry M. Franklin, ed., Curriculum and Consequences: Herbert M. Kliebard and the Promise of Schooling. New York: Teachers College Press, 2000., Barry M. Franklin

Annotation: Assesses the body of historical scholarship produced by Kliebard, introduces his writings, and previews the essays that follow in honor of Kliebard.

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

 

Franklin, Barry M., "Self Control and the Psychology of School Discipline," The Journal of Curriculum Theorizing, 1(Summer, 1979), 238-254., Barry M. Franklin

Annotation: Examines self control as an alternative to coersive forms of school discipline.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Self-Knowledge, Psychology and Curriculum, Curriculum History

 

Franklin, Barry M., "Social Control and Curriculum Administration in Early Twentieth Century America: The Case of Special Education," pp. 46-63 in Henning Haft and Stefan Hopmann, eds., Case Studies in Curriculum Administration History. Philadelphia: The Falmer Press, 1990.*, Barry M. Franklin

Annotation: Gives the history of special education in Atlanta schools between 1900-1920.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Case Study
Narrow Topic: Curriculum History, Exceptional Education, Social Efficiency/Control, Curriculum Differentiation

 

Franklin, Barry M., "Technological Models and the Curriculum Field," Educational Forum, 40(March, 1976), 303-312.*, Barry M. Franklin

Annotation: Examines the history of technological models of curriculum.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum

 

Franklin, Barry M., "The Social Efficiency Movement and Curriculum Change: 1939-1976," pp. 239-268 in Ivor F. Goodson, ed., Social Histories of the Secondary Curriculum: Subjects for Study . London: Falmer, 1985., Barry M. Franklin

Annotation: Examines a change in the middle years of the 20th century and social control influences.

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, Social Efficiency/Control

 

Franklin, Barry M., "The Social Efficiency Movement Reconsidered: Curriculum Change in Minneapolis, 1917-1950," Curriculum Inquiry, 12(Spring, 1982), 9-33., Barry M. Franklin

Annotation: Provides an historical look at curriculum change in Minneapolis schools.

Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Case Study
Narrow Topic: Curriculum History, Social Efficiency/Control, Value Assumptions and Ideologies in Curriculum

 

Franklin, Barry M., "The State of Curriculum History," History of Education, 28(December, 1999), 459-476., Barry M. Franklin

Annotation: Sums up what curriculum historians in U.S., U.K., and Canada have said about curriculum as a social construct and about the social control (regulative) role of the curriculum.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum History, Comparative Curriculum, Curriculum Aims and Objectives, Social Efficiency/Control

 

Franklin, Barry M., "Whatever Happened to Social Control? The Muting of Coercive Authority in Curriculum Discourse," The Journal of Curriculum Theorizing, 3 (Winter, 1981), 252-258. Reprinted pp. 80-90 in William F. Pinar, ed., Contemporary Curriculum Discourses. Scottsdale,AZ: Gorsuch Scarisbrick, 1988., Barry M. Franklin

Annotation: Examines the persistence of coersive authority in curriculum.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Social Efficiency/Control, Freedom/Authority and Curriculum

 

Franklin, Barry M., and Carla C. Johnson, "What the Schools Teach: A Social History of the American Curriculum since 1950," pp. 460-477 in F. Michael Connelly, Ming Fang He, and JoAnn Phillion, eds., The SAGE Handbook of Curriculum and Instruction. Los Angeles: Sage Publications, 2008., Barry M. Franklin and Carla C. Johnson

Annotation: Examines ways schools have specified content for teaching in response to social pressures; cites school districts exemplifying life-adjustment, discipline-centered, basic skills, New Basics, and content area standards-based curricula at various times over the last half century.

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

 

Franklin, Barry M., and Gary McCulloch, eds., The Death of the Comprehensive High School? Historical, Contemporary, and Comparative Perspectives. New York: Palsgrave Macmillan, 2007, Barry M. Franklin and Gary McCulloch

Annotation: Offers ten chapters (reviews and case studies) of the successes, , problems and changes in the comprehensive high school in the United States and around the world over the last half-century and into the contemporary period; the introduction and the epilogue by the editors provide succinct summaries of this work.

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

 

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