Source Discipline - Education

 

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Cherryholmes, Cleo H., "Reading Research," Journal of Curriculum Studies, 25(January-February, 1993), 1-32.*, Cleo H. Cherryholmes

Annotation: Demonstrates a feminist, a critical, and a deconstructionist reading of a research study on comprehension of texts; calls for a pragmatic approach.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Research Domains and Structure, Inquiry Language in Curriculum Research
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Philosophical Inquiry-Ampliative Criticism, Hermeneutic Inquiry, Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Knowledge Utilization, Value Assumptions and Ideologies in Curriculum, Discourse Analysis

 

Cheverst, W. J., "The Role of the Metaphor in Educational Thought: An Essay in Content Analysis," Journal of Curriculum Studies, 4(May, 1972), 71-82., W. J. Cheverst

Annotation: Reports a content analysis of British documents on primary education regarding an array of educational metaphors.

Broad Topical Focus: Inquiry Language in Curriculum Research
Source Discipline: Education
Mode of Inquiry in the Study: Content Analysis
Type of Study: Single Study
Narrow Topic: Comparative Curriculum, Elementary School Curriculum, Curriculum Theory Creation and Uses

 

Chipley, Donald R., "Rule-Making and Educational Inquiry," Educational Theory, 22 (Spring, 1972), 181-191., Donald R. Chipley

Annotation: Discusses the relation of rule making in curriculum and possible inquiries.

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

 

Christensen, James E., and James E. Fisher, Organization and Colleges of Education: An Educological Perspective . Sydney: Educology Research Associates, 1983., James E. Christensen and James E. Fisher

Annotation: Formulates a pattern of academic organization for colleges of education based on categories of knowledge about education (educology).

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Teacher Education, Education as a Field of Study, Content Selection and Organization, Educology

 

Cizek, Gregory J., "Crunchy Granola and the Hegemony of the Narrative," Educational Researcher, 24(March, 1995), 26-28., Gregory J. Cizek

Annotation: Gives a perspective on qualitative research by a quantitative researcher.

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

 

Clark, David L., and Terry A. Astuto, "The Significance and Permanence of Changes in Federal Education Policy," Educational Researcher, 15(October, 1986), 4-13., David L. Clark and Terry A. Astuto

Annotation: Argues that federal educational policy changed significantly during the Reagan administration and will continue along these lines in the future; analyzes curriculum content, character education, and choice.

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

 

Clark, John A., "Objectivity, Subjectivity, and Relativism in Educational Research," Curriculum Inquiry, 24(Spring, 1994), 81-94., John A. Clark

Annotation: Critiques earlier articles by Eisner, Barone, and Guba in Curriculum Inquiry 22(1) on the subjects in the title; followed by responses by Eisner and Barone.

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

 

Clift, Renee, Mary Lou Veal, Marlene Johnson, and Patricia Holland, "Restructuring Teacher Education through Collaborative Action Research," Journal of Teacher Education, 41(March-April, 1990), 52-62., Renee Clift, Mary Lou Veal, Marlene Johnson, and Patricia Holland

Annotation: Describes an action research project at University of Houston in teacher education based on inquiry and reflection.

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

 

Coburn, Cynthia E., William R. Penuel, and Caitlin C. Farrell, "Fostering Educational Improvement with Research-Practice Partnerships," Phi Delta Kappan, 102(April, 2021), 14-19., Cynthia E. Coburn, William R. Penuel, and Caitlin C. Farrell

Annotation: Points out examples of several research-practice partnerships and the various types of collaborative work they are doing; traces the development of these types of research-practice partnerships.

Broad Topical Focus: Relation of Curriculum Research to Practice, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Knowledge Linkage, Knowledge Utilization

 

Cochran-Smith, Marilyn, and Susan L. Lytle, "Relationships of Knowledge and Practice: Teacher Learning in Communities," pp. 249-305 in Asghar Iran-Nejad and P. David Pearson, eds., Review of Research in Education 24, 1999. Washington, DC: American Education Research Association, 1999., Marilyn Cochran-Smith and Susan L. Lytle

Annotation: Anayzes and explicates the distinctions among three conceptions of teacher learning (three knowledge-practice relationships): knowledge-for-practice, knowledge-in-practice, and knowledge-of-practice; discusses these in context of recent understandings of teacher research.

Broad Topical Focus: Curriculum Inquiry Guidelines, Relation of Curriculum Research to Practice
Source Discipline: Education
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation, Teacher Knowledge, Practical Knowledge, Knowledge Utilization, Teacher Research

 

Cochran-Smith, Marilyn, and Susan L. Lytle, "Research on Teaching and Teacher Research: The Issues that Divide," Educational Researcher, 19(March, 1990), 2-11. *, Marilyn Cochran-Smith and Susan L. Lytle

Annotation: Makes the case for teacher research and contrasts this approach with the approaches used in research on teaching.

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

 

Cohen, David K., "Problems in Education Policy and Research," pp. 349-371 in David K. Cohen, Susan H. Fuhrman, and Fritz Mosher, eds., The State of Education Policy Research. Mahwah, NJ: Lawrence Erlbaum, 2007., David K. Cohen

Annotation: Reviews the changing shape of education policy and the problems of resource allocation, place of race in policy, teacher quality, and access to school; discusses the role of research in policymaking and the gap between policymakers and practitioners.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation, Curriculum Implementation

 

Cohen, David K., Susan H Fuhrman, and Fritz Mosher, eds., The State of Education Policy Research. Mahwah, NJ: Lawrence Erlbaum, 2007., David K. Cohen, Susan H. Fuhrman, and Fritz Mosher

Annotation: Contains 16 chapters summarizing the current status of research topics related to education policymaking.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Education
Mode of Inquiry in the Study:
Type of Study: Collection of Studies
Narrow Topic: Curriculum Deliberation, Curriculum Implementation

 

Cohen, David K., and Susan L. Moffitt, "The Influence of Practice on Policy," pp. 63-80 in Douglas E. Mitchell, Robert L. Crowson, and Dorothy Shipps, eds., Shaping Educational Policy: Power and Process. New York: Routledge, 2011., David K. Cohen and Susan L. Moffitt

Annotation: Discusses the two-way influence of governing bodies and practice on educational policy; illustrates with the history of ESEA/NCLB; discusses paradoxes of coherence, capability, and excellence.

Broad Topical Focus: Curriculum Policies and Policy Making, Relation of Curriculum Research to Practice
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics

 

Cohen, David K., Susan L. Moffitt, and Simona Goldin, "Policy and Practice," pp. 63-85 in David K. Cohen, Susan H. Fuhrman, and Fritz Mosher, eds., The State of Education Policy Research. Mahwah, NJ: Lawrence Erlbaum, 2007., David K. Cohen, Susan L. Moffitt, and Simona Goldin

Annotation: Views the policy/practice dilemma as a problem of consistency among four factors: aims, capabilities among practitioners to implement them, instruments used to encourage revised practice, and resources available.

Broad Topical Focus: Curriculum Policies and Policy Making, Relation of Curriculum Research to Practice
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Implementation

 

Cole, Michael, "Mind as a Cultural Achievement: Implications for IQ Testing," pp. 218-249 in Elliot W. Eisner, ed., Learning and Teaching the Ways of Knowing , 84th Yearbook of the NSSE, Part II. Chicago: University of Chicago Press, 1985., Michael Cole

Annotation: Argues that culture-free intelligence is a contradiction in terms; reviews IQ testing; discusses context-sensitive approaches.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Contexts and Societal Influences
Source Discipline: Education
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Psychology and Curriculum, Ideology and School Knowledge, Curriculum Standards and Testing

 

Confrey, Jere, "The Lure of the Practical," Review Journal of Philosophy and Social Science, 7 (No. 1 & 2, 1982), 109-138.*, Jere Confrey

Annotation: Argues for merging theory and practice and draws implications that contrast with those derived from a separation of theory and practice.

Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum Inquiry Guidelines, Curriculum Research Domains and Structure, Curriculum Conceptions and Theories, Curriculum Theorists, Relation of Curriculum Research to Practice
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Action Inquiry
Type of Study: Single Study
Narrow Topic: Practical Knowledge, Teacher Education, Curriculum Theory Creation and Uses, Philosophical Schools

 

Constas, Mark A., "The Changing Nature of Educational Research and a Critique of Postmodernism," Educational Researcher, 27(March, 1998), 26-33.*, Mark A. Constas

Annotation: Explains postmodernism and its influence on educational research; discusses three problems it poses--distinction, expistemological genre, and procedural infomality; critiques its reluctance to arrive at conclusions, to suggest practical implications, and to fall victim to its own desire to free inquiry from oppressive conditions.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research and Inquiry-General
Source Discipline: Education
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

 

Cook-Sather, Alison, "Authorizing Students' Perspectives: Toward Trust, Dialogue, and Change in Education," Educational Researcher, 31(May, 2002), 3-14., Alison Cook-Sather

Annotation: Argues for obtaining students' perspectives through educational research and sets forth implications of this position.

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

 

Cook, Thomas D., "Randomized Experiments in Educational Policy Research: A Critical Examination of the Reasons the Educational Evaluation Community has Offered for not Doing Them," Educational Evaluation and Policy Analysis, 24(Fall, 2002), 175-199., Thomas D. Cook

Annotation: Examines five of the frequently offfered arguments against employing randomized experiments in educational policy research.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Policies and Policy Making
Source Discipline: Education
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Evaluative Inquiry, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

Cooper, Harris, Integrating Research: A Guide for Literature Reviews, 2nd Edition, Newbury Park, CA: Sage, 1989., Harris Cooper

Annotation: Modifies slightly the discussion found in the first edition (1984).

Broad Topical Focus:
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

Cooper, Harris, Synthesizing Research: A Guide for Literature Reviews, 3rd ed. Thousand Oaks, CA: Sage, 1998., Harris Cooper

Annotation: Presents systematic techniques for preparing research syntheses of quantitative research studies.

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

 

Cooper, Harris, and Larry V. Hedges, eds., The Handbook of Research Synthesis. New York: Russell Sage Foundation, 1994., Harris Cooper and Larry V. Hedges

Annotation: Provides 32 technical articles on various aspects of producing syntheses of reasearch from problem formulation to reporting results.

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

 

Cooper, Harris M.,"A Taxonomy of Literature Reviews." Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, 1985. ERIC Document Reproduction Service No. ED 254541., Harris M. Cooper

Annotation: Posits components of a literature review (focus, goals, prespective, coverage, organization, audience) and uses them to analyze examples; suggests other uses for the taxonomy.

Broad Topical Focus: Curriculum Inquiry Guidelines, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry, Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Knowledge Utilization

 

Cooper, Harris M., "Literature-Searching Strategies of Integrative Research Reviewers," Knowledge: Creation, Diffusion, Utilization, 8(December, 1986), 372-383., Harris M. Cooper

Annotation: Covers the strategies for locating studies to be integrated in research reviews.

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

 

Cooper, Harris M., "Scientific Guidelines for Conducting Integrative Research Reviews," Review of Educational Research, 52(Summer, 1982), 291-302.*, Harris M. Cooper

Annotation: Explains how to conduct a review of multiple empirical research studies including guidelines for problem formulation, data collection and evaluation, analysis and interpretation, and public presentation.

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

 

Cooper, Harris M., The Integrative Research Review: A Systematic Approach . Beverly Hills, CA: Sage, 1984., Harris M. Cooper

Annotation: Describes the process of preparing integrative reviews in five stages (problem formulation, data collection, data evaluation, analysis and interpretation, and presentation).

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

 

Cooper, Harris, and Ronald G. Ribble, "Influences on the Outcome of Literature Searches for Integrative Research Reviews," Knowledge: Creation, Diffusion, Utilization, 10(March, 1989), 179-201., Harris Cooper and Ronald G. Ribble

Annotation: Explores factors influencing the preparation of literature reviews.

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

 

Costas, Mark A., "Deciphering Postmodern Educational Research," Educational Researcher, 27(December, 1998), 36-42.*, Mark A. Costas

Annotation: Characterizes various postmodern modes of educational research within a typology of educational inquiry dimensions.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
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

 

Coulson, John M., "Theoretical Antecedents of Knowledge Dissemination and Utilization Tradition," Viewpoints in Teaching and Learning, 54(April, 1978), 39-56., John M. Coulson

Annotation: Identifies assumptions behind this tradition.

Broad Topical Focus: Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Education
Mode of Inquiry in the Study: Normative Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Knowledge Utilization

 

Coulter, Cathy A., and Mary Lee Smith, "The Construction Zone: Literary Elements in Narrative Research," Educational Researcher, 38(November, 2009), 577-590., Cathy A. Coulter and Mary Lee Smith

Annotation: Describes and illustrates ten literary elements used in constructing stories in narrative research; three articles providing comments and criticism of his article immediately follow as well as a response to these articles by the original authors.

Broad Topical Focus: Curriculum Inquiry Guidelines, Inquiry Language in Curriculum Research
Source Discipline: Education
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum

 

Coulter, David, "The Epic and the Novel: Dialogism and Teacher Research," Educational Researcher, 28(April,1999), 4-13., David Coulter

Annotation: Describes and illustrates the use of Bakhtin's concepts of language and dialogue in an action research study by teachers in Winnepeg of their school district's retention policy; explores the methodology of dialogic research and its use.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Policies and Policy Making
Source Discipline: Education
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Comparative Curriculum

 

Crain-Dorough, Mindy, and Adam C. Elder, "Absorptive Capacity as a Means of Undersatanding and Addressing the Disconnects Between Research and Practice," Review of Research in Education. March 2021. Vo. 45, pp. 67-100., Mindy Crain-Dorough and Adam C. Elder

Annotation: Reviews the research on the disconnects between research and practice, including 1) prior knowledge, 2) the view of the value that both communities place on research, 3) their methods of acquisition of new knowledge, 4) their ability to assimilate/transform new knowledge, and 5) contingent factors such as power relationships and social integration mechanisms; discusses ways that future research can deal with these disconnects and improve research use; employs an "absorptive capacity" framework derived from Todorova and Durisin, 2007.

Broad Topical Focus: Relation of Curriculum Research to Practice, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generartion, Knowledge Linkage, Knowledge Utilization

 

Cronbach, Lee J., and Patrick Suppes, eds., Research for Tomorrow's Schools: Disciplined Inquiry for Education . New York: Macmillan, 1969., Lee J. Cronbach and Patrick Suppes

Annotation: Cites educational research that has had significant impact on education in the United States; contrasts conclusion-oriented inquiry and decision-oriented studies; discusses ways to improve educational research and suggests some paths for future inquiry.

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

 

Cuban, Larry, "Managing Dilemmas While Building Professional Communities," Educational Researcher, 21(January-February, 1992), 4-11.*, Larry Cuban

Annotation: Makes the case for dilemma / value-oriented inquiry in education.

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

 

Cziko, Gary A., "Unpredictability and Indeterminism in Human Behavior: Arguments and Implications for Educational Research," Educational Researcher, 18(April, 1989), 17-25.*, Gary A. Cziko

Annotation: Analyzes the arguments for the deterministic and the indeterministic perspectives on human behavior that underlie educational research.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research and Inquiry-General
Source Discipline: Education
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

 

Dalin, Per, Case Studies of Educational Innovation: IV. Strategies for Innovation in Education. Paris: CERI, OECD, 1973., Per Dalin

Annotation: Gives a number of case studies of strategies used in educational innovation.

Broad Topical Focus: Curriculum Change
Source Discipline: Education
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Case Study
Narrow Topic: Government Role in Educational Research & Development, Comparative Curriculum

 

Daniels, Le Roi B., "What Psychology Can Do for Education," Canadian Journal of Education, 13(Winter, 1988), 52-64., Le Roi B. Daniels

Annotation: Draws on the analysis of three concepts (persons, intentions, and reception) to build an interdisciplinary research approach to pedagogy.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Teaching/Learning Process, Psychology and Curriculum

 

Danner, Helmut, "Human Science is Responsible," Phenomenology +Pedagogy, 4(No. 1, 1986), 32-40., Helmut Danner

Annotation: Discusses various aspects of responsibility as it impinges upon studies in human sciences.

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

 

Davis, O. L., Jr., "Educational Research in the Foreseeable Future: The Times They Are Changing," Journal of Curriculum and Supervision, 17(Summer, 2002), 277-282., O. L. Davis Jr.

Annotation: Notes recent federal plans to support only selected kinds of educational research (that which conforms to politically determined views of worthy research); notes implications of this policy for researchers' choices, funding, and ultimate direction of schooling based on research, narrowly conceirved.

Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum Policies and Policy Making, Curriculum Research Domains and Structure, Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Freedom/Authority and Curriculum, Value Assumptions and Ideologies in Curriculum, Government Role in Educational Research & Development, Comparisons Among Inquiry Modes, Knowledge Generation

 

Davis, O. L., Jr., "The Need to Ponder Results," Journal of Curriculum and Supervision, 18(Spring, 2003), 197-199.*, O. L. Davis Jr.

Annotation: Urges researchers to amplify the discussion section of their reports to include full explication of the meanings of their study's results; urges practitioners to ponder the implications, meanings, and limitations of the research before launching actions that relate to the research results.

Broad Topical Focus: Curriculum Research and Inquiry-General, Publication Outlets for Curriculum Research and Inquiry
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Knowledge Utilization, Literature of Curriculum

 

Deats, Tom, "Moving and Using Information," Teachers College Record, 75(February, 1974), 383-393., Tom Deats

Annotation: Discusses communication problems and competencies needed in an education information system such as ERIC.

Broad Topical Focus: Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Education
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Linkage, Knowledge Utilization

 

de Marrais, Kathleen, and Stephen D. Lapan, eds., Foundations for Research: Methods of Inquiry in Education and the Social Sciences. Mahwah, NJ: Lawrence Erlbaum, 2004., Kathleen de Marrais and Stephen D. Lapan

Annotation: Gives discussions of about twenty methods of inquiry and research issues in education and the social sciences.

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

 

de Marrais, Kathleen, and Stephen D. Lapan, eds., Foundations of Research: Methods of Inquiry in Education and the Social Sciences. Mahwah, NJ: Lawrence Erlbaum, 2004., Kathleen de Marrais and Stephen D. Lapan

Annotation: Contains chapters describing 20 different forms of inquiry in education, how to do each, and citing examples.

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

 

Deschenes, Sarah, Larry Cuban, and David Tyack, "Mismatch: Historical Perspectives on Schools and Students Who Don't Fit Them," Teachers College Record, 103(August, 2001), 527-547., Sarah Deschenes, Larry Cuban, and David Tyack

Annotation: Looks historically at explanations for why children fail in school and draws implications for adapting schooling to differences in students rather than continuing to make students try to fit schools as they are or as they are being currently reformed.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Education
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Differentiation, Student Assessment

 

Dewey, John, Sources of a Science of Education. New York: Liveright, 1929. Reprinted pp. 1-40 in J. A. Boydston, ed., John Dewey: The Later Works, 1929-1953, Vol. 5: 1929-1930. Carbondale, IL: Southern Illinois University Press, 1984., John Dewey

Annotation: Discusses distincitons between inquiry in the disciplines and in education; shows how the philosophical, psychological, and sociological disciplines can be sources of a science of educaiton; shows how eductional practice calls for judgments based on knowledge and does not use educational science as rules or receipes.

Broad Topical Focus: Relation of Curriculum Research to Practice, Curriculum Research and Inquiry-General, Defining Curriculum Research Questions, Curriculum Decision-making Processes
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Comparisons Among Inquiry Modes, Education as a Field of Study, Knowledge Utilization, Knowledge Generation, Classics of Curriculum Literature, Practical Knowledge, Curriculum Deliberation

 

Dicker, Mary, "Using Action Research to Navigate an Unfamiliar Teaching Assignment," Theory Into Practice, 29(Summer, 1990), 203-208., Mary Dicker

Annotation: Describes a teacher's reflection through action research on coping with teaching a new course - Communication 11.

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

 

Dillon, J. T., "The Classification of Research Questions," Review of Educational Research, 54(Fall, 1984), 327-361.*, J. T. Dillon

Annotation: Analyzes the differing characteristics of 12 schemes for classifying research questions and raises issues regarding their application in understanding and doing inquiry.

Broad Topical Focus: Defining Curriculum Research Questions
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation

 

Dillon, J. T., "The Use of Questions in Educational Research," Educational Researcher, 12(November, 1983), 19-24.*, J. T. Dillon

Annotation: Reports a content analysis of the form and substance of research questions used in educational research studies reported in a variety of educational research journals for a period of one year.

Broad Topical Focus: Defining Curriculum Research Questions, Publication Outlets for Curriculum Research and Inquiry
Source Discipline: Education
Mode of Inquiry in the Study: Content Analysis
Type of Study: Single Study
Narrow Topic: Education as a Field of Study

 

Diorio, Joseph A., "Rights, Equality, and the Ethics of School Policy," Curriculum Inquiry, 16(Summer, 1986), 148-178., Joseph A. Diorio

Annotation: Sets forth distinctions among rights, equality, and ethics of school policy and examines the justification for each.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Freedom/Authority and Curriculum

 

Dobbert, Marion Lundy, Ethnographic Research: Theory and Application for Modern Schools and Societies. New York: Praeger, 1982., Marion Lundy Dobbert

Annotation: Provides a comprehensive treatment of ethonographic research methods in education.

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

 

Dockrell, W. B., and David Hamilton, eds., Rethinking Educational Research . London: Hodder and Stoughton, 1980., W. B. Dockrell and David Hamilton

Annotation: Includes a series of essays on new approaches to educational research.

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

 

Dolby, Nadine, "Popular Culture and Democratic Practice," Harvard Educational Review, 73(Fall, 2003), 258-284., Nadine Dolby

Annotation: Reviews the history of popular culture research and its place in practical action; discusses the need for radical democratic practices that utilize popular culture as a site for political struggle.

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

 

Donmoyer, Robert, "Cognitive Anthropology and Research on Effective Principals," Educational Adminstration Quarterly, 21(Spring, 1985), 31-57.*, Robert Donmoyer

Annotation: Reports a study of successful principals using ethnographic semantics as a research method.

Broad Topical Focus: Curriculum Administration, Leadership, Finance, Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum Specialists in Schools

 

Donmoyer, Robert, "Generalizability and the Single Case Study," pp. 175-200 in Elliot W. Eisner and Alan Peskin, eds., Qualitative Research in Education: The Debate Continues. New York: Teachers College Press, 1990.*, Robert Donmoyer

Annotation: Explores the meaning of generalizability in social science research and in qualitative case studies.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Multiple/Mixed Forms of Inquiry
Type of Study: Case Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum, Qualitative Research

 

Donmoyer, Robert, "Postpositivist Evaluation: Give Me a For Instance," Educational Administration Quarterly, 27 (August, 1991), 265-296.*, Robert Donmoyer

Annotation: Proposes a deliberative form of evaluation and gives an example of its use in an administrator's evaluation of teachers' instruction.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum and Politics, Value Assumptions and Ideologies in Curriculum, Curriculum Deliberation

 

Donmoyer, Robert, "The Principal as Prime Mover," Daedalus (Journal of the American Academy of Arts and Sciences), 112 (Summer, 1983), 81-94., Robert Donmoyer

Annotation: Reports a study of an administrator using aesthetic inquiry processes and language.

Broad Topical Focus: Curriculum Administration, Leadership, Finance
Source Discipline: Education
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism
Type of Study: Single Study
Narrow Topic: Supervision of Instruction

 

Donmoyer, Robert, "The Rescue from Relativism: Two Failed Attempts and an Alternative Strategy," Educational Researcher, 14(December, 1985), 13-20. *, Robert Donmoyer

Annotation: Challenges aspects of positivist paradigms and discusses a form of rationality based on Toulman that can embrace "purpose" within inquiry.

Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Philosophical Schools

 

Dunkin, Michael J., "Types of Errors in Synthesizing Research in Education," Review of Educational Research, 66(Summer, 1996), 87-97., Michael J. Dunkin

Annotation: Summarizes nine types of errors frequently made by reviewers while synthesizing research.

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

 

Dynarski, Mark, "Connecting Education Research to Practitioners-- and Practitioners to Education Research," Phi Delta Kappan, 9(September, 2010), 61-65., Mark Dynarski

Annotation: Makes the case for exchanges between researchers and practitioners; explains the tasks undertaken by the current "What Works Clearinghouse" in the U. S. Institute of Education Sciences, and the criteria used to select studies to be synthesized.

Broad Topical Focus: Relation of Curriculum Research to Practice
Source Discipline: Education
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry, Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Government Role in Educational Research & Development, Knowledge Utilization

 

Edwards, Sachi, "Seeking Collective Wisdom: A Spiritual-Dialogue Research Approach," pp. 257-273 in Jing Lin, Rebecca L. Oxford, and Tom Culham, eds., Towards a Spiritual Research Paradigm: Exploring New Ways of Knowing, Researching, and Being. Charlotte, NC: information Age Publishing, 2016., Sachi Edwards

Annotation: Discusses the nature of a spiritual research paradigm and its ontological, axiological, epistemological, and methodological bases; shows how spiritual knowledge can be uncovered through a methodology of dialogue; illustrates with classroom examples.

Broad Topical Focus: Curriulum Inquriy Guidelines, Curriculum Visions and Philosophies
Source Discipline: Education
Mode of Inquiry in the Study: Religious Inquiry
Type of Study: SIngle Study
Narrow Topic: Knowledge Generation, Religious & Private Schooling, Curriculum as Experience, Qualitative Research, Self Knowledge

 

Eisenhart, Margaret, "Educational Ethnography Past, Present, and Future: Ideas to Think With," Educational Researcher, 30(November, 2001), 16-27., Margaret Eisenhart

Annotation: Identifies contemporary muddles and changing concepts in ethnographic research, including new meanings of "culture" (cultural productions, funds of knowledge, collective representations, public symbols) and new methods (multi-site, connections among sites, ways to portray both shared and different experiences, ways to address ethical dilemmas).

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

 

Eisenhart, Margaret, "On the Subject of Interpretive Reviews," Review of Educational Research, 68(Winter, 1998), 391-399., Margaret Eisenhart

Annotation: Examines issues in doing interpretive reviews; two responses follow.

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

 

Eisenhart, Margaret, and Lisa Towne, "Contestation and Change in National Policy on 'Scientifically Bases' Education Research," Educational Researcher, 32(October, 2003), 31-38., Margaret Eisenhart and Lisa Towne

Annotation: Traces the definitions of educational research that appear in varied federal education legislation passed in 2000 through 2003 and notes the uses intended for each and the effect of outside testimony in shifting the language that eventually appeared in these laws.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Policies and Policy Making
Source Discipline: Education
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Government Role in Educational Research & Development, Comparisons Among Inquiry Modes

 

Eisner, Elliot, "Introduction to Special Section on Objectivity, Subjectivity, and Relativism," Curriculum Inquiry, 22(Spring, 1992), 5-7., Elliot Eisner

Annotation: Describes the issues surrounding the concepts of objectivity, subjectivity, and relativism in various forms of educational research; introduces four articles.

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

 

Eisner, Elliot, "Objectivity in Educational Research," Curriculum Inquiry, 22(Spring, 1992), 9-15., Elliot Eisner

Annotation: Describes issues surrounding objectivity in educational research; one of four related articles.

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

 

Eisner, Elliot, and Kimberly Powell,"Art in Science?" Curriculum Inquiry, 32(Summer, 2002), 131-159., Elliot Eisner and Kimberly Powell

Annotation: Shows how scientific research has artistic components; draws implications for doing research and for teaching science.

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

 

Eisner, Elliot W., "Can Educational Research Inform Educational Practice?" Phi Delta Kappan, 65(March, 1984), 447-552.*, Elliot W. Eisner

Annotation: Argues for expanded forms of educational research done in school settings as a basis for theory building, criticism, and informed practice.

Broad Topical Focus: Relation of Curriculum Research to Practice
Source Discipline: Education
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Utilization

 

Eisner, Elliot W., "Emerging Models for Educational Evaluation," School Review, 80(August, 1972), 573-590., Elliot W. Eisner

Annotation: Identifies some non-technical models of evaluation.

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

 

Eisner, Elliot W., "Forms of Understanding and the Future of Educational Research," Educational Researcher, 22(October, 1993), 5-11.*, Elliot W. Eisner

Annotation: Describes how concepts are formed out of experience of the qualitative environment and suggests use of multiple forms of inquiry in educational research.

Broad Topical Focus: Curriculum Research and Inquiry-General
Source Discipline: Education
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Comparisons Among Inquiry Modes

 

Eisner, Elliot W., "On the Difference Between Scientific and Artistic Approaches to Qualitative Research," Educational Researcher, 10(April, 1981), 5-9.*, Elliot W. Eisner

Annotation: Compares scientific and artistic approaches to qualitative research on ten dimensions.

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

 

Eisner, Elliot W., The Art of Educational Evaluation: A Personal View . London: Falmer, 1985., Elliot W. Eisner

Annotation: Includes 15 previously published articles on the topic.

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

 

Eisner, Elliot W., The Enlightened Eye: Qualitative Inquiry and the Enhancement of Educational Practice. New York: Macmillan, 1991. 2nd Ed., Prentice-Hall, 1998., Elliot W. Eisner

Annotation: Explicates features of qualitative inquiry in education with examples from educational criticism.

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

 

Eisner, Elliot W., "The Forms and Functions of Educational Connoisseurship and Educational Criticism," pp. 190-226 in his Educational Imagination. New York: Macmillan, 1979.* See other versions in his 1985 and 1994 editions of this book., Elliot W. Eisner

Annotation: Describes the purposes and processes of using educational criticism in curriculum inquiry.

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

 

Eisner, Elliot W., "The Primacy of Experience and the Politics of Method," Educational Researcher, 17(June-July, 1988), 15-20., Elliot W. Eisner

Annotation: Calls for use of diverse research methods that capture the variety of experience we seek to study; addresses political issues related.

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

 

Eisner, Elliot W., and Alan Peshkin, eds., Qualitative Inquiry in Education: The Continuing Debate. New York: Teachers College Press, 1990., Elliot W. Eisner and Alan Peshkin

Annotation: Treats issues of objectivity and subjectivity, validity, generalizability, ethics, and uses of qualitative inquiry.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Collection of Studies
Narrow Topic: Qualitative Research

 

Elliott, John, "Teachers as Researchers: Implications for Supervision and Teacher Education," Teaching and Teacher Education, 6(No. 1, 1990), 1-26.*, John Elliott

Annotation: Describes teacher-researchers in Stenhouse's Humanities Project, Ford Teaching Project, and Quality of Learning Project in England from perspective of Elliott's personal involvement.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Theorists, Curriculum Change
Source Discipline: Education
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Teacher Research, Teaching/Learning Process, Comparative Curriculum, Teacher Education

 

Elliott, John, et al, School Accountability . London: Grant McIntyre, 1981., John Elliott and .

Annotation: Gives a perspective on school accountability and the means of accomplishing it.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Education
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Program Audit/Evaluation

 

Ely, Margot, Ruth Vinz, Maryann Downing, and Margaret Anzul, On Writing Qualitative Research: Living by Words. New York: The Falmer Press, 1997, Margot Ely, Ruth Vinz, Maryann Downing, and Margaret Anzul

Annotation: Gives a thorough treatment of writing up qualitative research studies in various forms using analytic and interpretive modes of expression; gives numerous illustrations and examples.

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

 

Emory, Kathy, and Susan Ohanian, "No Matter Who's Talking about Educational Reform, Look for the Footprints of the Business Roundtable," pp. 114-140 in their Why Is Corporate America Bashing our Public Schools? Portsmouth, NH: Heinemann, 2004., Kathy Emory and Susan Ohanian

Annotation: Traces the political influence of the Business Roundtable from 1989 to date on federal legislation; reports resistance to their influence and laws.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences, Curriculum Change
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Criticism of Schooling, Curriculum Standards and Testing, Curriculum and Politics, Curriculum History

 

Emrick, John A., and Rekha Agarwala-Rogers, "National Diffusion Network: An Emerging Strategy for Directed Change," Viewpoints in Teaching and Learning, 54(April, 1978), 90-113., John A. Emrick and Rekha Agarwala-Rogers

Annotation: Describes the National Diffusion Network for disseminating ideal programs.

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

 

English, Fenwick W., "A Critical Appraisal of Sara Lawrence-Lightfoot's Portraiture as a Method of Educational Research,' Educational Researcher, 29(October, 2000), 21-26., Fenwick W. English

Annotation: Agues from a postmodern perspective that methods of portraiture violate assumptions of science while claiming to be scientific.

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

 

Ercikan, Kadriye, and Wolff-Michael Roth, "What Good is Polarizing Research into Qualitative and Quantitative? Educational Researcher, 35(June/July, 2006), 14-23., Kadriye Ercikan and Wolff-Michael Roth

Annotation: Conceives an eight dimension continuum from low-level to high-level inferences on which both quantitative and qualitative studies can be placed; calls for starting with research questions which then require different kinds of research methods and modes of inquiry to generate answers; collaboration among experts in different kinds of reserach methods may be required depending on where the study falls on the continuum.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Qualitative Research

 

Ergas, Oren, "Knowing the Unknown: Transcending the Educational Narrative of the Kantian Paradigm through Contemplative Inquiry," pp.. 1-23 in Jing Lin, Rebecca L. Oxford, and Tom Culham, eds., Towards a Spiritual Research Paradigm: Exploring New Ways of Knowing, Reseaching, and Being. Charlotte, NC: Information Age Publishing, 2016., Oren Ergas

Annotation: Describes the role of paradigms in general and as applied to educational research; discusses the nature of a spiritual research paradigm and points to studies that have used it to study spiritual phenomena.

Broad Topical Focus: Curriulum Inquriy Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Religious Inquiry
Type of Study: SIngle Study
Narrow Topic: Knowledge Generation

 

Erickson, Frederick, "Qualitative Methods in Research on Teaching," pp. 119-161 in Merlin C. Wittrock, ed., Handbook of Research on Teaching, Third Edition. New York: Macmillan, 1986.*, Frederick Erickson

Annotation: Reviews all facets of qualitative research methods, data collection and analysis, and interpretation in relation to research on teaching.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Enactment and Teaching
Source Discipline: Education
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation, Qualitative Research

 

Eryaman, Mustafaf Yunas, "A Hermeneutic Approach Toward Integrating Technology into Schools: Policy and Practice," pp. 143-160 in Sharon Y. Tettegah and Richard C. Hunter, eds., Technology and Education: Issues in Administration, Policy, and Applications in K12 Schools. New York: Elsevier, 2006., Mustafaf Yunas Eryaman

Annotation: Advocates a hermeneutic approach (rather than a technical-procedural approach) to policymaking and evaluation; illustrates this approach in a case study of a classroom in Istanbul, Turkey.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Inquiry Guidelines, Curriculum Evaluation
Source Discipline: Education
Mode of Inquiry in the Study: Hermeneutic Inquiry
Type of Study: Single Study
Narrow Topic: Media and Computers in Curriculum Development, Knowledge Generation

 

Esland, Geoffrey M., "Teaching and Learning as the Organization of Knowledge," pp. 70-115 in Michael F. D. Young, ed., Knowledge and Control: New Directions for the Sociology of Education . London: Collier-Macmillan, 1971., Geoffrey M. Esland

Annotation: Describes the possibilities for studying teaching and learning from the perspective of the sociology of knowledge; ends with some specific questions for research.

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

 

Ewert, Gerry D., "Habermas and Education: A Comprehensive Overview of the Influence of Habermas in Educational Literature," Review of Educational Research, 61 (Fall, 1991), 345-378.*, Gerry D. Ewert

Annotation: Presents a summary of articles published between 1972 and 1987 by Habermas; gives implications for education; suggests applications.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation

 

Fallace, Thomas, "John Dewey and the New Left, 1960-1988," Journal of Curriculum Studies, 52(5, 2020), 593-607., Thomas Fallace

Annotation: Traces the influence of Dewey's ideas about education on education writers during this period; notes others who critiqued Dewey; notes some who cited him regularly; notes some paradoxes that were created due to selective interpretations.

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

 

Fallace, Thomas D., "Tracing John Dewey's Influence on Progressive Education, 1903-1951: Toward a Received Dewey," Teachers College Record, 113(March, 2011), 463-492., Thomas D. Fallace

Annotation: Focuses on what Dewey's peers took from his ideas and used for their own purposes in shaping thought and practice in civic and social education--often in ways that conflicted with Dewey's actual statements; challenges the conventional understandings of social efficiency and social justice.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Social Studies, Materials Development and Evaluation, Social Efficiency/Control

 

Farley-Ripple, Elizabeth, "Wordplay or Paradigm Shift: The Meaning of Rsearch Impact," International Journal of Educational Policy and Laadership, 18(11, 2020)., Elizabeth Farley-Ripple

Annotation: Reports a survey of U. S.thought leaders on several questions: 1) is research impact different from research use? 2) does impact matter in different ways for different parts of education? 3) is impact observable? 4) how do you make impact happen? Also notes common contextual issues.

Broad Topical Focus: Relation of Curriculum Research to Practice, Curriculum Evaluation
Source Discipline: Education
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Government Role in Eduational Research and Development, Knowledge Untilization

 

Farley-Ripple, Elizabeth N., "A New Day for Education Research and Practice," Phi Delta Kappan, 102(April, 2021), 8-13., Elizabeth N. Farley-Ripple

Annotation: Describes the way educational research gets used and how researchers and practitioners are working more closely together.

Broad Topical Focus: Relation of Curriculum Research to Practice
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Knowledge Linkage, Knowledge Utilization

 

Farrell, Caitlin C., and Cynthia E. Coburn, "Absorptive Capacity: A Conceptual Framework for Understanding District Central Office Learning," Journal of Educational Change, 18(2, 2017), 135-159., Caitlin C. Farrell and Cynthia E. Coburn

Annotation: Posits a conceptualization of absorptive capacity for central office staff learning in relation to external partners; includes prior knowledge, pathways, leadership, and resources.

Broad Topical Focus: Relation of CUrriculum Research to Practice
Source Discipline: Education
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Sudy
Narrow Topic: Knowledge Generation

 

Fay, Brian, "How People Change Themselves: The Relationship Between Critical Theory and Its Audience," pp. 200-233, 266-269 in T. Ball, ed., Political Theory and Praxis: New Perspectives . Minneapolis, MN: University of Minnesota Press, 1977. Reprinted pp. 55-92 in John W. Smyth, ed., Reflection in Action . Victoria: Deakin Univeristy, 1986., Brian Fay

Annotation: Describes how critical theory differs from instrumentalist theory; poses and answers objections to an educative model of how change can be brought about.

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

 

Feinberg, Walter, Understanding Education: Toward a Reconstruction of Educational Inquiry . New York: Cambridge University Press, 1983., Walter Feinberg

Annotation: Explains various modes of inquiry used in understanding education.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
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

 

Feller, Irwin, "Innovation Processes: A Comparision in Public Schools and Other Public Sector Organizations," Knowledge: Creation, Diffusion, Utilization, 4(December, 1982), 272-291., Irwin Feller

Annotation: Reviews the research on the topic.

Broad Topical Focus: Curriculum Change
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Utilization

 

Fensham, Peter, Colin Power, David Tripp, and Stephen Kemmis, A Study of Three Cases: A Review of "Alienation from Schooling ." London: Routledge & Kegan Paul, 1986., Peter Fensham, Colin Power, David Tripp, and Stephen Kemmis

Annotation: Presents three cases from Australia on the topic.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Contexts and Societal Influences
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation, Comparative Curriculum

 

Fenstermacher, Gary D., "The Knower and the Known: The Nature of Knowledge in Research on Teaching," pp.3-56 in Linda Darling-Hammond, ed., Review of Research in Education, 20: 1994. Washington, DC: American Educational Research Association,1994., Gary D. Fenstermacher

Annotation: Reviews the epistemic status of both formal and practical knowledge related to research on teaching.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Enactment and Teaching
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation, Practical Knowledge, Conceptions of Teaching, Value Assumptions and Ideologies in Curriculum

 

Ferrero, David, "Does 'Research Based' Mean 'Value Neutral'?" Phi Delta Kappan, 86(February, 2005). 425-432., David Ferrero

Annotation: Shows how value judgments play a role in translating educational research into practice; presents a typology of traditional and progressive philosophies of education.

Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum Proposals in Coherent Form, Curriculum Visions and Philosophies, Curriculum Policies and Policy Making, Curriculum Conceptions and Theories
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Knowledge Generation, Philosophical Schools

 

Fetterman, David M., Ethnography: Step by Step. Newbury Park, CA: Sage, 1989., David M. Fetterman

Annotation: Provides a short handbook of procedures for engaging in ethnographic research.

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

 

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