Source Discipline - Education
Annotation: Describes in a phemomenological mode three teachers' experience of classroom problem-solving activities.
Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Education
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Teaching/Learning Process
Annotation: Describes teachers' use of all-structured problems within J. D. Sinnott's concept of "relativistic operations".
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, Teaching/Learning Process
Lehming, Rolf, and Michael Kane, eds., Improving Schools: Using What We Know. Beverly Hills, CA: Sage, 1981., Rolf Lehming and Michael Kane
Annotation: Describes the use of research knowledge to improve schools.
Broad Topical Focus: Curriculum Change, 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 Utilization
Lemesianow, Christine A., and Jamie Grinberg, "Criticality in Education Research." pp. 211-233 in Kenneth Tobin and Joe L. Kincheloe, eds., Doing Educational Research: A Handbook. Rotterdam: Sense Publishers, 2006., Christine A. Lemesianow and Jamie Grinberg
Annotation: Analyzes processes involved in doing critical inquiry in education and discusses an example of a previously published study using this approach.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Annotation: Points out some limitations of revisionist historians' views of educational theory.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Annotation: Indicates how this method is used to elucidate descriptive concepts and their relationships in any form of research; also in the analysis of assumptions, systems, and values behind these concepts; it is ultmately critical in its purpose; its limitations are also discuessed.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry - Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Comparisons Among Inquiry Modes, Knowledge Generation
Annotation: Gives four primary practical strategies to be undertaken by high schools to keep students from dropping out; gives guidelines for implementing such practices and many examples being used in real school situations.
Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design, Curriculum Change
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Secondary School Curriculum
Levin, Benjamin, Reforming Education: From Origins to Outcomes. New York: RoutledgeFalmer, 2001., Benjamin Levin
Annotation: Reports a policy study in 5 settings (England, New Zealand, Alberta, Manitoba, Minnesota)that analyzes policy origins, adoption, implementation, and outcomes.
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 and Politics, Curriculum Implementation, Freedom/Authority and Curriculum, Comparative Curriculum
Annotation: Discusses ways to connect research and practice in education and gives examples of work being done collaboratively.
Broad Topical Focus: Curriculum Inquiry Guidelines, Defining Curriculum Research Questions
Source Discipline: Education
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Annotation: Explains the derivation of the Common Core State Standards published in 2010 by its developers (National Governors Association, Council of State School Officers, and others); clarifies who was involved and what procedures were followed; gives status of implementation as of 2013; identifies the difficulties that lie ahead in that process; other issues are described in related chapters written mostly by authors representing the American Enterprise Institute.
Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Decision-making Processes
Source Discipline: Education
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing
Annotation: Speaks of reviewing as using the metaphor of recasting of knowledge and practice rather than of stocktaking or stockpiling.
Broad Topical Focus: Curriculum Inquiry Guidelines, Inquiry Language in Curriculum Research
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Annotation: Sets forth guidelines based on decisions of the courts regarding constitutionality of curriculum related religious issues such as library books, opting out of content/materials, evolution, and intelligent design; other church/state/school issues are addressed in other sections of the book.
Broad Topical Focus: Curriculum Administration, Leadership, Finance, Curriculum Policies and Policy Making
Source Discipline: Education
Mode of Inquiry in the Study: Deliberative Inquiry, Historical Inquiry, Religious Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Implementation, Curriculum History, Content Selection and Organization
Annotation: Discusses issues arising between researchers and policymakers regarding knowledge use.
Broad Topical Focus: Critique and Utilization of Curriculum Research and Inquiry, Curriculum Inquiry Guidelines, Curriculum Policies and Policy Making
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Knowledge Utilization
Annotation: Reviews conceptions of knowledge, transfer, and utilization; identifies several models of the overall process and several factors affecting it; discusses research on the problem; gives two case studies of knowledge utilization.
Broad Topical Focus: Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Utilization, Knowledge Linkage
Lubeck, Sally, "Roads to School," Theory into Practice , 27(Winter 1, 1988), 11-18.*, Sally Lubeck
Annotation: Applies ethnographic methods to the study of children's play cultures.
Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Education
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Classroom Observation & Research, Early Childhood Curriculum
Annotation: Explores the issue of transferring educational policies from one country to another, including into the United States from outside; critiques specific attempts and stresses the centrality that the cultural context plays in such situations.
Broad Topical Focus: Critique and Utilization of Curriculum Research and Inquiry, Curriculum Contexts and Societal Influences
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Comparative Curriculum, Curriculum and Politics, Curriculum Implementation, Knowledge Utilization, Value Assumptions and Ideologies in Curriculum
Lutz, Frank W., and Lawrence Iannaccone, Understanding Educational Organizations: A Field Study Approach . Columbus, OH: Charles E. Merrill, 1969., Frank W. Lutz and Lawrence Iannaccone
Annotation: Describes field study methods of studying educational organizations.
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, Organization Theory
Lutz, Frank W., and Margaret A. Ramsey, "The Use of Anthropological Field Methods In Education," Educational Researcher, 3(November, 1974), 5-9.*, Frank W. Lutz and Margaret A. Ramsey
Annotation: Describes briefly procedures for using anthropological field methods of research 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
Annotation: Critiques the approach to doing research reviews labeled "systematic review" that ignores nuanced reading, writing, and interpretation of all studies on a given topic and that resorts to narrow protocols of government defined "evidenced-based research."
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Annotation: Presents research on linker roles and linker functions in knowledge dissemination.
Broad Topical Focus: Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Education
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Linkage
Annotation: Describes and illustrates the use of evaluation methods that integrate quantitative and qualitative approaches.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Evaluative Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Qualitative Research, Program Audit/Evaluation
Annotation: Discusses the approaches to phenomenological inquiry of leading curriculum scholars in relation to Heidegger's work; gives a defense of phenomenological inquiry.
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
Annotation: Explores philosophical hermeneutics by reference to philosophers from Socates to Gadamer; discusses the notion of Bildung; notes the work of curriculum scholars (Huebner, Macdonald, among others) in relation to this topic.
Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Conceptions and Theories
Source Discipline: Education
Mode of Inquiry in the Study: Hermeneutic Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Mahoney, Joseph L., Joseph A. Durlak, and Roger P. Weinberg,"an Update on Social and Emotional Learning Outcome Reserach, Phi Delta Kappan, 100(December, 2018/January,2019) 18-25., Joseph L. Mahoney, Joseph A. Durlak, and Roger P. Weinberg
Annotation: Summarizes recent meta-analyses of research in social and emotional learning; notes key findings; gives implications for research, practice, and policy.
Broad Topical Focus: Relation of Curriculum Research to Practice
Source Discipline: Education
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum as Experience, Hidden Curriculum, Psychology and Curriculum, Self-Knowledge
Malen, Betty, and Michael Knapp, "Rethinking the Multiple Perspectives Approach to Educational Policy Analysis: Implications for Policy-Practice Connections," Journal of Educational Policy, 12(October, 1997), 419-445.*, Betty Malen and Michael Knapp
Annotation: Sets forth a general framework of eight common dimensions of policy and shows how these can be analyzed from five perspectives (rational, organizational, political, symbolic, normative).
Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Conceptions and Theories
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Philosophical Inquiry-Speculative Essay, Content Analysis
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum
Maling, Jillian, and Bruce Keepes, "Educational Research and Evaluation," pp. 265-285 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., Jillian Maling and Bruce Keepes
Annotation: Gives some criticisms of the dominant paradigm and notes some recent developments in its use; describes the alternative qualitative paradigm; urges training in these approaches.
Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Evaluation
Source Discipline: Education
Mode of Inquiry in the Study: Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Qualitative Research
Malin, Joel R., Chris Brown, and Andrew Saultz, "What We Want, Why We Want It: K-12 Educators' Evidence Use to Support thier Grant Proposals," International Journal of Educational Policy & Leadership, 15(3, 2019)., Joel R. Malin, Chris Brown, and Andrew Saultz
Annotation: Reports a study of educators' use of research in their grant proposals, the factors influencing their use of this research, and the patterns of this use.
Broad Topical Focus: Relation of Curriclum Research to Practice
Source Discipline: Education
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Utilization
Malin, Joel R., and Vijay Keshaorao Paralkar,"Educational Knowledge Brokerage and Mobilization: The Marshall Memo Case," International Journal of Educational Policy and Leadership, 12(No. 7, 2017), 1-20., Joel R. Malin and Vijay Keshaorao Paralkar
Annotation: Outlines a knowledge mobilization framework and uses it to analyze one case, the weekly online Marshall Memo; examines its purposes, contents, and subscribers' views; reports the types of sources included, methods of dissemination, meaningfulness to subscribers, and the nature of the entire process; also contains a good summary of the literature on knowledge brokerage, mobilization, and related topics.
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: Scientific/Empirical Inquiry, Content Analysis
Type of Study: Case Study
Narrow Topic: Knowledge Linkage, Knowledge Utilization
Mann, Dale, "The Impact of IMPACT II," Teachers College Record, 84(Summer, 1983), 837-870., Dale Mann
Annotation: Assesses outcomes of this project regarding instruction and change.
Broad Topical Focus: Curriculum Change
Source Discipline: Education
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: In-service Teacher Development
Annotation: Reports a project to change schools through teacher change; describes the stages in the process.
Broad Topical Focus: Curriculum Change
Source Discipline: Education
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: In-service Teacher Development, Curriculum and Politics
Marshall, Catherine, and Gretchen B. Rossman, Designing Qualitative Research, 3rd ed. Thousand Oaks, CA: Sage, 1999., Catherine Marshall and Gretchen B. Rossman
Annotation: Provides section-by-section guidance on developing a proposal for doing qualitative educational research.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Ethnographic Inquiry, Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Qualitative Research
Marshall, James D., "John Dewey and Educational Research," Journal of Research and Development in Education, 17(Spring, 1984), 66-77.*, James D. Marshall
Annotation: Examines Dewey's account of the scientific method in relation to perceptions of his method.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum
Mathison, Sandra, "Why Triangulate?" Educational Researcher, 17(March, 1988), 13-17.*, Sandra Mathison
Annotation: Discusses methods and purposes of scientific data triangulation as a basis for constructing plausible explanations.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum
Mathis, William J., and Kevin G. Welner, eds., The Obama Education Blueprint: Researchers Examine the Evidence. Charlotte, NC: Information Age Publishers, 2010., William J. Mathis and Kevin G. Welner
Annotation: Takes six documents issued by USDOE, presenting summaries of research upon which A Blueprint for Reform (2010) was based, and critiques them on the basis of credibility, comprehensiveness of existing research, and their implications for the reform approaches recommended in the Blueprint.
Broad Topical Focus: Critique and Utilization of Curriculum Research and Inquiry, Curriculum Policies and Policy Making
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Evaluative Inquiry
Type of Study: Collection of Studies
Narrow Topic: Government Role in Educational Research & Development, Knowledge Generation, Knowledge Utilization, Curriculum and Politics, Education as a Field of Study
Maxwell, Joseph A., "Causal Explanation, Qualitative Research, and Scientific Inquiry in Education," Educational Researcher, 33(March, 2004), 3-11., Joseph A. Maxwell
Annotation: Analyzes the difference between causality in scientific inquiry construed as "existing" and contrued as "how it occurs;" argues that the latter kind of causality can be seen through qualitative studies while the former through experiments.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Comparisons Among Inquiry Modes, Qualitative Research, Knowledge Generation
Maxwell, Joseph A., "Understanding and Validity in Qualitative Research," Harvard Educational Review, 62(Fall, 1992), 279-300., Joseph A. Maxwell
Annotation: Presents five types of validity (descriptive, interpetive, theoretical, generalizability, and evaluative) and their implications for all kinds of inquiry.
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, Qualitative Research
Maykut, Pamela, and Richard Morehouse, Beginning Qualitative Research: A Philosophic and Practical Guide. Bristol, PA: Falmer Press, 1994., Pamela Maykut and Richard Morehouse
Annotation: Describes the various processes involved in conducting qualitative research.
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
McCutcheon, Gail, "On the Interpretation of Classroom Observations," Educational Researcher, 10(May, 1981), 5-10.*, Gail McCutcheon
Annotation: Describes roles that interpretation plays in qualitative inquiry, distinguishes three types of interpretation, and identifies several related issues.
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, Classroom Observation & Research
McCutcheon, Gail, and Burga Jung, "Alternative Perspectives on Action Research," Theory Into Practice, 29(Summer, 1990), 144-151., Gail McCutcheon and Burga Jung
Annotation: Contracts the positivist, the interpretive, and the critical science perspectives and methods action 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: Single Study
Narrow Topic: Knowledge Generation, Comparisons Among Inquiry Modes
McDonnell, Lorraine M., "Can Educational Research Speak to State Policy?" Theory Into Practice, 27(Spring, 1988), 91-97., Lorraine M. McDonnell
Annotation: Discusses the issue in terms of possible approaches.
Broad Topical Focus: Relation of Curriculum Research to Practice, Curriculum Policies and Policy Making
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Utilization
McDonnell, Lorraine M., and M. Stephen Weatherford, "Recognizing the Political in Implementation Research," Educational Researcher, 45(May, 2016), 233-242., Lorraine M. McDonnell and M. Stephen Weatherford
Annotation: Analyzes elements of policy-making decisions and those of policy implementation; proposes integrating political dimensions into implementation research.
Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Enactment and Teaching, Curriculum Research Domains and Structure
Source Discipline: Education
Mode of Inquiry in the Study: Deliberative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Implementation, Knowledge Generation, Curriculum Deliberation
Annotation: Reports a personal moral journey through a collaborative action research project.
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, Ethical Issues in Curriculum
McEwan, Hunter, and Kieran Egan, eds., Narrative in Teaching, Learning, and Research. New York: Teachers College Press, 1995., Hunter McEwan and Kieran Egan
Annotation: Collects 13 chapters on narrative in teaching, in learning, and in the study of teaching and learning.
Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Education
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Collection of Studies
Narrow Topic: Teaching/Learning Process
McFarland, Daniel, and Eric Klopfer, "Network Search: A New Way of Seeing the Educational Knowledge Domain," Teachers College Record, 112(October, 2010), 2669-2702., Daniel McFarland and Eric Klopfer
Annotation: Proposes a means by which educational knowledge can be structured and retrieved online to facilitate linkages and use.
Broad Topical Focus: Curriculum Research Domains and Structure
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Knowledge Linkage, Knowledge Utilization
Annotation: Presents research designs for five classes of scientific inquiry.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
McKenney, Susan , and Thomas C. Reeves, "Systematic Review of Design-Based Research Programs: Is a Little Knowledge a Dangerous Thing?" Educational Researcher, 42(No. 2, 2013), 97-100., Susan McKenney and Thomas C. Reeves
Annotation: Critiques and amends a previously published review of design-based research approaches by Anderson and Shattuck, 41(No. 1, 2012), 16-25.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Development as Inquiry, Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Knowledge Generation
McKerrow, K. Kelly, and Joan E. McKerrow, "Naturalistic Misunderstanding of the Heisenberg Uncertainty Principle," Educational Researcher, 20 (January-February, 1991), 17-20., K. Kelly McKerrow and Joan E. McKerrow
Annotation: Exposes the misunderstanding of the Uncertainty Principle and its use in literature on naturalistic research.
Broad Topical Focus: Curriculum Inquiry Guidelines
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, Value Assumptions and Ideologies in Curriculum
McLaren, Peter L., and James M. Giarelli, "Introduction: Critical Theory and Educational Research," pp. 1-22 in Peter L. McLaren and James M. Giarelli, eds., Critical Theory and Educational Research. Albany, NY: SUNY Press, 1995., Peter L. McLaren and James M. Giarelli
Annotation: Provides a summary of the character and current status of critical theory and educational research and gives an overview of 15 essays in the book that mark the controversies and cutting-edge studies of the current work in critical educational research.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Status Study
Narrow Topic: Knowledge Generation
McLaughlin, Milbrey Wallin, "Implementation as Mutual Adaptation: Change in Classroom Organization," Teachers College Record, 77(February, 1976), 339-351., Milbrey Wallin McLaughlin
Annotation: Reports studies of implementation of classroom changes where adaptation rather than fidelity of the change is the norm.
Broad Topical Focus: Curriculum Change
Source Discipline: Education
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Implementation
McLaughlin, Milbrey W., and D. C. Phillips, ed., Evaluation and Education: At Quarter Century, Ninetieth Yearbook of the National Society for the Study of Education, Part II. Chicago, IL: National Society for the Study of Education, 1991., Milbrey W. McLaughlin and D. C. Phillips
Annotation: Presents 11 classic contributions to the literature on program evaluation.
Broad Topical Focus: Curriculum Evaluation, Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Evaluative Inquiry
Type of Study: Collection of Studies
Narrow Topic: Program Audit/Evaluation
McNiff, Joan. Action Research: Principles and Practice. London: Macmillan Education, 1988., Joan McNiff
Annotation: Describes the process and history of action research by teachers; gives case reports; provides practical guidance and questions/answers about action research.
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, Curriculum History
McTaggart, Robin. Action Research: A Short Modern History. Geelong, Australia: Deakin University Press, 1991., Robin McTaggart
Annotation: Reviews U.S., Australia, and English British sources and practices related to action research in education.
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, Curriculum History, Comparative Curriculum
Annotation: Presents a comprehensive understanding of Dewey/s conception of democracy and of education for democracy bases on extracts from Dewey's works.
Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Conceptions and Theories
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Democratic Education
Meens, David, and Kenneth R. Howe, "NCLB and Its Wake: Bad News for Democracy." Teachers College Record, 117(No.6, 2015), 1-44., David Meens and Kenneth R. Howe
Annotation: Examines the eclipse of local control through NCLB; relates democratic policy-making theory to the circumstances of NCLB and shows how NCLB undermines teaching children meaningful participation in democratic politics; offers a set of guidelines for assessing future federal education policies in terms of democratic principles; related articles and critiques follow this article.
Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Local Control of Schooling, Government Role in Educational Research & Development, Curriculum Standards and Testing, Curriculum History
Mehan, Hugh, "Structuring School Structure," Harvard Educational Review , 48 (February, 1978), 32-64., Hugh Mehan
Annotation: Describes a process of "constitutive ethnography" for studying the processes and outcomes of structuring classroom lessons, testing, and counseling sessions; presented with examples.
Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Enactment and Teaching
Source Discipline: Education
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Classroom Observation & Research
Annotation: Traces historically the changes in U.S. school policies and practices related to their rationalization, accountability, and the role of teachers; delves deeply into analysis and explanations for these changes; offers a model that proposes to challenge these trends.
Broad Topical Focus: Curriculum Change, Curriculum Policies and Policy Making, Relation of Curriculum Research to Practice
Source Discipline: Education
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Curriculum and Politics, Curriculum Implementation, Government Role in Educational Research & Development, Local Control of Schooling, Qualitative Research
Merriam, Sharan B., Case Study Research in Education: A Qualitative Approach . San Francisco: Jossey-Bass, 1988., Sharan B. Merriam
Annotation: Discusses the planning and execution of case studies of the qualitative type.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Case Study
Narrow Topic: Knowledge Generation, Qualitative Research
Merriam, Sharan B., Qualitative Research and Case Study Applications in Education, Revised and Expanded. San Francisco: Jossey-Bass, 1997., Sharan B. Merriam
Annotation: Discusses the design of qualitative research, data collection and analysis, and writing of reports.
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
Mertler, Craig A., Action Research: Teachers as Researchers in the Classroom. Thousand Oaks, CA: Sage, 2006., Craig A. Mertler
Annotation: Gives detailed guidance for conducting all facets of an eight-step action research process.
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
Annotation: Traces the history of OECD's work and influence in educational policy and practice across the world; examine the critiques of its positions on accountability and testing.
Broad Topical Focus: Curriculum Evaluation, Curriculum Policies and Policy Making
Source Discipline: Education
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Curriculum and Politics, Comparative Curriculum, Evaluation of Instruction, Student Assessment, Local Control of Schooling
Michael, Deanna L., and Sherman Dorn, "Accountability as a Means of Improvement: A Continuity of Themes," pp. 83-116 in Kathryn M. Borman and Sherman Dorn, eds., Educational Reform in Florida: Diversity and Equity in Public Policy. Albany, NY: State University of New York Press, 2007., Deanna L. Michael and Sherman Dorn
Annotation: Traces the historical development of the educational accountability system in Florida as enacted in the administration of Governor Bush (1999-2007); gives an appraisal of the system.
Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Evaluation
Source Discipline: Education
Mode of Inquiry in the Study: Historical Inquiry, Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Local Control of Schooling, Curriculum Standards and Testing, Student Assessment
Annotation: Reveiws size, topics addressed, impact, and design problems related to policy research done in USA over three decades.
Broad Topical Focus: Curriculum Policies and Policy Making, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Education
Mode of Inquiry in the Study: Historical Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Implementation, Knowledge Utilization
Middleton, James, Stephen Gorard, Chris Taylor, and Brenda Bannen-Ritland, "The 'Compleat' Design Experiment," pp. 21-46 in Anthony E. Kelly, Richard A. Lesh, and John Y. Beck, eds., Handbook of Design Research Methods in Education. New York: Routledge, 2008., James Middleton, Stephen Gorard, Chris Taylor, and Brenda Bannen-Ritland
Annotation: Defines the grammar of the design research process in education (based on its practice in engineering); gives a multiple-phase model of the compleat design cycle; illustrates this with an extended example in mathematics instructional design.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Development as Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum Development Strategies, Mathematics
Miech, Edward J., Bill Nave, and Frederick Mosteller, "The 20,000 Article Problem: How a Structured Abstract Can Help Practitioners Sort out Educational Research," Phi Delta Kappan, 86(January, 2005), 396-400., Edward J. Miech, Bill Nave, and Frederick Mosteller
Annotation: Proposes the use of a structured abstract in each research report (treating 9 or 10 common elements) for use in detecting the report's usefulness for the reader.
Broad Topical Focus: Critique and Utilization of Curriculum Research and Inquiry, 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 Generation, Knowledge Linkage, Knowledge Utilization
Miedema, Siebren, "The Theory-Practice Relation in Critical Pedagogy," Phenomenology + Pedagogy, 5(No. 3, 1987), 221-229.*, Siebren Miedema
Annotation: Discusses action research as a method of cooperation between critical theoreticians and practitioners; gives an example in a German elementary school.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Action Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Comparative Curriculum
Annotation: Shows how humanistic metaphors can be used to describe a particular educational setting.
Broad Topical Focus: Curriculum Inquiry Guidelines, Inquiry Language in Curriculum Research
Source Discipline: Education
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Miles, Matthew B., "40 Years of Change in Schools: Some Personal Reflections," Educational Administration Quarterly, 29(May, 1993), 213-248.*, Matthew B. Miles
Annotation: Traces ten research programs between 1953 and 1993 in which the author was engaged that dealt with aspects of individual and organizational change in education.
Broad Topical Focus: Curriculum Change, Curriculum Theorists, Curriculum Administration, Leadership, Finance
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum History, Curriculum Implementation
Miles, Matthew B., and A. Michael Huberman, "Drawing Valid Meaning From Qualitative Data: Toward a Shared Craft," Educational Researcher, 13(May, 1984), 20-30.*, Matthew B. Miles and A. Michael Huberman
Annotation: Describes methods of analysis and interpretation of qualitative data.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Ethnographic Inquiry, Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Qualitative Research
Miles, Matthew B., and A. Michael Huberman, Qualitative Data Analysis: A Sourcebook of New Methods . Beverly Hills, CA: Sage, 1984., Matthew B. Miles and A. Michael Huberman
Annotation: Provides numerous methods of analyzing qualitative research data.
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
Miller, Richard,, Katrina Liu, and Arnetha F. Ball, "Cricial Counter-Narrative as Transformative Methodology for Educational Equity," Review of Research in Education, 44(2020), 269-300., Richard Miller, Katrina Liu, and Arnetha F. Ball
Annotation: Examines the use of counter-narrative in educational research studies; notes that telling stories that emerge from these studies does not often result in action on issues of equity; proposes a new research methodology that combines critical counter-narratives with critical praxis (action research) to enable not only surfacing of inequitable experiences but also to take transformative action to change inequitable circumstances; see model p. 290.
Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Change
Source Discipline: Education
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Ethical Issues in Curriculum
Miller, Steven I., and Marcel Fredericks, "Postpositivistic Assumptions and Educational Research: Another View," Educational Researcher , 20 (May, 1991): 2-8.*, Steven I. Miller and Marcel Fredericks
Annotation: Examines the major concepts related to the "new philosophy of science": underdetermination, incommensurability, and indeterminacy.
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
Ming, Norma C., and Lauren B. Goldenberg, "Research Worth Using: (Re)Framing Research Evidence Quality for Educational Policymaking and Practice," Review of Research in Education, March 2021. Vol. 45, pp. 129-169., Norma C. Ming and Lauren B. Goldenberg
Annotation: Introduces a "Research Worth Using Framework" for designing and using educational research that focuses on the quality of evidence most helpful to policymakers and practitioners; the framework includes five dimensions (with several sub-dimensions): 1) relevance of question, 2) theoretical credibility, 3) methodological credibility, 4) evidentiary credibility, and 5) relevance of answer.
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, Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generartion, Knowledge Linkage, Knowledge Utilization
Mintrop, Heinwich, and Gail L. Sunderman, "Predictable Failure of Federal Sanctions-Driven Accountability for School Improvement -- And Why We May Retain It Anyway," Educational Researcher, 38(june/July,2009), 353-364., Heinwich Mintrop and Gail L. Sunderman
Annotation: Summarizes results of studies on three questions: 1) Do sanctions-driven accountability systems produce the intended results in NCLB and other attempts? 2) Is it practical and can it be implemented? 3) Is it valued and legitimate?
Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Evaluation
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum Standards and Testing, Evaluation of Instruction, Program Audit/Evaluation, Government Role in Educational Research & Development, Freedom/Authority and Curriculum, Ethical Issues in Curriculum, Student Assessment, Social Efficiency/Control, Local Control of Schooling, Curriculum Implementation
Annotation: Makes the case for combining research methods and offers commentary on several related issues.
Broad Topical Focus: Curriculum Inquiry Guidelines, Inquiry Language in Curriculum Research
Source Discipline: Education
Mode of Inquiry in the Study: Phenomenological Inquiry, Hermeneutic Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Comparisons Among Inquiry Modes
Mishler, Elliot G., "Validation in Inquiry-Guided Research: The Role of Exemplars in Narrative Studies," Harvard Educational Review , 60(November, 1990), 415-442., Elliot G. Mishler
Annotation: Reformulates validation as a process through which a community of scholars evaluates the trustworthiness of a study.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Morrow, Raymond Allan, and Carlos Alberto Torres, Social Theory and Education: A Critique of Theories of Social and Cultural Reproduction. Albany: SUNY Press, 1995., Raymond Allan Morrow and Carlos Alberto Torres
Annotation: Provides an overview of and critique of functionalist, structuralist, and critical perspectives on social and cultural reproduction theories pertinent to education and curriculum studies.
Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Inquiry Guidelines
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
Annotation: Reviews thought on philosophy as educational research and philosophy in educational research with special attention to the subject matter of philosophy of education as a discipline.
Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Comparisons Among Inquiry Modes
Mosher, Fritz, and Susan H. Fuhrman, "The Research that Policy Needs," pp. 372-382 in David K. Cohen, Susan H. Fuhrman, and Fritz Mosher, eds., The State of Education Policy Research. Mahwah, NJ: Lawrence Erlbaum, 2007., Fritz Mosher and Susan H. Fuhrman
Annotation: Discusses what would be necessary to produce knowledge related to successful policymaking (as a summary of earlier studies in the same volume); these are expressed as conditions, not as research agenda items.
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: Ethical Issues in Curriculum, Government Role in Educational Research & Development, Knowledge Generation
Mosher, Ralph L., "Knowledge from Practice: Clinical Research and Development in Education," The Counseling Psychologist, 4(No. 4, 1974), 73-82.*, Ralph L. Mosher
Annotation: Presents a process for developing clinical knowledge from practice.
Broad Topical Focus: Curriculum Inquiry Guidelines, Relation of Curriculum Research to Practice, Curriculum Development, Organization, Design, Curriculum Evaluation
Source Discipline: Education
Mode of Inquiry in the Study: Development as Inquiry, Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum
Moss, Pamela, D. C. Phillips, Frederick D. Erickson, Robert E. Floden, Patti Lather, and Barbara L. Schneider, "Learning from Our Differences: A Dialogue Across Perspectives on Quality in Education Research," Educational Researcher, 38 (October, 2009). 501-517., Pamela Moss, D. C. Phillips, Frederick D. Erickson, Robert E. Floden, Patti Lather, and Barbara L. Schneider
Annotation: Reports a panel discussion of ways to judge quality educational research across a variety of research approachers; related issues are discussed.
Broad Topical Focus: Curriculum Research and Inquiry-General, 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
Mungazi, Dickson A., The Evolution of Educational Theory in the United States. Westport, CT: Praeger, 1999., Dickson A. Mungazi
Annotation: Traces the history of educational theory in the U. S. from 1600s to the present.
Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Education
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Education as a Field of Study
Nash, Robert J., Liberating Scholarly Writing: The Power of Personal Narrative. New York: Teachers College Press, 2004., Robert J. Nash
Annotation: Makes the case for and gives guidance for doing Scholarly Personal Narratives; several examples are provided.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Qualitative Research
Annotation: Explores in one elementary school the intersections between business-motivated reform school neighborhoods, children's activities, and images they encountered.
Broad Topical Focus: Curriculum Contexts and Societal Influences
Source Discipline: Education
Mode of Inquiry in the Study: Ethnographic Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Value Assumptions and Ideologies in Curriculum
Annotation: Reviews 10 dimensions of conceptualizaion of evaluation as they relate to major approaches to evaluation.
Broad Topical Focus: Curriculum Evaluation
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry, Evaluative Inquiry, Philosophical Inquiry-Conceptual Analysis
Type of Study: Research Synthesis
Narrow Topic: Program Audit/Evaluation
Nixon, Jon, ed., A Teacher's Guide to Action Research . London: Grant McIntyre, 1981., Jon Nixon
Annotation: Gives views of several authors on doing action research.
Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation, Teacher Research
Annotation: Reviews much of the literature of action research within professional, personal, and political dimensions.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Action Inquiry, Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation
Noffke, Susan E., and Robert B. Stevenson, eds., Educational Action Research: Becoming Practically Critical. New York: Teachers College Press, 1995., Susan E. Noffke and Robert B. Stevenson
Annotation: Provides case reports of action research projects in teacher education and in the schools as well as cases focused on problems of supporting an institutionalizing action research.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Action Inquiry, Critical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation, Teacher Education
Nolen, Amanda L., and Jim Vander Putten, "Action Research in Education: Addressing Gaps in Ethical Principles and Practices," Educational Researcher, 36(October, 2007), 401-407., Amanda L. Nolen and Jim Vander Putten
Annotation: Explores unaddressed ethical issues related to conducting teacher (action) research and makes recommendations for addressing them.
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, Ethical Issues in Curriculum, Teacher Research
Oberg, Antoinette, "Methods and Meanings in Action Research: The Action Research Journal," Theory Into Practice, 29(Summer, 1990), 214-221., Antoinette Oberg
Annotation: Describes the process of using journals in action research projects involving Canadian teachers.
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, Comparative Curriculum
Ogawa, Rodney T., and Betty Malen, "Towards Rigor in Reviews of Multivocal Literatures: Applying the Exploratory Case Study Method," Review of Educational Research , 61 (Fall, 1991), 265-286.*, Rodney T. Ogawa and Betty Malen
Annotation: Describes a method of reviewing literature that bridges inquiry and commentaries or summaries where methodological adequacy is in question; four critiques follow.
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
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation
Annotation: Critiques Hirst's forms of knowledge in light of Heidegger's conception of "understanding."
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Hermeneutic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Knowledge Generation, Curriculum and the Disciplines, Value Assumptions and Ideologies in Curriculum, Practical Knowledge
Olson, Margaret R., and Cheryl J. Craig, " 'Small' Stories and Meganarratives: Accountability in Balance," Teachers College Record, 111(February, 2009),, 547-572., Margaret R. Olson and Cheryl J. Craig
Annotation: Reports a small study of two teachers' and their students' responses to accountability policies under which they taught and learned and the challenges they mounted to these policies.
Broad Topical Focus: Curriculum Evaluation, Curriculum Policies and Policy Making
Source Discipline: Education
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Comparative Curriculum, Curriculum and Politics, Student Assessment, Freedom/Authority and Curriculum
Annotation: Spells out and compares the different assumptions behind the Market Theory and the Integration Theory of Choice in American education; discusses their effects on reducing inequality; see related article pp. 255-270.
Broad Topical Focus: Curriculum Contexts and Societal Influences, 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: Curriculum and Politics, Value Assumptions and Ideologies in Curriculum, Enrollment Changes-Implications
Osborn, Robert L., "Radical Inquiry and the Study of Education," Foundational Studies, 7(Winter, 1978), 2-19., Robert L. Osborn
Annotation: Describes and critiques traditional inquiry and radical inquiry in education; draws implications of radical inquiry for educational studies.
Broad Topical Focus: Curriculum Research and Inquiry-General,Curriculum Inquiry Guidelines,Defining Curriculum Research Questions
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Critical Inquiry
Type of Study: Single Study
Narrow Topic: Comparisons Among Inquiry Modes, Knowledge Generation
Otto, Wayne, "The Ethnography of Schooling," Journal of Reading, 28(February, 1985), 476-479.*, Wayne Otto
Annotation: Discusses briefly general considerations concerning doing ethnography in schools.
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
Overholt, George E., and William M. Stallings, "Ethnographic and Experimental Hypotheses in Educational Research," Educational Researcher, 5(September, 1976), 12-19., George E. Overholt and William M. Stallings
Annotation: Argues for employing hypotheses in ethonographic research.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Comparisons Among Inquiry Modes
Owen, John M., Program Evaluation: Forms and Approaches, 3rd ed. New York: The Guilford Press, 2007., John M. Owen
Annotation: Provides guidelines for doing evaluative inquiry related to making judgments on program quality.
Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Evaluation
Source Discipline: Education
Mode of Inquiry in the Study: Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Paisley, William J., and Matilda Butler, eds., Knowledge Utilization Systems in Education . Beverly Hills, CA: Sage, 1983., William J. Paisley and Matilda Butler
Annotation: Collects a series of articles on various knowledge utilization systems employed in education.
Broad Topical Focus: Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Utilization
Pajak, Edward, "Cultural Narcissism and Education Reform," Teachers College Record, 113(September, 2011), 2018-2046., Edward Pajak
Annotation: Interprets recent policy reforms in education as being rooted in psychological processes associated with narcissistic parenting wherein the following behavioral patterns prevail: expectations for perfection, grandiose sense of superiority and entitlement, relentless fault-finding, projection of personal fantasies, absence of empathy, preoccupation with control, conditional approval, and well-intentioned view of own motives; suggests alternatives that respect and trust children more.
Broad Topical Focus: Curriculum Change
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Motivation, Psychology and Curriculum, Value Assumptions and Ideologies in Curriculum
Pajares, M. Frank, "Teachers' Beliefs and Educational Research: Cleaning Up a Messy Construct," Review of Educational Research, 62(Fall, 1992), 307-332., M. Frank Pajares
Annotation: Reviews the research on the role of beliefs in teaching.
Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Philosophical Schools, Conceptions of Teaching, Teacher Knowledge