Source Discipline - Education

 

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Pallas, Aaron M., "Preparing Education Doctoral Students for Epistemological Diversity," Educational Researcher, 30(June/July, 2001), 6-11. See also related article by Harvey Siegel,Educational Researcher, 35(March, 2006), 3-12, Aaron M. Pallas

Annotation: Discusses the implications of epistemological diversity for the curriculum of preparing doctoral students in education in research methodologies and related skills.

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: Education as a Field of Study, Programs of Study in Curriculum and Instruction, Professionalization in Curriculum, Comparisons Among Inquiry Modes, Knowledge Generation

 

Parker, Laurence, "Critical Race Theory in Education: Possibilities and Problems," pp. 184-198 in Michael Peters, Colin Lankshear, and Mark Olssen, eds., Critical Theory and the Human Condition: Founders and Praxis. New York: Peter Lang, 2003., Laurence Parker

Annotation: Reviews critical race theory as it relates to qualitative inquiry in education and as race-based epistemology; examples of such studies are included.

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

 

Parkinson, Paul, "Political Economy and the NCLB Regime: Accountability, Standards, and HIgh-Stakes Testing," The Educational Forum, 73(No. 1, 2009), 44-57., Paul Parkinson

Annotation: Analyzes the political economy of academic standards, standardized testing, test scores, and accountability within NCLB in terms of Baudrillard's concepts of functional logic of use value, logic of economic exchange, differential logic of sign value, and logic of symbolic exchange.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Evaluation
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Student Assessment, Value Assumptions and Ideologies in Curriculum

 

Parlett, Malcolm, and David Hamilton, "Evaluation as Illumination," pp. 84-101 in David Tawney, ed., Curriculum Evaluation Today: Trends and Implications . London: Macmillan, 1976.*, Malcolm Parlett and David Hamilton

Annotation: Describes illuminative evaluation, its uses, and its problems.

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

 

Patton, Michael Quinn, "Utilization-Focused Evaluation: A Flexible Approach," pp. 284-291 in his Utilization-Focused Evaluation . Beverly Hills, CA: Sage, 1978.*, Michael Quinn Patton

Annotation: Identifies evaluation questions and methods of research that exemplify utilization-focused evaluation.

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

 

Paul, James L., and Kofi Marfo, "Preparation of Educational Researchers in Philosophical Foundations of Inquiry," Review of Educational Research, 71(Winter, 2001), 525-547., James L. Paul and Kofi Marfo

Annotation: Discusses changes in the philosophy of science and their relation to educational research; discusses needed changes in the education and training of educational researchers.

Broad Topical Focus: Curriculum Research and Inquiry-General
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Curriculum Professors, Knowledge Generation, Programs of Study in Curriculum and Instruction

 

Pendlebury, Shirley, "Practical Arguments and Situational Appreciation in Teaching," Educational Theory, 40(Spring, 1990), 171-179., Shirley Pendlebury

Annotation: Argues that appreciation of a situation is a necessary accompaniment of practical arguments about what to do in teaching in that situation; extends the criticism of previous work done on practical arguments by Fenstermacher and others.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design, Curriculum Enactment and Teaching, Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Deliberative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum Deliberation

 

Penuel, William R., Barry J. Fishman, Britte Haugan Cheng, and Nora Sabelli, "Organizing Research and Development at the Intersection of Learning, Implementation, and Design," Educational Researcher, 40(October, 2011), 331-337., William R. Penuel, Barry J. Fishman, Britte Haugan Cheng, and Nora Sabelli

Annotation: Describes four elements of design-based implementation research; identifies challenges to successful research of this kind; sets steps that research communities focused on this kind of research need to undertake.

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

 

Peshkin, Alan, "The Goodness of Qualitative Research," Educational Researcher, 22(March, 1993), 23-29.*, Alan Peshkin

Annotation: Identifies outcomes possible with qualitative modes of research (description, interpretation, verification, and evaluation) and their possible subcategories.

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

 

Peters, Michael A., and Nicholas C. Burbules, Poststructuralism and Educational Research. Lanham,MD: Rowman & Littlefield, 2004., Michael A. Peters and Nicholas C. Burbules

Annotation: Contrasts and gives affinities between structuralism and poststructuralism, distinguishes positivist and human sciences, provides introductory summaries of Foucault, Derrida, and feminist approaches to educational research, treats Marx, Friere, Giroux, Lather, and Ball 's understanding of research along with illustrations in educational research.

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

 

Peters, Michael, Colin Lankshear, and Mark Olssen, eds., Critical Theory and the Human Condition: Founders and Praxis. New York : Peter Lang, 2003., Michael Peters, Colin Lankshear, and Mark Olssen

Annotation: Contains 15 articles discussing founders of critical theory (Adorno, Horkheimer, Marcuse, Benjamin, Fromm, Arendt, Marx, Wittgenstein, Habermas, Greene) and its use in critical pedagogy, Freire's work, race theory, multculturalism, female body politics, cultural studies, and the environment as they relate to education.

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

 

Petrie, Hugh, G., "Do You See What I See? The Epistemology of Interdisciplinary Inquiry," Educational Researcher, 5(February, 1976), 9-14. Also in Journal of Aesthetic Education, 10(1976), 29-43., Hugh G. Petrie

Annotation: Explores the characteristics of interdisciplinary inquiry, the interpretive use of disciplinary concepts in such inquiry, Polanlyi's idea of tacit knowledge, and the use of metaphor.

Broad Topical Focus: Curriculum Inquiry Guidelines, Inquiry Language in Curriculum Research, 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

 

Phillips, D. C., "Assessing the Quality of Design Research Proposals, " pp. 93-99 in Jan van den Akker, Koeno Gravemeijer, Susan McKenney, and Nienke Nieveen, eds., Educational Design Research. New York: Routledge, 2006., D. C. Phillips

Annotation: Offers ways to assess the quality of design research proposals in education from a philosophical perspective.

Broad Topical Focus: Curriculum Inquiry Guidelines, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Education
Mode of Inquiry in the Study: Development as Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum

 

Phillips, D. C., "Confounding the Grim Reaper: An Evaluation of Some Criticisms of Educational and Social Science Research," Canadian Journal of Education, 13(Winter, 1988), 14-28.*, D. C. Phillips

Annotation: Discusses issues related to the use of hermeneutic interpretation in educational and social science research.

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

 

Phillips, D. C., "Muddying the Waters: THe Many Purposes of Educational Inquiry," pp. 7-21 in Clifton F. Conrad and Ronald C. Serlin, eds., The Sage Handbook for Research in Education. Thousand Oaks, CA: Sage, 2006., D. C. Phillips

Annotation: Relates diversity of purposes of educational inquiry to those found in inquiry in the natural sciences and beyond.

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

 

Phillips, D. C., "On What Scientists Know, and How They Know It," pp. 37-59 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., D. C. Phillips

Annotation: Describes the scientific method of research and related topics.

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, Science

 

Phillips, D. C., and Nicholas C. Burbules, Postpositivism and Educational Research. Lanham, MD: Rowman & Littlefield, 2000., D. C. Phillips and Nicholas C. Burbules

Annotation: Defines and explains the postpositivist philosophy of research in contrast to the positivist philosophy, and illustrates the use and application of the former to the field of educational research.

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: Knowledge Generation, Value Assumptions and Ideologies in Curriculum, Comparisons Among Inquiry Modes

 

Piantanida, Maria, and Noreen B. Garman, The Qualitative Dissertation: A Guide for Students and Faculty. Thousand Oaks, CA: Corwin Press, 1999., Maria Piantanida and Noreen B. Garman

Annotation: Provides informal guidance on doing qualitative research as well as explicit assistance with eight cycles of deliberation involved in doing research and preparing and presenting a dissertation; reflects and expresses wealth of experience of both students and faculty with the dissertation process.

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, Programs of Study in Curriculum and Instruction

 

Plank, David N., and Debbi Harris, "Minding the Gap Between Research and Policymaking," pp. 37-51 in Clifton F. Conrad and Ronald C. Serlin, eds., The Sage Handbook for Research in Education. Thousand Oaks, CA: Sage, 2006., David N. Plank and Debbi Harris

Annotation: Analyzes the issues concerning research questions, answers, and arguments that must be dealt with if the gap between research and policymaking is to be overcome.

Broad Topical Focus: Critique and Utilization of Curriculum Research and Inquiry, 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 Utilization

 

Popkewitz, Thomas S., "A Changing Terrain of Knowledge and Power: A Social Epistemology of Educational Research," Educational Researcher, 26(December, 1997), 18-29., Thomas S. Popkewitz

Annotation: Uses analytical and historical strategies to address the social context of educational research (space, time, and change) and its influence on the production of knowledge in the service of the democratic ideal.

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

 

Popkewitz, Thomas S., A Political Sociology of Educational Reform: Power/ Knowledge in Teaching, Teacher Education, and Research. New York: Teachers College Press, 1991., Thomas S. Popkewitz

Annotation: Devotes chapters to topics in the political sociology of education such as reform, research, teaching, teacher education, professionalism, power, knowledge.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research Domains and Structure
Source Discipline: Education
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Critical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation, Ideology and School Knowledge, Teacher Education, Curriculum and Politics

 

Popkewitz, Thomas S., "Educational Evaluation as a Political Form," pp. 157-182 in his Paradigm and Ideology in Educational Research . London: Falmer Press, 1985., Thomas S. Popkewitz

Annotation: Shows how evaluation can be a rational science or can be transformed to address issues of social, philosophic, and political import.

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

 

Popkewitz, Thomas S. Paradigm and Ideology in Educational Research: Social Functions of the Intellect . Philadelphia: Falmer, 1984., Thomas S. Popkewitz

Annotation: Presents essays on various paradigms of educational research (scientific, qualitative, evaluative, etc.)

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research and Inquiry-General, 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 Generation, Value Assumptions and Ideologies in Curriculum

 

Popkewitz, Thomas S., "Paradigms in Educational Science: Different Meanings and Purpose to Theory," Journal of Education (Boston University), 162(Winter, 1980), 28-46.*, Thomas S. Popkewitz

Annotation: Compares the empirical-analytic, the symbolic science, and the critical science paradigms of educational 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, Value Assumptions and Ideologies in Curriculum

 

Popkewitz, Thomas S., "Soviet Pedagogic Science: Visions and Contradictions," Journal of Curriculum Studies, 16(April-June, 1984), 111-130. Rewritten for chapter three in his Paradigm & Ideology in Educational Research. London: Falmer Press, 1984., Thomas S. Popkewitz

Annotation: Describes pedagogical research in the Soviet Union and its commitments to dialectical materialism; reviews inquiry procedures in this research; describes educational psychology and didactics.

Broad Topical Focus: Relation of Curriculum Research to Practice, Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Conceptions of Teaching, Comparative Curriculum, Teaching/Learning Process, Curriculum and Politics, Teacher Education, Value Assumptions and Ideologies in Curriculum

 

Popkewitz, Thomas S., and Lynn Fendler, Critical Theories in Education: Changing Terrains of Knowledge and Politics. New York: Routledge, 1999., Thomas S. Popkewitz and Lynn Fendler

Annotation: Explores systematically and from competing intellectual traditions the changing terrain of critical theoretical work in education.

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, Value Assumptions and Ideologies in Curriculum, Curriculum and Politics

 

Popp, Jerome A., "On the Autonomy of Educational Inquiry," Educational Studies, 5 (Winter, 1974-75), 197-204., Jerome A. Popp

Annotation: Advocates looking at practical educational problems using disciplinary theories to help choose variables to examine rather than to use them to generate knowledge as done traditionally in the disciplines.

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

 

Popp, Jerome A., "Paradigms in Educational Inquiry," Educational Theory, 25 (Winter, 1975), 28-39., Jerome A. Popp

Annotation: Discusses solutions to practical problems and the place of philosophical inquiry in this; urges choice among paradigms of educational inquiry.

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

 

Popp, Jerome A., "Practice and Malpractice in Philosophy of Education," Educational Studies, 9(Fall, 1978), 275-294., Jerome A. Popp

Annotation: Asks what is the point of philosophizing; distinguishes between inquiry aimed at practical and at theoretical understanding; explores the scientific and value aspects of philosophical inquiry in education.

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

 

Pritchard, Ivor A., "Travelers and Trolls: Practitioner Research and Institutional Review Boards," Educational Researcher, 31(April, 2002), 3-13., Ivor A. Pritchard

Annotation: Discusses ethical issues related to action research with special attention given to issues confronted by Institutional Review Boards.

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

 

Proefriedt, William A., High Expectations: The Cultural Roots of Standards Reform in American Education. New York: Teachers College Press, 2010., William A. Proefriedt

Annotation: Argues against the policies and practices of educational reformers who demand testing, high individual achievement for all, and an economic model of curriculum for national competitiveness; traces threads both for and against these views throughout American educational history; gives a close reading and balanced interpretation of our leading educators over the last 250 years.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Visions and Philosophies, Curriculum Contexts and Societal Influences
Source Discipline: Education
Mode of Inquiry in the Study: Historical Inquiry, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum History, Curriculum Aims and Objectives, Curriculum Standards and Testing, Philosophical Schools, Value Assumptions and Ideologies in Curriculum

 

Pruyn, Marc, and Luis M. Huerta-Charles, eds., Teaching Peter McLaren: Paths of Dissent. New York: Peter Lang, 2005., Marc Pruyn and Luis M. Huerta-Charles

Annotation: Presents ten essays giving McLaren's intellectual contributions and ways his ideas are used with students.

Broad Topical Focus: Curriculum Theorists, Curriculum Contexts and Societal Influences
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Collection of Studies
Narrow Topic: Curriculum Theory Creation and Uses, Value Assumptions and Ideologies in Curriculum

 

Purpel, David E., "Moral Outrage and Education," pp. 187-207 in David E. Purpel, Moral Outrage in Education. New York: Peter Lang, 1999., David E. Purpel

Annotation: Argues that cultural and social transformation can be achieved, not by study and criticism, but by application of spirituality in education; awe, faith, ultimate meaning, commitment, confession, moral outrage, and grief.

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

 

Pyott, Terri D., and Joshua R. Polanin, "High-Quality Meta-Analysis in a Systematic Review," Review of Educational Research, 90(1, 2020), 24-46., Terri D. Pyott and Joshua R. Polanin

Annotation: Reviews best practices for doing meta-analysis in systematic reviews of quantitative research for transparency and accountability.

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 Generartion, Knowledge Linkage

 

Quantz, Richard A., and Terence W. O'Connor, "Writing Critical Ethnography: Dialogue, Multivoicedness and Carnival in Cultural Texts," Educational Theory, 38 (Winter, 1988), 95-109., Richard A. Quantz and Terence W. O'Connor

Annotation: Discusses issues related to doing critical ethnography drawing on work of Bakhtin.

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

 

Special Issue: Exploring Qualitative/Quantitative Research Methodologies in Education, Anthropology and Education Quarterly, 8(May, 1977)., Anthropology and Education Quarterly

Annotation: Provides the papers from a 1976 conference on the use of both methodologies in educational 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, Qualitative Research, Comparisons Among Inquiry Modes

 

Raizen, Senta A., "Dissemination Programs at the National Institute of Education: 1974-1979," Knowledge: Creation, Diffusion, Utilization, 1(December, 1979), 259-292., Senta A. Raizen

Annotation: Describes NIE's dissemination programs.

Broad Topical Focus: Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Education
Mode of Inquiry in the Study: Historical Inquiry, Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Linkage, Knowledge Utilization, Government Role in Educational Research & Development

 

Ravitch, Diane, "Changing the Poisonous Narrative: A Conversation with Diane Ravitch," Educational Leadership, 69(December 2011/January 2012), 54-58., Diane Ravitch

Annotation: Gives Ravitch's forthright answers to an interviewer's questions on current testing policies and practices and corporate dominance in education politics.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Change, Curriculum Evaluation
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Value Assumptions and Ideologies in Curriculum, Curriculum and Politics, Freedom/Authority and Curriculum, Student Assessment

 

Reason, Peter, "Living as Part of the Whole: The Implications of Participation," Journal of Curriculum and Pedagogy, 2(Winter, 2005), 35-41., Peter Reason

Annotation: Discusses participation as a method of inquiry, having political, educative, ontological, epistemological, ontological, aesthetic, and spiritual imperatives.

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, Democratic Education

 

Reese, William J., "What History Teaches About the Impact of Educational Research on Practice," pp. 1-19 in Asghar Iran-Nejad and P. David Pearson eds., Review of Research in Education, 24, 1999. Washington, DC: American Educational Research Association, 1999., William J. Reese

Annotation: Reviews the history of educational research and its impact on practice.

Broad Topical Focus: Relation of Curriculum Research to Practice, Curriculum Research and Inquiry-General
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry, Historical Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Utilization

 

Statement of Agreement by Professionals in the Field of Educational Dissemination, Educational Researcher, 6(November, 1977), 3-4., Educationl Researcher

Annotation: Presents a concensus statement on the topic.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Education
Mode of Inquiry in the Study: Normative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Linkage, Knowledge Utilization

 

Richardson-Koehler, Virginia, "What Happens to Research on the Way to Practice?" Theory Into Practice, 26(Winter, 1987), 38-43., Virginia Richardson-Koehler

Annotation: Discusses the dilemmas resulting from attempts to use research in practice.

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: Research Synthesis
Narrow Topic: Knowledge Utilization

 

Richardson, Virginia, "Conducting Research on Practice," Educational Researcher, 23(June-July, 1994), 5-10., Virginia Richardson

Annotation: Contrasts formal inquiry with practical inquiry in the context of research on teaching.

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

 

Richardson, Virginia, "The Doctorate in Education," pp. 251-267 in Chris M. Golde and George E. Walker, eds., Envisioning the Future of Doctoral Education: Preparing Stewards of the Discipline [Carnegie Essays on the Doctorate]. San Francisco: Jossey-Bass, 2006., Virginia Richardson

Annotation: Provides an overview of the Ph.D. degree in Education (both a field of study and an enterprise); discusses issues in these programs within three categories (formal knowledge, practical knowledge, and beliefs); contains a table outlining knowledge and habits of mind that are associated with seven outcomes of research preparation.

Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum as a Field of Practice and Study
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Programs of Study in Curriculum and Instruction, Education as a Field of Study, Practical Knowledge, Value Assumptions and Ideologies in Curriculum

 

Richek, Margaret A., "Problems in Communicating Theory-Based Research to Practitioners," pp. 48-52 in her " 'Spiteful Tracts Compete against Surveys,' The Use of Reading Research," Curriculum Inquiry, 9(Spring, 1979), 45-57.*, Margaret A. Richek

Annotation: Discusses factors that inhibit practitioners' use of theory-based research and suggests ways practitioners can contribute to theory-based research.

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

 

Richey, J., and J. Klein, "Developmental Research Methods: Creating Knowledge from Instructional Design and Development Practice," Journal of Computing in Higher Education, 16(No. 2, 2005). 23-38., J. Richey and J. Klein

Annotation: Outlines the steps and methods in developmental research for product design, evaluation, validation, model development, model use, and model validation.

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

 

Riegle, Rodney P., Dent M. Rhodes, and Thomas W. Nelson, The Language and Logic of Educational Policy . Lexington, MA: Ginn, 1986., Rodney P. Riegle, Dent M. Rhodes, and Thomas W. Nelson

Annotation: Analyzes words, statements, arguments, issues in educational policy.

Broad Topical Focus: Curriculum Policies and Policy Making, Inquiry Language in Curriculum Research
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Deliberative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation

 

Rizo, Felipe M., "The Controversy About Quantification in Social Research: An Extension of Gage's 'Historical' Sketch," Educational Researcher , 20 (December, 1991), 9-12., Felipe M. Rizo

Annotation: Traces the history of the eptisemological issues between quantitative and qualitative approaches to 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, Value Assumptions and Ideologies in Curriculum

 

Rizvi, Fazal, "Global Mobility and the Challenges of Educational Research and Policy," pp. 268-289 in Thomas S. Popkewitz and Fazal Rizvi, eds., Globalization and the Study of Education. 108th Yearbook of the National Society for the Study of Education, Volume II. Malden, MA: Wiley-Blackwell, 2009., Fazal Rizvi

Annotation: Discusses the mobility of people, technology, and business across the globe and the implications of this mobility for educational research and policy; centered around the concept of transnationalization of people.

Broad Topical Focus: Curriculum Research and Inquiry-General, 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, Value Assumptions and Ideologies in Curriculum

 

Roberts, Peter, "Knowledge, Dialogue, and Humanization: Exploring Freire's Philosophy," pp. 169-183 in Michael Peters, Colin Lankshear, and Mark Olssen, eds., Critical Theory and the Human Condition: Founders and Praxis. New York: Peter Lang, 2003., Peter Roberts

Annotation: Presents Freire's ontology, epistemology, and ethical ideal along with a treatment of his politics of liberation.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Education
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum

 

Robinson, Viviane, Problem-Based Methodology: Research for the Improvement of Practice. New York: Pergamon, 1993., Viviane Robinson

Annotation: Outlines research on practice that employs theories of action in a problem-based methodology using dialogue.

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

 

Robinson, Viviane M. J., "Methodology and the Reseachr-Practice Gap," Educational Researcher, 27(January-February, 1998), 17-26.*, Viviane M. J. Robinson

Annotation: Proposes a problem-based methodology of research in which practices are treated as solutions to practical problems and explained by inquiry into the problem-solving processes that gave rise to them.

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

 

Rogers, Dwight L., George W. Noblit, and Phyllis Ferrell, "Action Research as an Agent for Developing Teachers' Communicative Competence," Theory Into Practice, 29(Summer, 1990), 179-184., Dwight L. Rogers, George W. Noblit, and Phyllis Ferrell

Annotation: Presents an example of action research related to change in teacher competence.

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 Knowledge

 

Rogers, W. Todd, "Research in Education: The Need for Diversity," CSSE News, 13(May, 1986), 7-9., W. Todd Rogers

Annotation: Argues for using various forms in inquiry in 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

 

Rosenauer, Walter, "On a Locus of Origin of Educational Practices," Theory Into Practice, 22(Summer, 1983), 235-240., Walter Rosenauer

Annotation: Discusses the relation of theory and practice in education and dilemmas involved in deducing the latter from the former.

Broad Topical Focus: Relation of Curriculum Research to Practice, Curriculum Conceptions and Theories
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses

 

Rosenau, Fred S., C. L. Hutchins, and John K. Hemphill, "Utilization of the Output of Educational Research and Development," pp. 221-234 in John K. Hemphill and Fred S. Rosenau, eds., Educational Development: A New Discipline for Self-Renewal. Eugene, OR: Center for the Advanced Study of Educational Administration, 1973., Fred S. Rosenau, C. L. Hutchins, and John K. Hemphill

Annotation: Describes what is involved in achieving utilization of an R & D product: informing, demonstrating, re-educating, and nurturing.

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

 

Rossi, Peter H., "Assessing Organizational Capacity for Educational R & D in an Academic Institution," Educational Researcher, 5(April, 1976), 3-10., Peter H. Rossi

Annotation: Explains a variety of issues related to the topic with implications.

Broad Topical Focus: Curriculum Research and Inquiry-General
Source Discipline: Education
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Organization Theory, Education as a Field of Study

 

Rossman, Gretchen B., and Sharon F. Rallis, Learning in the Field: An Introduction to Qualitative Research. Thousand Oaks, CA: Sage, 1998., Gretchen B. Rossman and Sharon F. Rallis

Annotation: Describes the step-by-step process of doing qualitative research in education, with examples of descriptive, evaluative, and action 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

 

Rudduck, Jean, Innovation and Change: Developing Involvement and Understanding. Philadelphia, PA: Open University Press (Taylor & Francis), 1991., Jean Rudduck

Annotation: Brings together twelve previously published essays by the author that are related to curriculum change.

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: In-service Teacher Development, Curriculum Implementation

 

Ryan, Alan G., "Program Evaluation within the Paradigms," Knowledge: Creation, Diffusion, Utilization, 10(September, 1988), 25-47.*, Alan G. Ryan

Annotation: Analyzes systematically the differences between the empirical-analytic, the interpretive, and the critical-theoretical paradigms of program evaluation research.

Broad Topical Focus: Curriculum Evaluation,Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Evaluative Inquiry,Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

Sagor, Richard, How to Conduct Collaborative Action Research. Alexandria, VA: Association for Supervision and Curriculum Development, 1993., Richard Sagor

Annotation: Describes collaboration, problem formulation, data collection and analysis, and reporting of results of action research and how to put it into action.

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

 

Sagor, Richard, The Action Research Guidebook: A Four-Step Process for Educators and School Teams. Thousand Oaks, CA: Corwin, 2005., Richard Sagor

Annotation: Gives teachers heuristic procedures and model forms for planning and data gathering in a four-step practical how-to-do-it manual; gives rationale for each step in the 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, Teacher Research

 

Sahlberg, Pasi, Finnish Lessons: What Can the World Learn from Educational Change in Finland? New York: Teachers College Press, 2011., Pasi Sahlberg

Annotation: Describes and explains the changes in and results of educational policies and practices in Finland during the last two decades; accounts for what unique features have put student achievement at or near the top of international comparisons; offers thoughts on what lessons other nations might (or perhaps should not) derive from this Finnish experience.

Broad Topical Focus: Curriculum Change, Curriculum Proposals in Coherent Form, Curriculum Policies and Policy Making, Curriculum Conceptions and Theories
Source Discipline: Education
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Comparative Curriculum, Curriculum Aims and Objectives, Freedom/Authority and Curriculum, Value Assumptions and Ideologies in Curriculum

 

Sahlberg, Pasi, "The Finnish Paradox: Public Education Within a Competitive Market Economy," pp. 110-130 in Frank Adamson, Bjorn Astrand, and Linda Darling-Hammond, eds., Global Educational Reform: How Privatization and Public Investment Influence Educational Outcomes. New York: Rutledge, 2016., Pasi Sahlberg

Annotation: Explains the features of the Finnish educational system that has been completely supported by public funds and has attained top level global status in student achievement while remaining immune to the lure of the Global Education Reform movement with its opposite features of market-mechanisms, standarization of learning, test-based accountability,and neoliberal ideology.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Comparative Curriculum, Curriculum and Politics, Freedom/Authority and Curriculum, Curriculum Standards and Testing, Democratic Education, Local Control of Schooling

 

Sanders, Donald P., and Marian Schwab, "Schooling and the Development of Education," The Educational Forum, 45(March, 1981), 265-289.*, Donald P. Sanders and Marian Schwab

Annotation: Critiques the R & D model of curriculum development in terms of practical stumbling blocks to school improvement.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Change, Curriculum Research Domains and Structure, Curriculum Administration, Leadership, Finance, Curriculum Contexts and Societal Influences
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum

 

Sardo-Brown, Deborah, "Elementary Teachers' Perceptions of Action Research," Action in Teacher Education, 14(Summer, 1992), 55-59., Deborah Sardo-Brown

Annotation: Describes action research studies of nine elementary teachers and these teachers' perceptions of the classroom 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, Classroom Observation & Research, Teacher Research

 

Sawand, Daiyo and Michael T. Caley, "Dissipative Structures: New Metaphors for Becoming in Education," Educational Researcher, 14(March, 1985), 13-19., Daiyo Sawand and Michael T. Caley

Annotation: Suggests the applicability of the metaphor of turbulance (destabilization and self-reorganization) to educational processes.

Broad Topical Focus: Inquiry Language in Curriculum Research
Source Discipline: Education
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses

 

Scheffler, Israel, "Human Nature and Potential (AESA R. Freeman Butts Lecture-1982)," Educational Studies, 3(Fall, 1983), 211-224., Israel Scheffler

Annotation: Describes the nautre of human potential in three constructions--a capacity notion, a predictive notion, and a decision notion.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Curriculum Potential, Psychology and Curriculum

 

Scheffler, Israel, "On the Education of Policymakers," Harvard Educational Review, 54(May, 1984), 152-165.*, Israel Scheffler

Annotation: Outlines reflexive awareness of presuppositions of value, culture, habit, and knowledge as basis for the education of policy makers.

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: Professionalization in Curriculum, Programs of Study in Curriculum and Instruction, Value Assumptions and Ideologies in Curriculum

 

Schmuck, Richard A., Practical Action Research for Change. Arlington Heights, IL: Skylight Training and Publishing, 1997., Richard A. Schmuck

Annotation: Describes the action research process and gives workbook exercises.

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

 

Schneider, Mercedes K., A Chronicle of Echoes: Who's Who in the Implosion of American Education. Charlotte, NC: Information Age Publishing, 2014., Mercedes K. Schneider

Annotation: Exposes fraud and deceit by numerous 'reform' organizations in education funded by corporate donors and politicians in efforts to privatize public education and to destroy it; thoroughly documents each organization's activities, funders, and leaders (TFA, KIPP, CCCS, ALEC, Walton Foundation, etc).

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Change
Source Discipline: Education
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Environment, Curriculum History, Freedom/Authority and Curriculum, Local Control of Schooling, Government Role in Educational Research & Development

 

Schniedewind, Nancy,"A Short History of the Ambush of Public Education," pp. 4-22 in Nancy Schniedewind and Mars Shevin, eds., Educational Courage: Resisting the Ambush of Public Education. Boston: Beacon Press, 2012., Nancy Schniedewind

Annotation: Summarizes the takeover of public education in the United States by business and technical interests.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Conceptions and Theories
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Curriculum Aims and Objectives, Curriculum Frameworks, Curriculum Standards and Testing, Democratic Education, Hidden Curriculum, Local Control of Schooling, Values in the Classroom, Teacher Planning

 

Schoenfeld, Alan H., "Looking Toward the 21st Century: Challenges of Educational Theory and Practice," Educational Researcher, 28(October, 1999), 4-14., Alan H. Schoenfeld

Annotation: Addresses the need to relate educational research with practical import ; illustrates what is being done and should be done in several areas of educational research, including curriculum and assessment.

Broad Topical Focus: Relation of Curriculum Research to Practice, 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 Utilization

 

Schoenfeld, Alan H., "What Doesn't Work: The Challenge and Failure of the What Works Clearinghouse to Conduct Meaningful Reviews of Studies of Mathematics Curricula," Educational Researcher, 35(March, 2006), 13-21., Alan H. Schoenfeld

Annotation: Reports the author's experience in critiquing the Clearinghouse's work in synthesizing research on mathematics curricula; draws implications about governmental ideology affecting integrity of inquiry; related articles follow.

Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum Inquiry Guidelines, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry, Integrative Inquiry, Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Government Role in Educational Research & Development, Knowledge Utilization, Value Assumptions and Ideologies in Curriculum, Mathematics

 

Schon, Donald A., "The Theory of Inquiry: Dewey's Legacy to Education, Curriculum Inquiry, 22(Summer, 1992), 119-139., Donald A. Schon

Annotation: Illustrates reflection-in-action as transactional inquiry and offers an epistemology of design.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Development as Inquiry, Theoretical/Conceptual Inquiry, Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

Schrag, Francis, "In Defense of Positivist Research Paradigms," Educational Resercher, 21 ( June-July, 1992), 5-8., Francis Schrag

Annotation: Defends the use of empirical comparisons between policies and practices during educational trials.

Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum Research Domains and Structure, Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum

 

Schuck, Robert F., and Nelson Haggerson, "Astride a Starwave: A Quantum Perspective of the Disciplines of Education," Action in Teacher Education , 13 (Spring, 1991), 57-63.*, Robert F. Schuck and Nelson Haggerson

Annotation: Discusses three models of inquiry - rational, mythological, and evolutionary.

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

 

Schutz, Richard E., "The Conduct of Development In Education." Occassional Paper 14. Bloomington, IN: Phi Delta Kappa Research Service Center, 1972., Richard E. Schutz

Annotation: Shows the steps in the development process in education and distinguishes this process from the research process.

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

 

Schwandt, Thomas A., "A Diagnostic Reading of Scientifically Based Research for Education," Educational Theory, 55(No. 3, 2005), 285-305., Thomas A. Schwandt

Annotation: Notes the reascendance of the market model of educational research and shows why adherence to this ideology is devaluing other forms of research that should affect practice; three related articles appear in this issue of Educational Theory.

Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum Inquiry Guidelines, Critique and Utilization of Curriculum Research and Inquiry, Relation of Curriculum Research to Practice
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Comparisons Among Inquiry Modes, Education as a Field of Study, Government Role in Educational Research & Development, Knowledge Utilization, Practical Knowledge, Qualitative Research, Value Assumptions and Ideologies in Curriculum

 

Schwandt, Thomas A., Evaluation Practice Reconsidered. New York: Peter Lang, 2002., Thomas A. Schwandt

Annotation: Sets forth a view of evaluation as moral/political/interactive practice (not a technical skill) requiring judgment, wisdom, and practical application of understanding, of evaluation as praxis.

Broad Topical Focus: Curriculum Evaluation, Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Practical Knowledge, Ethical Issues in Curriculum, Program Audit/Evaluation, Value Assumptions and Ideologies in Curriculum

 

Scott, David, Education, Epistemology, and Critical Realism. New York: Routledge, 2010., David Scott

Annotation: Explores systematically and in detail various processes of knowledge generation and related epistemic issues; analyzes arguments and criteria for educational judgments; makes the case for a critical realist approach to knowledge and its application to education; presents implications for curriculum.

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

 

Scriven, Michael, "Self-referent Research," Educational Researcher, 9(April, 1980), 7-11.*, Michael Scriven

Annotation: Discusses the need to examine the results of research and related approaches in order to rethink what should be researched and how; related article in June, 1980, issue.

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

 

Seidman, I.E., Interviewing as Qualitative Research: A Guide for Researchers in Education and the Social Science. New York: Teachers College Press, 1991., I.E. Seidman

Annotation: Provides practical guidance on the use of interview techniques in phenonenological 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

 

Selden, Steven, "Resistance in School and Society: Public and Pedagogical Debates about Eugenics, 1900-1947," Teachers College Record, 90(Fall, 1988), 61-84., Steven Selden

Annotation: Describes the work of Jennings, Dewey, Bagley, and Lippmann in resisting the push in education to embrace eugenics.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences
Source Discipline: Education
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Ideology and School Knowledge, Exceptional Education

 

Shaker, Paul, and Elizabeth E. Heilman,"The Changing Vision of Education in Our Democratic Society," pp. 1-15 in their Reclaiming Education for Democracy: Thinking Beyond No Child Left Behind. New York: Routledge, 2008., Paul Shaker and Elizabeth E. Heilman

Annotation: Examines, critically, origins of recent education policy in the U. S. and introduces nine related essays on various aspects of this topic.

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

 

Shalem, Yael, "What Binds Professional Judgment? The Case of Teaching," pp. 93-105 in Michael Young and Johan Muller, eds., Knowledge, Expertise, and the Professions. New York Rutledge, 2014., Yael Shalem

Annotation: Treats the topic of how judgment in teaching depends on theoretical knowledge as well as on experiential knowledge.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Teacher Education, Conceptions of Teaching, Knowledge Utilization, Practical Knowledge, Teacher Knowledge

 

Shapiro, H. Svi, "Beyond the Sociology of Education: Culture, Politics, and the Promise of Educational Change," Educational Theory, 38(Fall, 1988), 415-430., H. Svi Shapiro

Annotation: Reviews the literature on the new sociology of education and radical educational theory and poses an agenda for political support for educational change.

Broad Topical Focus: Curriculum Change, Curriculum Contexts and Societal Influences
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum and Politics

 

Sharp, Rachel, "Ideology and Schooling," pp. 16-158 in her Knowledge, Ideology and the Politics of Schooling . London: Routledge and Kegan Paul, 1980., Rachel Sharp

Annotation: Gives an analysis of the historical and contemporary role that class struggle and hegemony play in schooling, along with examples.

Broad Topical Focus: Curriculum Contexts and Societal Influences
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Curriculum and Politics

 

Sharp, Rachel, and Anthony G. Green, Education and Social Control. London: Routledge and Kegan Paul, 1975., Rachel Sharp and Anthony G. Green

Annotation: Presents a study of an English progressive primary school and the constraints of ideology at work in it.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Social Efficiency/Control, Comparative Curriculum

 

Shavelson, Richard J., "Contributions of Educational Research to Policy and Practice: Constructing, Challenging, Changing Cognition," Educational Researcher, 17(October, 1988), 4-11; 22.*, Richard J. Shavelson

Annotation: Presents purposes and procedures for deriving research knowledge from practice if it is to inform policy and practice.

Broad Topical Focus: Curriculum Policies and Policy Making, Relation of Curriculum Research to Practice, Curriculum Research Domains and Structure
Source Discipline: Education
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Knowledge Utilization, Psychology and Curriculum

 

Shaver, James P., "The Productivity of Educational Research and the Applied-Basic Research Distinction," Educational Researcher, 8(January, 1979), 3-9., James P. Shaver

Annotation: Critiques the applied-research approach to educational research and suggests it can be just as scientific as basic research; draws implications for training educational researchers.

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

 

Sherman, Robert R., "Teaching the Introductory Qualitative Research Course: A Syllabus," Educational Foundations, 4(Winter, 1990), 77-85. *, Robert R. Sherman

Annotation: Describes the University of Florida course in qualitative 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, Programs of Study in Curriculum and Instruction, Qualitative Research

 

Sherman, Robert R., and Rodman B. Webb, eds., Qualitative Research in Education: Focus and Methods. Philadelphia: Falmer, 1988., Robert R. Sherman and Rodman B. Webb

Annotation: Describes twelve types of methods of research written by specialists in each type.

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: Collection of Studies
Narrow Topic: Knowledge Generation, Qualitative Research, Comparisons Among Inquiry Modes

 

Short, Edmund C., "The Concept of Competence: Its Use and Misuse in Education," Journal of Teacher Education , 36(March-April, 1985), 2-6.*, Edmund C. Short

Annotation: Analyzes the concept of competence and draws implications for establishing objectives and determining evaluation policy.

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

 

Shulman, Judith H., "Now You See Them, Now You Don't: Anonymity Versus Visibility in Case Studies of Teachers," Educational Researcher, 19(August-September, 1990), 11-15., Judith H. Shulman

Annotation: Explains and illustrates ethical dilemmas in reporting research that identifies human subjects.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Inquiry Guidelines, Curriculum Research and Inquiry-General
Source Discipline: Education
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Ethical Issues in Curriculum

 

Shulman, Lee S., "Disciplines of Inquiry in Education: An Overview," Educational Researcher, 10(June/July, 1981), 5-12; 23.*, Lee S. Shulman

Annotation: Discusses various methods of inquiry in education and related issues involved in choosing among them.

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

 

Sieber, Sam D., "Images of the Practictioner and Strategies of Educational Change," Sociology of Education, 45(Fall, 1972), 362-385., Sam D. Sieber

Annotation: Surveys the ways practitioners relate to various strategies for educational change.

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

 

Sieber, Sam D., "The Organizational Dilemma of Educational Change Models: Toward a Solution," Interchange, 7(No. 2, 1976-77), 39-49., Sam D. Sieber

Annotation: Explores problems with educational change models and suggests possible ways to deal with them.

Broad Topical Focus: Curriculum Change
Source Discipline: Education
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Implementation

 

Sieber, Sam D., "Trends in Diffusion Research: Knowledge Utilization," Viewpoints, 50(No. 3, 1974), 61-81., Sam D. Sieber

Annotation: Reports trends related to diffusion of research knowledge.

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, Knowledge Utilization, Curriculum Implementation

 

Sieber, Sam, Karen Seashore Louis, and Toya Metzger, The Use of Educational Knowledge . Final Report, U.S. Office of Education, 1972. Contract No. OEC-0-70-4930., Sam Sieber, Karen Seashore Louis, and Toya Metzger

Annotation: Gives the final report of a USOE study of knowledge utilization in education.

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, Knowledge Utilization

 

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