Source Discipline - Education

 

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Slater, Graham B., "Breaking the Binds of Enclosure: Chet Bowers and the Commons in Educational Theory," Educational Studies, 55(5, 2019), 548-562., Graham B. Slater

Annotation: Elucidates Bowers' concepts of the commons and of enclosure; highlights Bowers' contributions to educational theory for his ecological, political, and pedagogical insights.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Theorists, 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: Value Assumptions and Ideologies in Curriculum, Criticism of Schooling, Idelogy and School Knowledge, Curriculum Theory Creation and Uses

Slavin, Robert E., "Best-Evidence Synthesis: An Alternative to Meta-Analytic and Traditional Reviews," Educational Researcher, 15(November, 1986), 5-11., Robert E. Slavin

Annotation: Describes several principles for establishing a priori criteria for inclusion of studies in this alternative approach to research synthesis (germaneness, methodological adequacy, valuing both external and internal validity, noting examples of excluded studies); discusses computation and pooling of effect sizes; gives an example of formats for presenting best-evidence syntheses.

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

Slavin, Robert E., "On Making a Difference," Educational Researcher, 19(April, 1990), 30-34; 44.*, Robert E. Slavin

Annotation: Distinguishes between complex, variable-like, and fuzzy models for educational research and explains why models matter.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Conceptions and Theories
Source Discipline: Education
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

Smith, John K., "Interpretive Inquiry: A Practical and Moral Activity," Theory into Practice, 31(Spring, 1992), 100-106., John K. Smith

Annotation: Describes goals and procedures involved in doing interpretive forms of inquiry.

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

Smith, John K., "Quantitative Versus Qualitative Research: An Attempt to Clarify the Issue," Educational Researcher, 12(March, 1983), 6-13.*, John K. Smith

Annotation: Compares two approaches to educational research on various dimensions.

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

Smith, John K., "The Evaluator/Researcher as Person vs. the Person as Evaluator/Researcher," Educational Researcher, 17(March, 1988), 18-23.*, John K. Smith

Annotation: Outlines two views of what it means to be a person and discusses them in relation to issues of relativism and research methods.

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

Smith, John K., "The Problem of Criteria for Judging Interpretive Inquiry," Educational Evaluation and Policy Analysis, 6(Winter, 1984), 379-391., John K. Smith

Annotation: Examines issues and assumptions related to establishing criteria for judging interpretive inquiry.

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

Smith, John K., and Lous Heshusius, "Closing Down the Conversation: The End of the Quantitative-Qualitative Debate Among Educational Inquirers," Educational Researcher, 15(January, 1986), 4-12., John K. Smith and Lous Heshusius

Annotation: Discusses the value of qualitative 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

Smith, Louis M., Paul F. Kleine, John J. Pounty, and David C. Dwyer, Educational Innovators: Then and Now. London: Falmer Press, 1986., Louis M. Smith, Paul F. Kleine, John J. Pounty, and David C. Dwyer

Annotation: Reports an ethnographic study of an innovative school which was previously studied in 1971.

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

Smyth, John, "Critical Engagement for Collaborative Action Research," p. 58-76 in Stephen P. Gordon, ed., Collaborative Action Research: Developing Professional Learning Communities. New York: Teachers College Press, 2008., John Smyth

Annotation: Makes the case for taking a critical perspective in doing collaborative action research; examines five propositions necessitated by this perspective; argues vigorously for freedom from governmental restraint on using research approaches such as action research and other so-called "non-scientific" approaches.

Broad Topical Focus: Curriculum Inquiry Guidelines, Relation of Curriculum Research to Practice, Curriculum Research and Inquiry-General
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Government Role in Educational Research & Development, Teacher Research, Practical Knowledge

Snow, Catherine E., "Rigor and Realism: Doing Educational Science in the Real World," Educational Researcher, 44(No.9,2015), 460-466., Catherine E. Snow

Annotation: Argues for the doing of "practice-embedded educational research"; gives examples of this approach and discusses adjustments and research agendas needed.

Broad Topical Focus: Curriculum Inquiry Guidelines, Relation of Curriculum Research to Practice
Source Discipline: Education
Mode of Inquiry in the Study: Development as Inquiry
Type of Study: Single Study
Narrow Topic: Comparisons Among Inquiry Modes, Knowledge Generation, Practical Knowledge

Soltis, Jonas F., "On the Nature Educational Research," Educational Researcher, 13(December, 1984), 5-10.*, Jonas F. Soltis

Annotation: Contrasts empirical, interpretive, critical, and normative inquiry in education.

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

Somekh, Bridget, Action Research: A Methodology for Change and Development. Maidenhead, Berks, UK: Open University Press, 2006., Bridget Somekh

Annotation: Describes the author's involvement as an action researcher in a series of projects over 25 years; discusses the way the projects were conceived and carried out; comments on problems and what was learned about doing 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

Spillane, James P., Standards Deviation: How Schools Misunderstand Education Policy. Cambridge, MA: Harvard University Press, 2004., James P. Spillane

Annotation: Provides case histories of Michigan's standards-based reforms in science and mathematics from 1992-1996.

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

Spindler, George, ed., Doing the Ethnography of Schooling: Educational Anthropology in Action . New York: Holt, Rhinehart and Winston, 1982., George Spindler

Annotation: Gives a thorough treatment of various aspects of ethnography of schooling by a variety of authors.

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

Spindler, George, and Lorie Hammond, eds., Innovations in Educational Ethonography: Theory, Methods, and Results. Mahwah, NJ: Lawrence Erlbaum, 2006., George Spindler and Lorie Hammond

Annotation: Discusses theoretical issues in ethnographic research with examples; gives illustrative applications of ethnographic approaches to educational settings.

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

Stablile, Micheline, "Problamatizing Education Inclusion through Heuristic Inquiry," pp. 35-47 in Noreen B. Garman and Maria Piantanida, eds., The Authority to Imagine: The Struggle toward Representation in Dissertation Writing. New York: Peter Lang, 2006., Micheline Stablile

Annotation: Describes five cycles of heuristic inquiry as employed in a study of inclusion.

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, Exceptional Education, Qualitative Research

Stake, Robert E., "An Evolutionary View of Educational Improvement," pp. 89-102 in Ernest House, ed., New Directions in Educational Evaluation . Philadelphia: Falmer, 1986.*, Robert E. Stake

Annotation: Conceptualizes a view of evaluation and educational improvement that honors naturalistic generalizations formed from the experiencing done by practitioners.

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

Stake, Robert E., and Deborah J. Trumbull, "Naturalistic Generalizations," Review Journal of Philosophy and Social Science, 7(Nos. 1 & 2, 1982), 1-12.*, Robert E. Stake and Deborah J. Trumbull

Annotation: Describes the nature of naturalistic generalizations as distinguished from formal generalizations.

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, Comparisons Among Inquiry Modes

Stark, Sheila, "Toward an Understanding of the Beginning-Teacher Experience: Curricular Insights for Teacher Education," Journal of Curriculum and Supervision, 6 (Summer, 1991), 294-311., Sheila Stark

Annotation: Reports a phenomenological study of teacher's curriculum experience.

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: Curriculum as Experience, Teacher Education

Stein, Sandra J., The Culture of Education Policy. New York: Teachers College Press, 2004., Sandra J. Stein

Annotation: Reports a study of critical and ideological assumptions found in the discourse surrounding the passage and implementation of ESEA and NCLB.

Broad Topical Focus: Curriculum Policies and Policy Making, 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: Discourse Analysis, Government Role in Educational Research & Development, Local Control of Schooling, Curriculum and Politics, Curriculum Implementation, Value Assumptions and Ideologies in Curriculum

Stenhouse, Lawrence, "What Counts as Research?" British Journal of Educational Studies, 29(June, 1981), 103-113.*, Lawrence Stenhouse

Annotation: Analyzes several types of research including teacher-researcher collaboration.

Broad Topical Focus: Defining Curriculum Research Questions,Curriculum Research and Inquiry-General,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-Conceptual Analysis,Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Knowledge Utilization

Stiegelbauer, Suzanne M., "The Dimensions of Implementation: From Plans to Action," pp. 112-133 in Stephen P. Gordon, ed., Collaborative Action Research: Developing Professional Learning Communities. New York: Teachers College Press, 2008., Suzanne M. Stiegelbauer

Annotation: Gives a synthesis of research on the implementation process as it relates to action research projects; is cast in practical language.

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

Streck, Danilo R., Enclides Redin, and Jaime Jose Zitkoski, eds., Paulo Freire Encyclopedia. Lanham, MD: Rowman & LIttlefield Publishers, 2012., Danilo R. Streck, Enclides Redin, and Jaime Jose Zitkoski

Annotation: Presents short treatments of over 200 words and concepts found in the writings of Freire; these are organized from A to Z and are written by a variety of Freire scholars (many from Brazil); authors privide direct quotations from Freire's many writings and add their own elucidations; contains a bibliography of Freire's books in Portuguese and English compiled by his wife.

Broad Topical Focus: Curriculum Theorists
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum Theory Creation and Uses, Comparative Curriculum, Curriculum and Politics, Conceptions of Teaching, Ethical Issues in Curriculum, Literature of Curriculum, Teaching/Learning Process, Value Assumptions and Ideologies in Curriculum

Strike, Kenneth A., "Dialogue, Religion, and Tolerance: How to Talk to People Who Are Wrong About (Almost) Everything," pp. 59-69 in James T. Sears and James C . Casper, eds., Curriculum, Religion, and Public Education: Conversations for an Enlarging Public Square. New York: Teachers College Press, 1998.*, Kenneth A. Strike

Annotation: Addresses how religious differences can be adjudicated through dialogue based on six basic principles.

Broad Topical Focus: Curriculum Decision-making Processes
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 and Politics, Curriculum Deliberation, Freedom/Authority and Curriculum

Strike, Kenneth A., "Schools as Communities: Four Metaphors, Three Models, and a Dilemma or Two," Journal of Philosophy of Education, 34(Novermber, 2000), 617-642., Kenneth A. Strike

Annotation: Suggests and analyzes four conceptualizations of community as metaphor for schools and criticizes them in terms of blended embodiment in three different forms(comprehensive doctrine schools, deliberative democratic schools, and liberation of the mind schools).

Broad Topical Focus: Curriculum Visions and Philosophies
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Curriculum Aims and Objectives

Stufflebeam, Daniel L., and William J. Webster, "An Analysis of Alternative Approaches to Evaluation," Educational Evaluation and Policy Analysis, 2(May-June, 1980), 5-20.*, Daniel L. Stufflebeam and William J. Webster

Annotation: Distinguishes 13 types of evaluation studies.

Broad Topical Focus: Curriculum Evaluation,Defining Curriculum Research Questions,Curriculum Conceptions and Theories
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

Sullivan, Edmund V., A Critical Psychology: Interpretation of the Personal World. New York: Plenum, 1984., Edmund V. Sullivan

Annotation: Gives a critical interpretation of the personal world; treats the method of emancipatory praxis.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum as Experience, Psychology and Curriculum

Sunderman, Gail L., James S. Kim, and Gary Orfield, NCLB Meets School Realities: Lessons from the Field. Thousand Oaks, CA: Corwin Press, 2005., Gail L. Sunderman, James S. Kim, and Gary Orfield

Annotation: Documents problems in six states in their attempts to implement NCLB; covers curricular and other aspects.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Evaluation
Source Discipline: Education
Mode of Inquiry in the Study: Historical Inquiry, Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Curriculum Standards and Testing, Freedom/Authority and Curriculum

Suppes, Patrick, ed., Impact of Research on Educaiton: Some Case Studies, Washington, DC: National Academy of Education, 1978., Patrick Suppes

Annotation: Gives examples of educational research that has had significant impact on education.

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: Collection of Studies
Narrow Topic: Knowledge Utilization

Suri, Harsh, and David Clarke, "Advancements in Research Synthesis Methods: From a Methodologically Inclusive Perspective," Review of Educational Research, 79(No. 1, 2009),395-430., Harsh Suri and David Clarke

Annotation: Highlights features of a methodologically inclusive research synthesis where connections can be made across interpretive, participatory, and critical lines.

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

Tabachnick, B. Robert, "Needed for Teacher Education: Naturalistic Research that is Culturally Responsive," Teaching and Teacher Education, 5(No. 2, 1989), 155-163.*, B. Robert Tabachnick

Annotation: Examines the advantages and problems in using qualitative research methods in studying teaching, learning, and schooling.

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

Tabak, Iris, "Prospects for Change at the Nexus of Policy and Design," Educational Researcher, 35(March, 2006), 24-30., Iris Tabak

Annotation: Discusses the design of policy documents, their nature, structure, and role, for enhancing implementation; draws on the idea of "pattern language."

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Guides, Plans, Documents, Materials
Source Discipline: Education
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Frameworks, Curriculum Standards and Testing, Materials Development and Evaluation

Tammivaara, Julie, and D. Scott Enright, "But Where is the Hypothesis? A Guide to Reading and Evaluating Ethnographic Studies," Educational Foundations, 1(Fall, 1986), 106-125., Julie Tammivaara and D. Scott Enright

Annotation: Gives guidance on interpeting ethnographic studies in education.

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

Tanner, Daniel, "The Lost Sources of a Science of Education," Kappa Delta Pi Record, 54(April-June, 2018), 82-86., Daniel Tanner

Annotation: Gives reasons why the book by John Dewey (The Sources of a Science of Education, 1929) was largely ignored by educators until recently; notes its current rediscovery with respect to republication in English and French.

Broad Topical Focus: Curriculum Theorists
Source Discipline: Education
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: SIngle Study
Narrow Topic: Curriculum History, Classics of Curriculum Literature

Tanner, Daniel, "The Social Consequences of Bad Research," Phi Delta Kappan, 79(January, 1998), 344-349.*, Daniel Tanner

Annotation: Critiques selected research studies in education and discusses the consequences of doing research badly.

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
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Practical Knowledge, Knowledge Utilization

Taubman, Peter, "What is to Be Done in the Age of Accountability?" pp. 1-13 in Sheri Leafgren, Brian D. Schultz, Michael P. O'Malley, Larry Johnson, Jeanne F. Brady, and Audrey M. Dentith, eds., The Articulation of Curriculum and Pedagogy for a Just Society: Advocacy, Artistry, and Activism. Troy, NY: Educator's International Press, 2007., Peter Taubman

Annotation: Urges that professors of education not only resist accountability ideologies through their scholarly work but also that they refuse to comply with mandates related to this ideology.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Theorists, Curriculum Change
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Criticism of Schooling, Curriculum Professors

Taylor, William, ed., Metaphors of Education . Portsmouth, NH: Heinemann Educational Books, 1984., William Taylor

Annotation: Includes essays by eight writers on the use of metaphors in education.

Broad Topical Focus: Curriculum Conceptions and Theories,Inquiry Language in Curriculum Research
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Collection of Studies
Narrow Topic: Curriculum Theory Creation and Uses

Tefera, Adai A., Jeanne M. Powers, and Gustavo E. Fischman, "Intentionality in Education: A Conceptual Aspiration and Research Imperative, Review of Research in Education, 42(2018), vii-xvii., Adai A. Tefera, Jeanne M. Powers, and Gustavo E. Fischman

Annotation: Explores the appearance and recent history of the term "intentionality" as it is used in research in law and in education; introduces articles in this issue of RRE.

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

Terhart, Ewald, "The Adventures of Interpretation: Approaches to Validity," Curriculum Inquiry, 15(Winter, 1985), 451-464., Ewald Terhart

Annotation: Discusses three types of interpretive research in education--ethnographic/descriptive, dialogical, and structuralist--and argues for validating each.

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

Thayer-Bacon, Barbara, and Diana Moyer, "Philosophical and Historical Research," pp. 139-156 in Kenneth Tobin and Joe L. Kincheloe, eds., Doing Educational Research: A Handbook. Rotterdam: Sense Publishers, 2006., Barbara Thayer-Bacon and Diana Moyer

Annotation: Discusses the value and processes of doing philosophical and historical research in education.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Historical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

Thomas, Gary, "Changing Our Landscape of Inquiry for a New Science of Education," Harvard Education Review, 82(Spring, 2012), 226-51., Gary Thomas

Annotation: Argues that education research misunderstands the nature of scientific method; gives a revised view and urges the cultivation of a new education science that is a part of education practice.

Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Philosophical Inquiry-Ampliative Criticism, Action 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, Practical Knowledge

Thomas, Gary, Education and Theory: Strangers in Paradigms. New York: Open University Press, 2007., Gary Thomas

Annotation: Examines critically the tenacity with which education adheres to theory; chapter six explicitly critiques Strauss and Corwin's "grounded theory."

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Conceptions and Theories
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum Theory Creation and Uses

Thomas, Gary, "What's the Use of Theory?" Harvard Educational Review, 67 (Spring, 1997), 75-104.*, Gary Thomas

Annotation: Analyzes the uses of the term theory within educational inquiry and argues against its use in this context.

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

Tienken, Christopher H., "The Social Reform Landscape Reloaded: More Fraud, Myths, and LIes, 2nd Ed. Rowman & Littlefield, 2021., Christopher H. Tienken

Annotation: Critiques a wide range of policies and practices that dominate current education reforms by corporate elites; challenges numerous myths supporting these reforms; argues for return to democratic and localized policies and practices that support true education.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry - Ampliative Criticism, Theoretical/Conceptual Inquiry, Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Criticisms of Schooling, Curriculum Standards and Testing, Curriculum and Poitics, Freedom/Authority and Curriculum, Ideology and School Knowledge, Local Control of Schooling, Value Assumptions and Ideologies in Curriculum

Tierney, William G., and Yvonna A. Lincoln, eds., Representation and the Text: Re-Framing the Narrative Voice. Albany, NY: State University of New York Press, 1997., William G. Tierney and Yvonna A. Lincoln

Annotation: Explores issues surrounding the writing of qualitative research as texts.

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

Tikunoff, William J., and John R. Mergendollar, "Inquiry as a Means to Professional Growth: The Teacher as Researcher," pp. 210-227 in Gary A. Griffin, ed., Staff Development, 82nd Yearbook of NSSE, Part II. Chicago: University of Chicago Press, 1983., William J. Tikunoff and John R. Mergendollar

Annotation: Makes the case for inquiry done by teachers.

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

Tobin, Gerald A., and Cecily M. Begley, "Triangulation as a Method of Inquiry," Journal of Critical Inquiry into Curriculum and Instruction, 3(Winter, 2002), 7-11., Gerald A. Tobin and Cecily M. Begley

Annotation: Identifies six types of triangulation used in inquiry and discusses the merits and applications of these triangulation methods for ensuring trustworthiness of qualitative research findings.

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

Tobin, Kenneth, and Joe L. Kincheloe, eds., Doing Educational Research: A Handbook. Rotterdam: Sense Publishers, 2006., Kenneth Tobin and Joe L. Kincheloe

Annotation: Contains descriptions and illustrations of doing ten different kinds of educational research that have the potential of changing education, not just studying it; also contains chapters on general issues related to doing these kinds of research.

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

Tom, Alan, "Disciplined Study of the Problems of Practice: An Alternative to Craft- or Discipline-Based Educational Inquiry," Educational Administration Quarterly, 23(May, 1987), 7-22.*, Alan Tom

Annotation: Proposes a multidisciplinary approach to the study of educational practice.

Broad Topical Focus: Curriculum Inquiry Guidelines, Defining Curriculum Research Questions, Curriculum Research Domains and Structure
Source Discipline: Education
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry, Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Comparisons Among Inquiry Modes

Torres, Carlos Alberto, First Freire: Early Writings in Social Justice Education. New York: Teachers College Press, 2014., Carlos Alberto Torres

Annotation: Interprets Freire's thought in personal and analytic terms; key themes in Freire's works are cited and documented from his many writings; thorough elucidation by one of Freire's closest friends and critics.

Broad Topical Focus: Curriculum Visions and Philosophies
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Alternatives in Education, Citizenship Education, Conceptions of Teaching, Curriculum and Politics, Democratic Education, Curriculum Theory Creation and Uses, Ethical Issues in Curriculum, Ideology and School Knowledge, Teaching/Learning Process

Tripp, David H., "Case Study Generalization: An Agenda for Action," British Educational Research Journal, 11(No. 1, 1985), 33-43., David H. Tripp

Annotation: Puts forth an agenda for action regarding the uses of case study results.

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

Tripp, David H., "Socially Critical Action Research," Theory Into Practice, 29(Summer, 1990), 158-166., David H. Tripp

Annotation: Describes five characteristics of critical action research.

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

Tschamen-Moran, Megan, and Nancy Nestor-Baker, "The Tacit Knowledge of Productive Scholars in Education," Teachers College Records, 106(July, 2004), 1484-1511., Megan Tschamen-Moran and Nancy Nestor-Baker

Annotation: Reports a study of 12 kinds of tacit knowledge held by prolific educational scholars.

Broad Topical Focus: Curriculum Research and Inquiry-General
Source Discipline: Education
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum Professors, Qualitative Research, Self-Knowledge

Tuckman, Bruce W., "A Proposal for Improving the Quality of Published Educational Research," Educational Researcher , 19(December, 1990), 22-24., Bruce W. Tuckman

Annotation: Provides a scheme for rating the quality of research manuscripts before publication.

Broad Topical Focus: Publication Outlets for Curriculum Research and Inquiry, 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: Single Study
Narrow Topic: Knowledge Generation

Turnbill, William W., "Setting Agendas for Social Research," Educational Researcher, 8(September, 1979), 9-12; 24., William W. Turnbill

Annotation: Gives views on needed research agendas in social research.

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

Tuthill, Doug, and Patricia Ashton, "Improving Educational Research Through Development of Educational Paradigms," Educational Researcher, 12(December, 1983), 6-14., Doug Tuthill and Patricia Ashton

Annotation: Discusses the competing paradigms of educational research and ways of resolving their differences.

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

Tyler, Ralph W., "Changing Concepts of Educational Evaluation," Special Monograph Issue, International Journal of Educational Research, 10(No. 1, 1986), 1-113., Ralph W. Tyler

Annotation: Capsulizes basic knowledge about doing educational evaluation in a comprehensive monograph.

Broad Topical Focus: Curriculum Evaluation
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry, Evaluative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Program Audit/Evaluation, Student Assessment

Tyler, Ralph W., ed., Prospects for Research and Development in Education . Berkeley, CA: McCutchan, 1976., Ralph W. Tyler

Annotation: Assembles, excerpts, and comments on more than 15 writers' statements on many aspects of research and development (on definitions, history, political problems, mistakes, improving quality, implementing development activities, and future alternatives).

Broad Topical Focus: Curriculum Research and Inquiry-General
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Collection of Studies
Narrow Topic: Government Role in Educational Research & Development

Vagle, Mark D., Crafting Phenomenological Research. Walnut Creek,CA: Left Coast Press, 2014, Mark D. Vagle

Annotation: Presents a researcher-friendly introduction to the craft of doing phenomenological research; builds on the work of philosophical luminaries as well as three contemporary methodological approaches (Giorgi 2009 descriptive, van Manen 2001 hermeneutic, Dahlberg & Dahlberg, 2008 reflective); presents the author's own post-intentional approach along with practical guidelines and examples of phenomenological writing.

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, Qualitative Research

Valenzuela, Angela, "Accountability and the Privatization Agenda," pp. 263-294 in Angela Valenzuela, ed., Leaving Children Behind: How "Texas-Style" Accountability Fails Latino Youth. Albany, NY: State University of New York Press, 2005., Angela Valenzuela

Annotation: Documents the politics of the Texas legislation on school accountability and testing in 2003, and its relation to the conservative movement supporting educational privatization and vouchers.

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 Standards and Testing

Van den Akker, Jan, Keono Gravemeijer, Susan McKenney, and Nienke Nieveen, eds., Educational Design Research. New York: Routledge, 2006., Jan van den Akker, Keono Gravemeijer, Susan McKenney, and Nienke Nieveen

Annotation: Contains ten articles advocating and illustrating the use of design research in education as a form of developing products, practices, and policies.

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

Vandenberg, Donald, "Researching Lived Experience: A Review Essay," Educational Theory , 42(Winter, 1992), 119-126.*, Donald Vandenberg

Annotation: Critiques a book by Max Van Manen on methods of phenomenological research.

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

Van Manen, Max, "Beyond Assumptions: Shifting the Limits of Action Research," Theory Into Practice, 29(Summer, 1990), 152-158., Manen Max Van

Annotation: Analyzes assumptions frequently found in doing action research and outlines the functions of pedagogical thought and action.

Broad Topical Focus: Inquiry Language in Curriculum Research, Curriculum Enactment and Teaching
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum Aims and Objectives

Van Manen, Max, "Practicing Phenomenological Writing," Phenomenology+Pedagogy, 2(No. 1, 1984), 36-69.*, Manen Max Van

Annotation: Gives process through which one may write up phenomenological research.

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

Voithofer, Rick, "Designing New Media Educaiton Research: The Materiality of Data, Representation, and Dissemitation," Educational Researcher, 34(December, 2005),3-14., Rick Voithofer

Annotation: Discusses the uses of digital technologies in conducting education research; treats their potential for designing research questions, choosing appropriate forms for data collection, and choosing how to report results.

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, Knowledge Utilization, Qualitative Research, Comparisons Among Inquiry Modes

Wagner, John, "The Unavoidable Intervention of Educational Research: A Framework for Reconsidering Researcher-Practitioner Cooperation," Educational Researcher, 26(October, 1997), 13-22., John Wagner

Annotation: Analyzes three forms of researcher-practitioner cooperation: data-extraction agreements, clinical partnerships, and co-learning agreements.

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

Wagner, Jon, "Ignorance in Educational Research: Or, How Can You Not Know That?" Educational Researcher, 22(June-July, 1993), 15-23., Jon Wagner

Annotation: Proposes the conceptualizing of research as a process of removing blank spots and blind spots rather than the search for truth.

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

Waks, Leonard J., Education 2.0: The Learningweb Revolution and the Transformation of the School. Boulder, CO: Paradigm Publishers, 2014, Leonard J. Waks

Annotation: Argues for a new version of open schooling based on a network of web and web-supported educational organizations; presents a practical proposal based on contemporary research fully explicated; offers guidance on changing to this new paradigm.

Broad Topical Focus: Curriculum Proposals in Coherent Form, Curriculum Change, 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: Open Education, Organization Theory, Alternatives in Education, Criticism of Schooling, Media and Computers in Curriculum Development

Waks, Leonard J., "Philosophy, Education, and the Doomsday Threat," Review of Educational Research, 39(December, 1969), 607-621., Leonard J. Waks

Annotation: Describes analytic philosophy and shows how it can be used in analysis of educational terms such as "teaching," "learning," "aims," and others.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Research Synthesis
Narrow Topic: Curriculum Aims and Objectives, Teaching/Learning Process

Waks, Leonard J., "The Concept of Fundamental Educational Change," Educational Theory, 57(No. 3, 2007), 277-295., Leonard J. Waks

Annotation: Addresses the differences between educational change at the organizational and at the institutional levels of education; defines "fundamental change" in this context; examines Cuban's 1992 article on curriculum stability and change.

Broad Topical Focus: Curriculum Change
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Organization Theory

Walberg, Herbert, "Quantification Reconsidered," pp. 369-402 in Edmund W. Gordon, ed., Review of Research in Education, 11(1984). Washington, DC: AERA, 1984., Herbert Walberg

Annotation: Justifies the use of quantitative research in education to obtain a summary of phenomena; many related theoretical and procedural issues are also addressed.

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

Walters, Kerry S., "Critical Thinking in Teacher Education: Towards a Demythologization," Journal of Teacher Education, 40(May-June, 1989), 14-19., Kerry S. Walters

Annotation: Urges the reexamination of the reductionist and ideological nature of some views of crtical thinking.

Broad Topical Focus: Curriculum Development, Organization, Design
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, Critical Thinking, Teacher Education, Content Selection and Organization

Wang, Jessica Ching-Sze, "Reconstructing Dewey on Democratic Education for a Globalized World," Educational Theory, 59(No. 4, 2009), 409-425., Jessica Ching-Sze Wang

Annotation: Elucidates Dewey's ideas on the nature of democracy and gives implications for education.

Broad Topical Focus: 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

Ward, Spencer A., "The Philosopher as Synthesizer," Educational Theory, 31(Winter, 1981), 51-72., Spencer A. Ward

Annotation: Discusses issues in synthesizing knowledge and the processes involved.

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

Ward, Spencer A., and Linda J. Reed, eds., Knowledge Structure and Use: Implications for Synthesis and Interpretation . Philadelphia: Temple University Press, 1983., Spencer A. Ward and Linda J. Reed

Annotation: Contains 20 chapters on every aspect of the topic; a thorough treatise on synthesizing research.

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

Warwick, Dennis, "Ideologies, Integration, and Conflicts of Meaning," pp. 86-111 in Michael Flude and John Ahier, eds., Educability, Schools, and Ideology . New York: Halstead Press, 1974., Dennis Warwick

Annotation: Explains the contradictions in school ideologies and their implications.

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: Value Assumptions and Ideologies in Curriculum

Wax, Rosalie, "How Does One Find and Work on a Problem?" pp. 157-177 in Edward Rose, ed., Forms and Formulations of Education . Lincoln, NE: Nebraska Curriculum Development Center, University of Nebraska, 1976., Rosalie Wax

Annotation: Explains the field work process and gives illustrations.

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

Weaver-Hightower, Marcus B., "An Ecology Metaphor for Educational Policy Analysis: A Call to Complexity," Educational Researcher, 37(April, 2008), 153-167., Marcus B. Weaver-Hightower

Annotation: Presents a conceptualization of policy ecology and its uses in policy analysis in education.

Broad Topical Focus: Curriculum Policies and Policy Making, 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

Welner, Kevin G., Patricia H. Hinchey, Alex Molnar, and Don Weitzman, eds., Think Tank Research Quality: Lessons for Policy Makers, the Media, and the Public. Charlotte, NC: Information Age Publishers, 2010., Kevin G. Welner, Patricia H. Hinchey, Alex Molnar, and Don Weitzman

Annotation: Critiques several Think Tank "research" reports on topics ranging from school choice, vouchers, charter schools, NCLB, standards, to teacher quality; prepared by Think Tank Review Project at University of Colorado-Boulder; gives evidence of weaknesses in many Think Tank studies and urges techinical critiques of other such reports be done; cautions policy makers, media, and the public not to rely upon non-peer reviewed studies.

Broad Topical Focus: Critique and Utilization of Curriculum Research and Inquiry, Curriculum Research and Inquiry-General, Curriculum Evaluation
Source Discipline: Education
Mode of Inquiry in the Study: Evaluative Inquiry, Integrative Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Utilization, Knowledge Generation, Curriculum and Politics

Welsh, Richard O., "Assessing the Quality of Education Research Through Its Relevance to Practice: An Integrative Review of Research-Practice Partnerships," Review of Research in Education, March 2021. Vol 45, pp. 170-194., Richard O. Welsh

Annotation: Reviews the literature between 2010 and 2020 on research-practice partnerships (RPPs) in education on five topics: 1) partnering up, 2) funding, 3) working together, 4) engaging stakeholders, and 5) effectiveness; analyzes these findings in terms of the quality and use of educational research; reviews the concept of RPPs and their growth during this period.

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

Westbury, Marilyn, "The Science and the Art of Teacher Effectiveness: An Examination of Two Research Traditions," Canadian Journal of Education, 13(No. 1, 1988), 138-161., Marilyn Westbury

Annotation: Presents a critique process-process research and ethnographic research.

Broad Topical Focus: Curriculum Inquiry Guidelines,Curriculum Enactment and Teaching
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism,Ethnographic Inquiry,Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teacher Evaluation, Value Assumptions and Ideologies in Curriculum

Wexler, Philip, "Ideology and Education: From Critique to Class Action," Interchange, 13 (No. 3, 1982), 53-68., Philip Wexler

Annotation: Explores ideological critique in educational studies of society.

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, Citizenship Education

Whitson, James A., "Post-Structuralist Pedagogy as a Counter-Hegemonic Praxis (Can We Find the Baby in the Bathwater?)" Education and Society, 9 (No. 1 & 2, 1991), 74-87., James A. Whitson

Annotation: Reviews literature related to critical pedagogy and argues its role in confronting hegemonic praxis.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Education
Mode of Inquiry in the Study: Hermeneutic Inquiry
Type of Study: Single Study
Narrow Topic: Teaching/Learning Process, Value Assumptions and Ideologies in Curriculum, Conceptions of Teaching

Whitson, James A., "Post-Structuralist Re-Interpretations," pp. 211-277 in James A. Whitson, Constitution and Curriculum: Hermeneutical Semiotics of Cases and Controversies in Education, Law, and Social Science. Philadelphia: The Falmer Press, 1991.*, James A. Whitson

Annotation: Describes the hermeneutics of dialogical inquiry in the context of judicial discourses in educational law and other fields.

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

Whitty, Geoff, with others, Research and Policy in Education: Evidence, Ideology, and Impact. London: Institute of Education Press, 2016., Geoff Whitty

Annotation: Reviews the author's work in Sociology of Education as well as that of other key contributors; examines issues in the use (or non-use) of work done by sociologists of education and by educational policy workers in Britain.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Policies and Policy Making
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Status Study
Narrow Topic: Knowledge Generation, Curriculum and Politics, Comparative Curriculum, Ideology and School Knowledge

William, Dylan, "What Should Education Research Do, and How Should It Do It?" Educational Researcher, 37(October, 2008), 432-438., Dylan William

Annotation: Draws on concepts from Aristotle, Churchman, and Nonaks & Takeuchi to analyze research and inquiry in education; supports a practical, clinical model of research.

Broad Topical Focus: 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, Practical Knowledge

Williams, C. Ray, Albert R. Neff, and James H. Finklestein, "Theory Into Practice: Reconsidering the Preposition," Theory into Practice, 20(Spring, 1981), 93-96.*, C. Ray Williams, Albert R. Neff, and James H. Finklestein

Annotation: Argues that putting theory into practice overlooks the fact that they are intertwined and should be studied as an interactive whole.

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

Williams, David D., "Naturalistic Evaluation: Potential Conflicts Between Evaluation Standards and Criteria for Conducting Naturalistic Inquiry," Educational Evaluation and Policy Analysis, 8(Spring, 1986), 87-99., David D. Williams

Annotation: Discusses standards for judging evaluations, criteria for judging naturalistic inquiry, and the conflicts between these.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Ethnographic Inquiry, Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Program Audit/Evaluation

Willinsky, John, "Just Say Know? Schooling the Knowledge Society," Educational Theory, 55(No. 1, 2005), 97-111., John Willinsky

Annotation: Reviews and critiques three books (Andy Hargraves, Barry Smith, Peter Jarvis) on the knowledge society and its implications for schooling.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Visions and Philosophies, Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum Aims and Objectives, Ethical Issues in Curriculum, Value Assumptions and Ideologies in Curriculum

Willinsky, John, "Scientific Research in a Democratic Culture: Or What's a Social Science For?" Teachers College Record, 107(January, 2005), 38-51., John Willinsky

Annotation: Urges open access publishing models for educational research to widen access to the public and to policymakers; critiques the concept of scientific research dissemination found in National Research Council's 2002 report , "Scientific Research in Education."

Broad Topical Focus: Critique and Utilization of Curriculum Research and Inquiry, Publication Outlets for Curriculum Research and Inquiry, 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 Utilization, Knowledge Generation, Knowledge Linkage, Government Role in Educational Research & Development

Willinsky, John, "The Strategic Education Research Program and the Public Value of Research," Educational Researcher, 30(January/February, 2001), 5-14., John Willinsky

Annotation: Critiques a research program of the U. S. National Research Council for its narrow focus on translating research into means of enlarging student learning rather than on broader, deliberative policy alternatives.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Research and Inquiry-General, Relation of Curriculum Research to Practice, Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Knowledge Utilization, Comparative Curriculum

Willower, Donald J., "Epistemology, Science, and Moral Practice," Interchange, 32(March, 2001), 1-16., Donald J. Willower

Annotation: Gives in-depth treatment of the nature of scientific inquiry and of contemporary criticisms of it; relates ethical values to inquiry.

Broad Topical Focus: Curriculum Research and Inquiry-General, Critique and Utilization of Curriculum Research and Inquiry, 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: Value Assumptions and Ideologies in Curriculum, Knowledge Generation

Winter, Richard, Action-Research and the Nature of Social Inquiry: Professional Innovation and Education Work . London: Avebury, Gower, Aldershot, 1987., Richard Winter

Annotation: Deals with the lack of coherent theoretical rationale for action research; proposes two analytic principles (dialectical and reflexive) in a critical perspective.

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

Wise, Arthur E., "Why Educational Policies Often Fail: The Hyperrationalization Hypothesis," Journal of Curriculum Studies, 9(No. 1, 1977), 43-57.*, Arthur E. Wise

Annotation: Explains the role of hyperrationalization in educational policy making and helps distinguish proper from excessive rationalization.

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

Wolcott, Harry F., "Differing Styles of On-Site Research, or, 'If it Isn't Ethnography, What is it?' " Review Journal of Philosophy and Social Science, 7(No. 1 & 2, 1982), 154-169.*, Harry F. Wolcott

Annotation: Explains different styles of on-site research and ethnography and lists fourteen types together with a select bibliography of each type.

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, Comparisons Among Inquiry Modes

Wolcott, Harry F., "On Seeking--and Rejecting--Validity in Qualitative Research," pp. 121-173 in Elliot W. Eisner and Alan Peshkin, eds., Qualitative Inquiry in Education: The Continuing Debate. New York: Teachers College Press, 1990., Harry F. Wolcott

Annotation: Considers the role of validity in qualitative inquiry.

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

Wolcott, Harry F., "Posturing in Qualitative Inquiry," pp. 3-52 in Margaret D. LeCompte, Wendy L. Millroy, and Judith Preissle, eds., The Handbook of Qualitative Research in Education. San Diego, CA: Academic Press, 1992.*, Harry F. Wolcott

Annotation: Reviews types of qualitative inquiry and the several strategies employed in it, sketches the branches in the tree of qualitative inquiry, and distinguishes among the many varieties of end products (table 1).

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

Wolcott, Harry F., Sneaky Kid and Its Aftermath: Ethics and Intimacy in Fieldwork. Walnut Creek, CA: Altamira Press, 2002., Harry F. Wolcott

Annotation: Traces the issues and implications of the author's involvement with an ethnographic study informant for quality research procedure.

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, Ethical Issues in Curriculum

Wolf, W. C., Jr., "Beyond the Contributions of Research and Development," Teachers College Record, 77(December, 1975), 247-254., W. C. Wolf Jr.

Annotation: Describes the gaps in a needed system for using research and development in practice.

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