Type of Study - Single Study | University of Central Florida

Type of Study - Single Study

Citations Citations

Green, Bill, "Introduction: Engaging Curriculum?" pp. 1-20 in Bill Green, Engaging Curriculum: Bridging the Curriculum Theory and English Education Divide. New York: Routledge, 2018., Bill Green

Annotation: Reviews recent developments in the field of curriculum theory; gives the author's own view on those theories involving knowledge, ideology, and pedagogy; makes a case for the use of curriculum theory in studying the English subject curriculum; introduces the essays by the other authors in the book; discusses the verb and the noun forms of the term "engaging" in the book's title; the discussion is set in the context of the Australian curriculum.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Research and Inquir--General
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay; Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Comparative Curriculum, Curriculum Theory Creation and Uses, Curriculum Frameworks, Content Selection and Organization

Green, Bill, "Knowledge, Pedagogy, Democracy: Reclaiming the Australian Curriculum," pp. 265-276 in Alan Reid and Deborah Price, eds., The Australian Curriculum: Promise, Problems, and Possibilities. Canberra: Australian Curriculum Studies Association, 2018., Bill Green

Annotation: Offers a critique of the current Australian Curriculum and of the articles written about it earlier in this book; addresses questions about knowledge, pedagogy, and democracy that are prompted by these earlier articles; gives an overall assessment of where work with the Australian Curriculum now stands.

Broad Topical Focus: Curriculum Policies and Policy Making; Curriculum Guides, Plans, Documents, Materials
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Comparative Curriculum, Curriculum Frameworks, Curriculum and Politics, Core Mandates, Freedom/Authority and Curriculum, School Subjects, Elementary School Curriculum

Single Studies Single Studies

Greene, Maxine, "A Perspectival View of Consciousness: Against Dualism," pp. 55-68 in Arthur W. Foshay and Irving Morrisett, eds., Beyond the Scientific: A Comprehensive View of Consciousness . Boulder, CO: Social Science Education Consortium, 1978., Maxine Greene

Annotation: Deals with the many modes of consciousness and the pursuit of meaning.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Inquiry Guidelines, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Knowledge Generation

Greene, Maxine, "Cognition, Consciousness, and Curriculum," pp. 69-84 in William F. Pinar, ed., Heightened Consciousness, Cultural Revolution, and Curriculum Theory . Berkeley, CA: McCutchan, 1974., Maxine Greene

Annotation: Discusses how Freire's views can take us beyond traditional curriculum thinking to new consciousness.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Freedom/Authority and Curriculum, Curriculum as Experience

Greene, Maxine, "Consciousness and the Public Space: Discovering a Pedagogy," Phenomenology + Pedagogy, 3(No. 2, 1985), 69-83., Maxine Greene

Annotation: Argues for teachers to interact with the public community to pursue freedom, critical understanding, and transformation.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Teaching/Learning Process, Curriculum and Politics

Greene, Maxine, "Curriculum and Consciousness," Teachers College Record, 73(December, 1971), 253-269. Reprinted pp. 299-320 in William F. Pinar, ed., Curriculum Theorizing. Berkeley, CA: McCutchan, 1975. Reprinted pp. 237-253 in Arno A. Bellack and Herbert M. Kliebard, eds., Curriculum and Evaluation . Berkeley, CA: McCutchan, 1977., Maxine Greene

Annotation: Shows how breaking with common sense views and examining alternative ones can lead to designing curriculum with many possibilities.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Freedom/Authority and Curriculum, Value Assumptions and Ideologies in Curriculum

Greene, Maxine, "Diversity and Inclusion: Toward a Curriculum for Human Beings," Teachers College Record, 95(Winter, 1993), 211-221.*, Maxine Greene

Annotation: Makes the case for inclusion of diverse perspectives, including women's, in curriculum content.

Broad Topical Focus: Curriculum Proposals in Coherent Form, Curriculum Development, Organization, Design, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Content Selection and Organization

Greene, Maxine, "Excellence and the Educational Researcher," Educational Researcher, 10(October, 1981), 4; 30-31.*, Maxine Greene

Annotation: Treats briefly the relation between excellence and educational research.

Broad Topical Focus: Curriculum Change, 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

Greene, Maxine, "Jeremiad and Curriculum: The Haunting of the Secondary School," Curriculum Inquiry, 15(Fall, 1985), 333-345., Maxine Greene

Annotation: Looks at historical trends in secondary school curriculum which reflect perspectives of sacred ideals in the context of presumed failure to achieve them.

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

Greene, Maxine, "Metaphors and Multiples: Representation, the Arts, and History," Phi Delta Kappan, 78 (January, 1997), 387-394., Maxine Greene

Annotation: Sets forth the distinction between Enlightment (singular) and multiple views of knowledge and illustrates these representations in the arts and history.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Philosophical Schools, Curriculum and the Disciplines, Knowledge Generation, Art Education, Social Studies

Greene, Maxine, "Notes on Aesthetic Education," pp. 7-43 in Maxine Greene, Variations on a Blue Guitar: The Lincoln Center Lectures on Aesthetic Education. New York: Teachers College Press, 2001., Maxine Greene

Annotation: Asserts what aesthetic education is and presents ideas on its part in curriculum; many related essays follow.

Greenfield, Thomas B., "Waiting for an Answer," Curriculum Inquiry, 16(Fall, 1986), 239-243., Thomas B. Greenfield

Annotation: Points up the centrality of values in educational inquiry.

Broad Topical Focus: Curriculum Research and Inquiry-General, Critique and Utilization of Curriculum Research and Inquiry, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Comparisons Among Inquiry Modes

Greeno, James G., et al., "Research, Reform, and Aims in Education: Modes of Action in Search of Each Other," pp. 299-335 in Ellen Condliffe Lagemann and Lee S. Shulman, eds., Issues in Educational Research : Problems and Possibilities. San Francisco: Jossey-Bass, 1999.*, James G. Greeno

Annotation: Describes a cooperative researcher-practitioner project in curriculum development and research--Middle-School Mathematics Applications Project (MMAP) 1991-1996.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum Development Strategies, Mathematics, Materials Development and Evaluation

Green, Thomas F., "The Formation of Conscience in an Age of Technology," American Journal of Education, 94(November, 1985), 1-32., Thomas F. Green

Annotation: Elucidates conscience as craft, membership, sacrifice, memory, imagination.

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

Greenwalt, Kyle, "Discursivity, Heteroglossia, and Interest: Revisiting Kliebard's Dewey," Education and Culture, 24(No.2, 2008), 41-53., Kyle Greenwalt

Annotation: Takes issue with Kliebard's treatment of U.S. curriculum politics (competing interests) by drawing on Baktin's notion of discourses and Dewey's notion of interests; offers an alternative rooted in concrete curriculum institutional practices.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Curriculum and Politics, Value Assumptions and Ideologies in Curriculum

Greer, W. Dwaine, "A Model for the Art of Teaching and A Critique of Teaching," pp. 161-185 in George Willis, ed., Qualitative Evaluation . Berkeley, CA: McCutchan, 1978., W. Dwaine Greer

Annotation: Gives a non-technique oriented model for teaching; does a crtique of one segment of classroom teaching.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism
Type of Study: Single Study
Narrow Topic: Conceptions of Teaching

Gress, James R., "Curriculum: Variations on Themes," pp. 74-86 in James R. Gress, ed., Curriculum: An Introduction to the Field . Berkeley, CA: McCutchan, 1988. (Originally in Theory into Practice, 15(April, 1976), 98-106), James R. Gress

Annotation: Examines the evolution of American elementary curriculum thought and designs and concludes they are "variations on themes' affected by socio-political realities.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Contexts and Societal Influences, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Elementary School Curriculum, Curriculum History

Grimmett, Peter, and Mark Halvorson, "From Understanding Curriculum to Creating Curriculum: The Case of Co-Evolution of Re-conceptualized Design with Re-conceptualized Curriculum," Curriculum Inquiry, 40(March, 2010),241-262., Peter Grimmett and Mark Halvorson

Annotation: Discusses the problem of design practice as it relates to curriculum design; notes the omission of reconceptualizing curriculum design in Pinar's Understanding Curriculum which the authors review.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Frameworks, Curriculum Theory Creation and Uses

Grimmett, Peter P., "The Struggles of Teacher Research in a Context of Education Reform: Implications for Instructional Supervision," Journal of Curriculum and Supervision, 12(Fall, 1996), 37-65.*, Peter P. Grimmett

Annotation: Reports a four-year project among 25 teacher research groups in British Columbia to engage in action inquiry with the aid of supportive supervisors who engage in pedogogical tasks with these teachers.

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

Grobman, Hulda, Developmental Curriculum Projects: Decision Points and Processes . Itasca, IL: F. E. Peacock, 1970., Hulda Grobman

Annotation: Describes projects funded by U. S. government in the 1950s and 1960s in terms of processes of decision-making used.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Curriculum History, Government Role in Educational Research & Development

Grollios, Georgios, Paulo Freire and the Curriculum. Boulder, CO: Paradigm Publishers, 2009., Georgios Grollios

Annotation: Gives a comprehensive analysis and elucidation of Freire's ideas on education and curriculum; examines the contexts in which his ideas were formulated and the settings in which he put them into practice; differentiates his perspective on curriculum planning from other historic and contemporary perspectives.

Broad Topical Focus: Curriculum Theorists, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Teaching/Learning Process, Content Selection and Organization

Grossman, Pamela L., and Susan S. Stodolsky, "Content as Context: The Role of School Subjects in Secondary School Teaching," Educational Researcher, 24 (November, 1995), 5-11; 23., Pamela L. Grossman and Susan S. Stodolsky

Annotation: Explores the relationship between schools and teacher organization and differences in subject matter structure, sequence, and flexibility across the curriculum.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and the Disciplines

Grossman, Pamela, and Clarissa Thompson, "District Policy and Beginning Teachers: A Lens on Teacher Learning," Educational Evaluation and Policy Analysis, 26(Winter, 2004), 281-301., Pamela Grossman and Clarissa Thompson

Annotation: Assesses the role that local curriculum policies, professional development, and mentoring had on three first-year teachers.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Policies and Policy Making
Source Discipline: Education
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: In-service Teacher Development, Teacher Knowledge

Grossman, Pamela, Sam Wineburg, and Scott Beers, "When Theory Meets Practice in the World of School'" pp. 1-16 in Sam Wineburg and Pam Grossman, eds., Interdisciplinary Curriculum: Challenges to Interpretation. New York: Teachers College Press, 2000., Pamela Grossman, Sam Wineburg, and Scott Beers

Annotation: Traces the development in the 20th century of interdisciplinary approaches to curriculum and notes gaps in our current understanding of these approaches (which the studies that follow begin to fill in).

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

Groundwater-Smith, Susan, "Practitioner Research and Practical Knowledge: Their Relationship to Curriculum Enquiry," Curriculum Perspectives, 11(October, 1991), 51-55., Susan Groundwater-Smith

Annotation: Discusses issues involved in teacher inquiry and action research.

Grove, Richard W., "An Analysis of the Constant Comparative Method," Qualitative Studies in Education, 1(No. 3, 1988), 273-279.*, Richard W. Grove

Annotation: States and contrasts two methods of analzying qualitative data--those of Glaser and Strauss and of Lincoln and Guba.

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

Grove, Richard W., and Edmund C. Short, "Theoretical Inquiry: Components and Structure," pp. 211-224 in Edmund C. Short, ed., Forms of Curriculum Inquiry . Albany, NY: SUNY Press, 1991.*, Richard W. Grove and Edmund C. Short

Annotation: Describes the processes of theoretical inquiry in curriculum.

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

Grubb, W. Norton, and Marvin Lazerson, "Transforming the High School," pp. 29-55 in W. Norton Grubb and Marvin Lazerson. The Education Gospel: The Economic Power of Schooling. Cambridge, MA: Harvard University Press, 2004., W. Norton Grubb and Marvin Lazerson

Annotation: Explores the history of vocationalism in the U.S. high school, discusses its problems, and offers recommendations for its future.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Vocational vs. Liberal Education, Curriculum History, Curriculum and Politics

Grumet, Madeleine. Amy Anderson, and Chris Osmon, "Finding Form for Curriculum Research," pp. 136-156 in Kathleen Gallagher, ed., The Methodological Dilemma: Creative, Critical, and Collaborative Approaches to Qualitative Research. New York: Rutledge, 2008., Madeleine Grumet, Amy Anderson, and Chris Osmon

Annotation: Suggests three ways curriculum may be studied: as a cultural object, as an event, and as a researcher's subjectivity--each with its appropriate form of qualitative method; case studies are included to illustrate these points.

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

Grumet, Madeleine R., "Autobiography and Reconceptualization," Impact, 14 (Spring, 1979), 10-14. Reprinted in Journal of Curriculum Theorizing, 2(Summer, 1980), 155-158. Reprinted pp. 139-144 in Henry A. Giroux, Anthony N. Penna, and William F. Pinar, eds., Curriculum and Instruction: Alternatives in Education . Berkeley, CA: McCutchan, 1981., Madeleine R. Grumet

Annotation: Describes the method of autobiography or reflexive analysis with students in teacher education.

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

Grumet, Madeleine R., "Bodyreading," pp. 453-473 in William F. Pinar, ed., Contemporary Curriculum Discourses . Scottsdale, AZ: Gorsuch Scarisbrick, 1988., Madeleine R. Grumet

Annotation: Shows how student meanings are amenable to phenomenological and feminist analysis.

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

Grumet, Madeleine R., "Conception, Contradiction and Curriculum," The Journal of Curriculum Theorizing, 3(Winter, 1981), 287-298., Madeleine R. Grumet

Annotation: Ventures into feminist social theory and draws implications for curriculum.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Psychology and Curriculum

Grumet, Madeleine, R., "Curriculum as Theater: Merely Players," Curriculum Inquiry, 8(Spring, 1978), 37-64., Madeleine R. Grumet

Annotation: Describes use of theater to free students to see their experience; relies on the performance of "scores".

Grumet, Madeleine R., "Restitution and Reconstruction of Educational Experience: An Autobiographical Method for Curriculum Theory," pp. 115-130 in Martin Lawn and Len Barton, eds., Rethinking Curriculum Studies: A Radical Approach . New York: Halsted Press, 1981.*, Madeleine R. Grumet

Annotation: Describes value and process of using the autobiographical method of inquiry in curriculum.

Broad Topical Focus: Curriculum Inquiry Guidelines, Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Self-Knowledge

Grumet, Madeleine R., "The Beauty Full Curriculum," Educational Theory, 39(Summer, 1989), 225-230., Madeleine R. Grumet

Annotation: Discusses the sense of beauty in curricular models and its characterization.

Broad Topical Focus: Curriculum Conceptions and Theories, Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Experience

Grumet, Madeleine R., "The Line is Drawn," Educational Leadership, 40(January, 1983), 28-38., Madeleine R. Grumet

Annotation: Explores aesthetic experience as a metaphor for education.

Grumet, Madeleine R., "The Politics of Personal Knowledge," Curriuclum Inquiry, 17(Fall, 1987), 319-329., Madeleine R. Grumet

Annotation: Describes experience in doing narrative inquiry and autobiography.

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

Grumet, Madeleine R., "The Politics of Presence," pp. 76-83 in Mary Aswell Doll, ed., The Reconceptualization of Curriculum Studies: A Festschrift in Honor of William F. Pianr. New York: Routledge, 2017., Madeleine R. Grumet

Annotation: Gives a straight-forward representation of many of Pinar's key ideas and personal traits--most especially his concepts of currere and autobiographical method.

Broad Topical Focus: Curriculum Theorists, Curriculum Conceptions and Theories, Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Professors, Curriculum as Experience, Curriculum Theory Creation and Uses

Grumet, Madeleine R., "The Work of James B. Macdonald: Theory Fierce with Reality," The Journal of Curriculum Theorizing, 6(Fall, 1985), 19-27., Madeleine R. Grumet

Annotation: Presents highlights and significance of the work of Macdonald.

Broad Topical Focus: Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum History

Grumet, Madeleine, R., "Women and Teaching: Homeless at Home," pp. 531-539 in William F. Pinar, ed., Contemporary Curriculum Discourses. Scottsdale, AZ: Gorsuch Scarisbrick, 1988., Madeleine R. Grumet

Annotation: Presents a critical interpretation of an autobiographical account of a young woman's educational experiences.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Experience

Grumet, Madeleine, and Lynda Stone, "Feminism and Curriculum: Getting our Act Together," Journal of Curriculum Studies, 32 (March-April, 2000), 183-197., Madeleine Grumet and Lynda Stone

Annotation: Notes the dualism of feminism and of curriculum that splits school from home and also the dualisms within feminism and within curriculum; draws implications for change in both.

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

Grundy, Shirley, Curriculum: Product or Praxis? Philadelphia: Falmer Press, 1987., Shirley Grundy

Annotation: Examines curriculum as praxis and critical practice in relation to teachers' work.

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

Grundy, Shirley, "Three Modes of Action Research," Curriculum Perspectives, 2(October, 1982), 23-34.*, Shirley Grundy

Annotation: Discusses technical, practical, and emancipatory modes of action research.

Guba, Egon G., "Criteria for Assessing the Trustworthiness of Naturalistic Inquiries," Education Communication and Technology Journal, 29(No. 2, 1981), 75-91.*, Egon G. Guba

Annotation: Identifies and discusses criteria for trustworthiness of naturalistic studies.

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, Value Assumptions and Ideologies in Curriculum, Qualitative Research

Guba, Egon G., "Relativism," Curriculum Inquiry, 22(Spring, 1992), 17-23., Egon G. Guba

Annotation: Describes issues surrounding relativism in educational research; one of four related aticles.

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

Guba, Egon G., "Subjectivity and Objectivity," pp. 74-91 in Elliot W. Eisner and Alan Peshkin, eds., Qualitative Inquiry in Education: The Continuing Debate . New York: Teachers College, 1990., Egon G. Guba

Annotation: Analyzes the issues involved in alternative views of the place of subjectivity and objectivity in qualitative inquiry.

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: Value Assumptions and Ideologies in Curriculum, Qualitative Research

Guba, Egon G., Toward a Methodology of Naturalistic Inquiry in Educational Evaluation . CSE Monograph Series in Evaluation, No. 8. Los Angeles, CA: Center for the Study of Evaluation, University of California, 1978., Egon G. Guba

Annotation: Describes the nature and use of naturalistic inquiry in educational evaluation along with a look at related methodological problems.

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

Guba, Egon G., and David L. Clark, "Levels of Research and Development Productivity in Schools of Education," Educational Researcher, 7(May, 1978), 3-9., Egon G. Guba and David L. Clark

Annotation: Reports a study of faculty productivity evidenced by journal articles and books published, conventions addressed, and grants received.

Broad Topical Focus: Critique and Utilization of Curriculum Research and Inquiry, Publication Outlets for Curriculum Research and Inquiry
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry, Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Professors

Guba, Egon G., and Yvonna S. Lincoln, "Epistemological and Methodological Bases of Naturalistic Inquiry," Educational Communication and Technology Journal, 30 (Winter, 1982), 233-252.*, Egon G. Guba and Yvonna S. Lincoln

Annotation: Sets forth the differences between rationalistic and naturalistic paradigms of inquiry.

Guba, Egon G. and Yvonna S. Lincoln, Fourth Generation Evaluation. Newbury Park, CA: Sage Publications, 1989., Egon G. Guba and Yvonna S. Lincoln

Annotation: Focuses on evaluation as responsive focusing and explains matching constructivist methodology.

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

Gudmundsdottir, Sigrun, "Story-maker, Story-teller: Narrative Structures in Curriculum," Journal of Curriculum Studies , 23 (May-June, 1991), 207-218., Sigrun Gudmundsdottir

Annotation: Gives examples of pedagogical content knowledge of two teachers presented in their narratives.

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

Gudmundsdottir, Sigrun, "The Teller, the Tale, and the One Being Told: The Narrative Nature of the Research Interview," Curriculum Inquiry, 26 (Fall, 1996), 293-306., Sigrun Gudmundsdottir

Annotation: Examines issues related to interviewer and interviewee in narrative inquiry and the interpretation of interview reports.

Gundem, Bjorg B., "Curriculum Reform and the School Subject "English" in the Norwegian Common School," pp. 233-240 in Craig Kridel, ed., Curriculum History . Lanham, MD: University Press of America, 1989., Bjorg B. Gundem

Annotation: The story of changes in English as a foreign language in the Norwegian schools and their relation to social and ideological factors.

Broad Topical Focus: Curriculum Change, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: English, Comparative Curriculum, Value Assumptions and Ideologies in Curriculum

Gundem, Bjorg B., "Notes on the Developent of Nordic Didactics," Journal of Curriculum Studies, 24(January-February, 1992), 61-70.*, Bjorg B. Gundem

Annotation: Describes the history in the Nordic countries of the concepts of curriculum and didactics.

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

Gunzenhauser, Michael G., "High-Stakes Testing and the Default Philosophy of Education," Theory into Practice, 42(Winter, 2003), 51-58., Michael G. Gunzenhauser

Annotation: Argues that current policies on high-stakes testing narrow the curriculum and accept a philosophy that contradicts stated purposes and goals of education; gives suggestions on what to do in this situation.

Broad Topical Focus: Curriculum Evaluation, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Student Assessment, Program Audit/Evaluation

Gutek, Gerald Lee, Philosophical and Ideological Voices in Education. Boston: Pearson/Allyn & Bacon, 2004., Gerald Lee Gutek

Annotation: Catelogues seven philosophies of education, seven educational ideologies, and four theories of education.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Visions and Philosophies
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Philosophical Schools, Value Assumptions and Ideologies in Curriculum, Curriculum Theory Creation and Uses

Citations Citations

Gwynn, J. Minor, "Overview ot the Evolution of the Curriculum," pp. 1-40, and "Stages of Growth in the Modern Curriculum Movement," pp. 137-165 in J. Minor Gwynn, Curriculum Principles & Social Trends. New York: Macmillan, 1943., J. Minor Gwynn

Annotation: Provides a summary of the curricula offered in U. S. schools from 1635-present; gives analyses by various curriculum authorities of the various movements during this history.

Broad Topical Focus: Curriculum Change, Curriculum Development-Organization-Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History

Single Studies Single Studies

Haberman, Martin, and Linda Post, "Multicultural Schooling: Developing a Curriculum for the Real World." Peabody Journal of Education, 69(Spring, 1994), 101-115., Martin Haberman and Linda Post

Annotation: Reviews several conceptions of multicultural programs and their implications for changing school curriculum; offers a model multicultural curriculum.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Multicultural Education

Hafernik, Johnnie Johnson, Dorothy S. Messerschmitt, and Stephanie Vandrick, "Collaborative Research: Why and How?" Educational Researcher, 26(December, 1997), 31-35., Johnnie Johnson Hafernik, Dorothy S. Messerschmitt, and Stephanie Vandrick

Annotation: Rercommends collaborative research and writing; discusses porcesses and advantages.

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

Haggerson, Nelson L., Jr., "Curriculum Theory and Time, Space, and Knowledge," Journal of Time Space and Knowledge, 1(No. 1, 1982), 31-46. Reprinted pp. 193-208 in Nelson L. Haggerson, Jr., Expanding Curriculum Research and Understanding: A Mytho-Poetic Perspective. New York: Peter Lang, 2000., Nelson L. Haggerson Jr.

Annotation: Employs the metaphors of "contract" ( open and closed) and of "stream" to analyze curriculum inquiry; classifies modes of inquiry into rational (theoretical/verification), mythological (practical/discovery), and evolutionary (transformational/self-organizing).

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

Haggerson, Nelson L., "Philosophical Inquiry: Ampliative Criticism," pp. 43-59 in Edmund C. Short, ed., Forms of Curriculum Inquiry . Albany, NY: SUNY Press, 1991. Reprinted pp. 57-71 in Nelson L. Haggerson, Jr., Expanding Curriculum Research and Understanding: A Mytho-Poetic Perspective. New York: Peter Lang, 2000.*, Nelson L. Haggerson

Annotation: Describes the processes of philosophical criticism in curriculum.

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

Haggerson, Nelson L., "Reconceptualizing Inquiry in Curriculum: Using Multiple Research Paradigms to Enhance the Study of Curriculum," The Journal of Curriculum Theorizing, 8(Spring, 1988), 81-102. Reprinted pp. 11-26 in Nelson L. Haggerson, Jr., Expanding Curriculum Research and Understanding: A Mytho-Poetic Perspective. New York: Peter Lang, 2000.*, Nelson L. Haggerson

Annotation: Sets forth four paradigms for use in curriculum study--rational/theoretical, mythological/practical, evolutionary/transformational, and normative/critical.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
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

Haggerson, Nelson L., "The School of the Future: Considering the Spiritual Aspects of the School as Culture," Review Journal of Philosophy and Social Science, 14(No. 1 & 2, 1989), 268-288., Nelson L. Haggerson

Annotation: Gives personal perspective and experiences on the place of spiritual aspects of schooling.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Religious Inquiry
Type of Study: Single Study
Narrow Topic: Hidden Curriculum, Values in the Classroom, Ethical Issues in Curriculum

Haigh, Richard, "A Personal Reflection on School Leadership in England in Recent Times," Journal of Curriculum and Supervision, 12(Fall, 1996), 11-20.*, Richard Haigh

Annotation: Gives a narrative of the experience of a principal and his teachers as they attempt to cope with the policy and classroom demands of the 1988 Education Reform Act in the United Kingdom; gives evidence of failures at many levels; has curriculum policy implications for both UK and elsewhere in related articles in the same issue.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Freedom/Authority and Curriculum, Curriculum and Politics, Curriculum Implementation, Comparative Curriculum

Haines, Michael F., "The Uses of Knowledge as Determinants of College Curriculum," Paper presented at the 1974 Annual Meeting of AERA, Chicago, April, 1974. ERIC Document ED 087 374., Michael F. Haines

Annotation: Describes the preferences of college teachers for the associative, replicative, interpretive, and applicative (Broudy) uses of knowledge.

Halpin, David, "Understanding Curriculum as Utopian Text," pp. 147-157 in Alex Moore, ed., Schooling, Soiety, and Curriculum. New York: Routledge, 2006., David Halpin

Annotation: Argues the importance of utopian curriculum theorizing that represents public hope; draws on Skilbeck and critical theorists in modeling rhetorics of persuasion associated with creating utopian visions of curriculum.

Broad Topical Focus: Curriculum Proposals in Coherent Form, Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Curriculum Theory Creation and Uses

Halvorson, Mark, "Revealing the Technological Irresponsibility in Curriculum Design," Curriculum Inquiry, 41(January, 2011), 34-47., Mark Halvorson

Annotation: Reexamines Tyler's Basic Principles of Curriculum and Instruction critically in terms of its theoretical, practical, and productive aspects; the last of these employs a critical theory of technology (A. Feenberg, 1999);concludes that Tyler's technology of curriculum design has been inappropriately universalized and has ignored the subjectivity of teaching and learning.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Classics of Curriculum Literature, Curriculum Development Strategies, Discourse Analysis, Value Assumptions and Ideologies in Curriculum

Hameyer, Uwe, "Transforming Domain Knowledge: A Systemic View at the School Curriculum," The Curriculum Journal, 18(December, 2007), 411-427., Uwe Hameyer

Annotation: Sets a conceptual framework (for relating curriculum knowledge, instructional knowledge, and school knowledge) within which the author discusses seven possible ways of transforming discipline-based domain knowledge into school subjects; also sets an agenda of needed research on this process of knowledge transformation; recommends professional action to facilitate work related to this process of doing actual knowledge transformation.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, School Subjects

Hamilton, David, "Class and Curriculum," pp.21-23 in Bernadette Baker, ed., New Curriculum History. Rotterdam: Sense Publishers, 2009., David Hamilton

Annotation: Comments on and updates his 1989 chapter on this topic in his book, Towards a Theory of Schooling.

Broad Topical Focus: Curriculum Definitions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History

Hamilton, David, "Curriculum Design: Historical Perspectives on the Art of the State." Paper presented at the Annual Meeting of the American Educational Research Association, Washington, DC, April, 1987. ERIC Document Reproduction Service ED 281 316.*, David Hamilton

Annotation: Traces the history of the ideas of curriculum and of curriculum design; discusses the natural order of knowledge and/or of development of the child as possible alternatives to which curriculum design should conform.

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

Hamilton, David, "On the Origins of the Educational Terms 'Class' and 'Curriculum'," pp. 35-55 in his Toward a Theory of Schooling. London: Falmer, 1989.*, David Hamilton

Annotation: Identifies the early European sources in which "class" and "curriculum" were used; shows various meanings of these terms.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry,Hermeneutic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Higher Education Curriculum, Comparative Curriculum

Hamilton, David, "The Beginning of Schooling--As We Know It," Journal of Curriculum Studies, 47(No. 5, 2015), 577-593., David Hamilton

Annotation: Traces the cultural and historical beginnings of schoooing in Europe i all its forms (religious and others); explains the evolution of schooling from the 9th to 16th centuries: cites numerous writers on schooling thoughout this period.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Implementation, Curriculum Aims and Objectives

Hamilton, David, and Benjamin Zerfiaurre, BlackBoards and Bootstraps: Revisioning Education and Schooling. Rotterdam: Sense Publishers, 2014., David Hamilton and Benjamin Zerfiaurre

Annotation: Traces the history of schooling and education (which are distinguishable) within their cultural and political contexts from pre-modern periods to today's neo-liberal marketized versions; gives attention to key thinkers, movements, and practical embodiments in each period of education and schooling; provides a basic reader in curriculum and didactics.

Broad Topical Focus: Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum History, Curriculum Aims and Objectives, Classics of Curriculum Literature, Value Assumptions and Ideologies in Curriculum, Democratic Education

Hamilton, Stephen F., "Experiential Learning Programs for Youth," American Journal of Education, 88(February, 1980), 179-215., Stephen F. Hamilton

Annotation: Defines experiential learning, reviews selected evaluations of related programs, and makes recommendations for future research.

Broad Topical Focus: Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Secondary School Curriculum

Hammack, Floyd M., "Ethical Issues in Teacher Research," Teachers College Record, 99(Winter, 1997), 247-265., Floyd M. Hammack

Annotation: Identifies and examines ethical issues in teacher research, especially when participants of the research are the teacher's own students.

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

Ham, Maryellen C., "Enhancing Supervisory Effectiveness through Collaborative Action Research," Peabody Journal of Education, 64(Spring, 1987), 44-56., Maryellen C. Ham

Annotation: Explains collaborative research methods used in three studies of supervisory effectiveness, with implications.

Hammersley, Martyn, "Some Questions about Evidenced-based Practice in Education," pp. 133-149 in Gary Thomas and Richard Pring, eds., Evidenced-based Practice in Education. New York: Open University Press, 2004.*, Martyn Hammersley

Annotation: Argues that research evidence should not be privileged to the exclusion of evidence from professional experience in choosing courses of action in educational policy-making and practice; explains the underlying flaws in the arguments put forth in favor of research-based practice.

Broad Topical Focus: 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 Utilization, Value Assumptions and Ideologies in Curriculum

Hammond, Kenneth R., and Jeryl Mumpower, "Formation of Social Policy," Knowledge: Creation, Diffusion, Utilization, 1(December, 1979), 245-258., Kenneth R. Hammond and Jeryl Mumpower

Annotation: Describes the dynamics of forming social policy.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Normative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Utilization

Hamm, Russell L., and Kenneth T. Henson, "Philosophy: Curriculum Source and Guide," Contemporary Education, 51(Spring, 1980), 147-150., Russell L. Hamm and Kenneth T. Henson

Annotation: Points out how philosophy contributes to curriculum theory by helping it to escape parochialism, dogmatism, fads, misunderstandings of meanings, and an unquestioning attitude.

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

Handler, Bonnie S., "Coming of Age in Curriculum: Reflections on 'Thinking About the Curriculum'," Journal of Curriculum Studies, 14(April-June, 1982), 183-195.*, Bonnie S. Handler

Annotation: Critiques Reid's book, Thinking about the Curriculum (1978).

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Theorists, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation

Hannay, Lynne M., "Action Research: A Natural for the Curriculum Process," Peabody Journal of Education, 64(Spring, 1987), 24-43., Lynne M. Hannay

Annotation: Describes three action research studies on the curriculum process.

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

Hannay, Lynne M., and Wayne Seller, "The Curriculum Leadership Role In Facilitating Curriculum Deliberation," Journal of Curriculum and Supervision , 6 (Summer, 1991), 340-357., Lynne M. Hannay and Wayne Seller

Annotation: Describes a study of school-based curriculum development in Canada.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation, Comparative Curriculum, Curriculum Specialists in Schools

Hannay, Lynne, and Wayne Seller, "The Influence of Teachers' Thinking on Curriculum Development Decisions," pp. 240-271 in Christopher Day, Maureen Pope, and Pam Denicolo, eds., Insight into Teachers' Thinking and Practice . Philadelphia: Falmer Press, 1990., Lynne Hannay and Wayne Seller

Annotation: Reports a study of images in teachers' thinking regarding their curriculum development decisions.

Broad Topical Focus: Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation, Teacher Knowledge, Comparative Curriculum

Hansen, David T., "Curriculum and the Idea of a Cosmopolitan Inheritance," Journal of Curriculum Studies, 40(June, 2008), 289-312., David T. Hansen

Annotation: Traces the history of the idea of the cosmopolitan and various conceptions of cosmopolitanism; contrasts these ideas with other "isms," suggests that a cosmopolitan-oriented curriculum need not conflict with organizing curriculum content or structures but can affect the understanding or world inheritance of that content; discusses the contours of cosmopolitan sensibility and how to educate for it.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Value Assumptions and Ideologies in Curriculum, Teaching/Learning Process

Hansen, David T., "John Dewey and a Curriculum of Moral Knowledge," Curriculum and Teaching Dialogue, 9(Nos. 1 & 2, 2007), 173-181., David T. Hansen

Annotation: Interprets Dewey's notion of the relation between knowledge, teaching the academic subjects, and the development of moral principles and purpose.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Moral Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Value Assumptions and Ideologies in Curriculum, Curriculum as Experience

Hansen, David T., Rodino F. Anderson, Jeffrey Frank, and Kiera Nieuwejaar, "Reenvisioning the Progressive Tradition in Curriculum," pp. 440-459 in F. Michael Connelly, Ming Fang He, and JoAnn Phillion, eds., The SAGE Handbook of Curriculum and Instruction. Los Angeles: Sage Publications, 2008., David T. Hansen, Rodino F. Anderson, Jeffrey Frank, and Kiera Nieuwejaar

Annotation: Traces the intellectual resources found in Dewey, Emerson, Du Bois, Jane Addams for reenvisioning the progressive tradition in curriculum.

Broad Topical Focus: Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives

Hansen, Klaus-Henning, "Rewriting Bildung for Postmodernity: Books on Educational Philosophy, Classroom Practice, and Reflective Teaching," Curriculum Inquiry, 38(January,2008), 93-115., Klaus-Henning Hansen

Annotation: Reviews three books (2000, 2002, 2003) on the concepts of Bildung and Bildung-centered Didaktik and underlines the need to rewrite Bildung today.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Liberal Education/General Education, Content Selection and Organization

Hansgen, Richard A., "Can Education Become A Science?" Phi Delta Kappan 72(May, 1991): 689-694., Richard A. Hansgen

Annotation: Examines and challenges the basis for the position that education can become a science.

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

Harap, Henry, ed., The Changing Curriculum . New York: D. Appleton-Century, 1937., Henry Harap

Annotation: Presents an early collection of expert thought on curriculum change.

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

Harap, Henry, The Technique of Curriculum Making . New York: Macmillan, 1928., Henry Harap

Annotation: States views on how to make curriculum decisions based on social criteria.

Hargreaves, Andy, Changing Teachers, Changing TImes: Teacher's Work and Culture in the Postmodern Age. New York: Teachers College Press, 1994., Andy Hargreaves

Annotation: Presents essays on teacher change, time, work, and culture, and their implications for school leaders.

Broad Topical Focus: Curriculum Change, Curriculum Contexts and Societal Influences, Curriculum Administration, Leadership, Finance
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Criticism of Schooling, Teacher Planning, Classroom Observation & Research

Hargreaves, Andy, "Curriculum Policy and the Culture of Teaching," pp. 26-40 in Geoffrey Milburn, Ivor F. Goodson, and Robert J. Clark, eds., Re-Interpreting Curriculum Research: Images and Arguments. Philadelphia: Falmer, 1989., Andy Hargreaves

Annotation: Suggests the role of cultural interruption in school and curriculum change.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: In-service Teacher Development, Value Assumptions and Ideologies in Curriculum, Teaching/Learning Process

Hargreaves, Andy, "Rethinking Educational Change: Going Deeper and Wider in the Quest for Success", pp. 1-26 in Andy Hargreaves, ed., Rethinking Educational Change With Heart and Mind, 1997 ASCD Yearbook. Alexandria, Virginia: Association for Supervision and Curriculum Development, 1997., Andy Hargreaves

Annotation: Highlights the problems and challenges of educational change while embracing the emotional aspects of teaching and leadership.

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: Value Assumptions and Ideologies in Curriculum, Psychology and Curriculum, Organization Theory

Hargreaves, Andy, "Transforming Knowledge: Blurring the Boundaries Between Research, Policy, and Practice," Educational Evaluation and Policy Analysis, 18(Summer, 1996), 105-122.*, Andy Hargreaves

Annotation: Analyzes the differences between formal research knowledge and practical teacher knowledge and illustrates the virtues of (and gives examples of) blurring this distinction.

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

Hargreaves, Andy, Lorna Earl, Shawn Moore, and Susan Manning, Learning to Change: Teaching Beyond Subjects and Standards. San Francisco: Jossey-Bass, 2000., Andy Hargreaves, Lorna Earl, Shawn Moore, and Susan Manning

Annotation: Reports a study of 29 teachers facing reforms in standards, assessment, and curriculum integration; gives their experiences and reactions to these changes in a broad context of research on the process of change in education.

Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Curriculum Integration, Teaching/Learning Process

Hargreaves, David H., The Challenge for the Comprehensive School: Culture, Curriculum and Community . Boston: Routledge & Kegan Paul of America, 1982., David H. Hargreaves

Annotation: Provides a broad sociological treatment of curriculum within its culture and community.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Secondary School Curriculum, Comparative Curriculum

Harris, Douglas N., Value-Added Measures in Education: What Every Educator Needs to Know. Cambridge, MA: Harvard Education Press, 2011., Douglas N. Harris

Annotation: Provides a well-argued technical, but understandable, analysis of the pros and cons of using value-added measures in accountability systems for making policy decisions on individual teachers, schools, programs, and state standards-based on aggregates of student achievement data.

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

Harris, Ilene, "Deliberative Inquiry: The Arts of Planning," pp. 285-307 in Edmund C. Short, ed., Forms of Curriculum Inquiry . Albany, NY: SUNY Press, 1991.*, Ilene Harris

Annotation: Describes the processes of deliberative inquiry in curriculum.

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

Harris, Ilene B., "An Exploration of the Role of Theories in Communictaion for Guiding Practitioners," Journal of Curriculum and Supervision, 1(Fall, 1985), 27-55., Ilene B. Harris

Annotation: Identifies and explains four types of theory (explanatory, doctrines, applied, practice) and analyzes the requirements of communication for expressing and guiding curriculum practice.

Broad Topical Focus: Curriculum Guides, Plans, Documents, Materials, Relation of Curriculum Research to Practice, Inquiry Language in Curriculum Research, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Knowledge Utilization

Harris, Ilene B., "Communicating the Character of 'Deliberation'," Journal of Curriculum Studies , 18(April-June, 1986), 115-132.*, Ilene B. Harris

Annotation: Deals with the nature and uses of deliberation in curriculum.

Broad Topical Focus: Curriculum Decision-making Processes,Curriculum Conceptions and Theories,Curriculum Guides, Plans, Documents, Materials,Relation of Curriculum Research to Practice,Inquiry Language in Curriculum Research,Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation, Curriculum Implementation, Curriculum Theory Creation and Uses

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