Type of Study - Single Study
Single Studies
Annotation: Explores various forms of communication used in giving curriculum guidance and argues for a form called case rhetoric.
Broad Topical Focus: Curriculum Enactment and Teaching, Relation of Curriculum Research to Practice, Curriculum Guides, Plans, Documents, Materials, Inquiry Language in Curriculum Research
Source Discipline: Education
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Materials Development and Evaluation, Teacher Knowledge
Annotation: Critiques this yearbook in light of Schwab's notion of deliberation; examines the problem of effective communication in guiding teachers with practical theories.
Broad Topical Focus: Curriculum Guides, Plans, Documents, Materials,Curriculum Inquiry Guidelines,Curriculum Enactment and Teaching,Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism,Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation, Practical Knowledge, Curriculum Implementation, Materials Development and Evaluation
Harris, Kevin, Education and Knowledge: The Structured Misrepresentation of Reality. Boston: Routledge & Kegan Paul, 1979., Kevin Harris
Annotation: Analyzes and critiques the role of knowledge and ideology in education.
Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Content Selection and Organization, Curriculum and the Disciplines
Harrison, Christopher, Kristen Davidson and Caitlin Farrell,"Building Productive Relationships: District Leaders' Advice to Researchers," International Journal of Educational Policy and Leadership, 12(No. 4, 2017),1-16., Christopher Harrison, Kristen Davidson, and Caitlin Farrell
Annotation: Reports an interview study in three U.S. school districts of leaders' advice for researchers; six general conclusions are among the findings.
Broad Topical Focus: Relation of Curriculum Research to Practice
Source Discipline: Education
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Utilization
Harrison, Marelle, "School-Based Curriculum Decision-Making: A Personal Viewpoint," Curriculum Perspectives, 2(October, 1981), 47-52.*, Marelle Harrison
Annotation: Conceptualizes school-based curriculum decision making within multiple contexts.
Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies
Harris, Phillip, Bruce M. Smith, and Joan Harris, They Myths of Standardized Tests: Why They Don't Tell You What You Think They Do. Lanham, MD: Rowman & Littlefield, 2011., Phillip Harris, Bruce M. Smith, and Joan Harris
Annotation: Argues cogently the limitations of standardized tests and their current use; helps the public understand why the current uses are misguided; gives a thorough treatment of the subject in easily understood terms.
Broad Topical Focus: Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing
Harris, Wendall V., Interpretive Acts: In Search of Meaning . Oxford, England: Clarendon Press, 1988., Wendall V. Harris
Annotation: Explores speech acts with discourse analysis and hermeneutic interpretation.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Hermeneutic Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Discourse Analysis
Annotation: Gives a thorough treatment of the purposes, processes, and analytic techniques required in doing high quality literature reviews in connection with masters and doctoral dissertation research.
Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Hartnett, Anthony, and Michael Naish, "The Sleep of Reason Breeds Monsters: The Birth of a Statutory Curriculum in England and Wales," Journal of Curriculum Studies, 22(January-February, 1990), 1-16.*, Anthony Hartnett and Michael Naish
Annotation: Traces the changes imposed by the Education Reform Bill 1987 in England and Wales.
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: Comparative Curriculum, Curriculum History, Local Control of Schooling, Curriculum and Politics
Hartoonian, H. Michael, "Ethics and Education: Toward an Epistemology for Quality," BSCS Journal, 3(February, 1980), 15-20.*, H. Michael Hartoonian
Annotation: Analyzes the nature of quality and how we can know quality.
Broad Topical Focus: Inquiry Language in Curriculum Research
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Normative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Harvey, James, "Privatization: A Drain on Public Schools," 69(December 2011/January 2012), 48-53., James Harvey
Annotation: Argues cogently against arguments supporting privatization of public schools, charter schools, and vouchers; presents the case for public control for the public good.
Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Administration, Leadership, Finance
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Criticism of Schooling, Curriculum and Politics, Democratic Education, Local Control of Schooling
Hauser-Cram, Penny, "Some Cautions in Synthesizing Research Studies," Educational Evaluation and Policy Analysis, 5(Summer, 1983), 155-162., Penny Hauser-Cram
Annotation: Raises some technical questions about doing meta-analysis.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Hawthorne, Richard D., "Analyzing School-Based Collaborative Curriculum Decision Making," Journal of Curriculum and Supervision, 5(Spring, 1990), 279-286., Richard D. Hawthorne
Annotation: Reports a group decision-making process with full analysis.
Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Deliberative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation
Annotation: Sets forth conceptions of curriculum activity on which historical work might be done.
Broad Topical Focus: Curriculum Inquiry Guidelines, Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Historical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum History, Curriculum Specialists in Schools
Heap, James L., "Discourse in the Production of Classroom Knowledge: Reading Lessons," Curriculum Inquiry, 15(Fall, 1985), 247-279., James L. Heap
Annotation: Presents a study of reading lessons and the constitutive activities that are seen as knowledge in these lessons.
Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Reading, Teaching/Learning Process, Discourse Analysis, Comparative Curriculum
Heap, James L., "The Status of Claims in 'Qualitative' Educational Research," Curriculum Inquiry, 25 (Fall, 1995), 271-292., James L. Heap
Annotation: Analyzes the differences between empirical, logic, and normative claims in quantitative and qualitative research.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than 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
Heathcote, Gay, Richard Kempa, and Iolo Roberts, " Curriculum Styles and Strategies," pp. 41-53 in Rob Moore and Jenny Ozga, eds., Curriculum Policy: A Reader. Oxford, England: Pergamon Press, 1991.*, Gay Heathcote, Richard Kempa, and Iolo Roberts
Annotation: Distinguishes among curriculum aims, goals, and objectives and between two development models--the objectives model and the process model.
Broad Topical Focus: Curriculum Definitions, Curriculum Conceptions and Theories, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Curriculum Development Strategies
Hedley, W. Eugene, Freedom, Inquiry, and Language . Scranton, PA: International Textbook, 1968., W. Eugene Hedley
Annotation: Demonstates how freedom, inquiry, and language relate to curriculum theory.
Broad Topical Focus: Curriculum Inquiry Guidelines,Curriculum Research and Inquiry-General,Curriculum Conceptions and Theories
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses
Helsby, Gill, and Gary McCulloch, eds., Teachers and the National Curriculum. London: Cassell, 1997., Gill Helsby and Gary McCulloch
Annotation: Gives responses to the National Curriculum in England and Wales by teachers at various levels and in various subject fields.
Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Policies and Policy Making, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Government Role in Educational Research & Development, Comparative Curriculum
Hemmings, Annette, "Great Ethical Divides: Bridging the Gap Between Institutional Review Boards and Researchers," Educational Researcher, 35(May, 2006), 12-18., Annette Hemmings
Annotation: Discusses challenges and strategies related to IRB procedures, with special attention to ethnographic and qualitative 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, Ethical Issues in Curriculum, Qualitative Research
Annotation: Describes types and elements of eductional development in a research and development conceptualization; describes a change support approach and a product development approach.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Development as Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum Development Strategies
Henchey, Norman, "Curriculum as Myth," McGill Journal of Education, 16(Fall, 1981), 257-266.*, Norman Henchey
Annotation: Defines curriculum and curriculum study as myth and critiques this view.
Broad Topical Focus: Curriculum Definitions, Curriculum Conceptions and Theories, Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum
Henderson, James G., "Curriculum Discourse and the Question of Empowerment," Theory into Practice, 31(Summer, 1992), 204-209., James G. Henderson
Annotation: Critiques the role of ideology in curriculum with particular attention to teacher empowerment.
Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum
Henderson, James G., "Deepening Democratic Curriculum Work." Educational Researcher, 30(December, 2001), 18-21.*, James G. Henderson
Annotation: Examines recent arguments of Wraga and of Pinar and suggests a third postion and its implications; Wraga responds in same journal 31(6), 2002.
Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Curriculum Deliberation
Annotation: Makes the case for postmodern transformation of curriculum and teaching; contrasts this with premodern and modern paradigms.
Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Research and Inquiry-General, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
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, Professionalization in Curriculum
Henderson, James G., and Kathleen Kesson, "Curriculum Work as Public Intellectual Leadership," pp. 1-23 in Kris Sloan and James T. Sears, eds., Democratic Curriculum Theory and Practice: Retrieving Public Spaces. Troy, NY: Educator's International Press, 2001., James G. Henderson and Kathleen Kesson
Annotation: Calls for curriculum workers to take leadership on public issues whether they are in schools or colleges.
Broad Topical Focus: Curriculum Administration, Leadership, Finance
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Professionalization in Curriculum, Curriculum Specialists in Schools
Henderson, James G., and Kathleen R. Kesson, "Celebration and Critical Assessment," Curriculum Inquiry, 31(Fall, 2001), 367-377.*, James G. Henderson and Kathleen R. Kesson
Annotation: Reviews the 1999 volume of Huebner's essys, The Lure of the Transcendent, highlights his contributions to curriculum studies, and offers three unfinished tasks for the field prompted by Huebner's work.
Broad Topical Focus: Curriculum Theorists, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses
Henderson, James G., and Kathleen R. Kesson, "Curriculum Work at the Intersection of Pragmatic Inquiry, Deliberation, and Fidelity," Educational Researcher, 38(March, 2009), 132-136., James G. Henderson and Kathleen R. Kesson
Annotation: Reviews and critiques Pinar's 2007 book, Intellectual Advancement through Disciplinarity; compares Pinar's views with their own views on advancement of the field of curriculum studies in the context of a democratic society.
Broad Topical Focus: Curriculum Theorists, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Knowledge Generation, Knowledge Utilization
Henderson, James G., and Kathleen R. Kesson, "The Arts of Inquiry: Toward Holographic Thinking," pp. 41-66 in their Curriculum Wisdom: Educational Decisions in Democratic Societies. Upper Saddle River, NJ: Pearson Educational, 2004., James G. Henderson and Kathleen R. Kesson
Annotation: Sets forth seven interrelated modes of inquiry needed for gaining the capacity for curriculum wisdom (techne, poesis, praxis, dialogos, phronesis, polis, and theoria).
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
Hendry, Petra Munro, Engendering Curriculum History. New York: Routledge, 2011, Petra Munro Hendry
Annotation: Presents an extensive history of overlooked female curriculum theorists and their contributions to educational thought and practice from pre-history to the 20th century; gives evidence that curriculum history has been interpreted as gendered by masculine perspectives and epistemologies; highlights curriculum theories by the dozens of specific women who have brought alternatives to these historical masculine views.
Broad Topical Focus: Curriculum Theorists, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Value Assumptions and Ideologies in Curriculum, Curriculum Theory Creation and Uses
Citations
Annotation: Traces the emergence of narrative inquiry in curriculum studies as a form of interpretive inquiry in contrast to more technical approaches; explains its grounding in ontological/ethical views of "being" rather than in disciplinary views of knowledge/epistemology; discusses these differences and the shift in curriculum inquiry that these differences have brought about; also discusses the view of curriculum as "becoming' rather than "replication" that this shift implies; discusses how the narrative (narrating) way of inquiry is approached by curriculum theorists.
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 Generartion, Qualitiative Research, Curriculum Theory Creation and Uses
Single Studies
Hendry, Petra Munro, and Ann G. Winfield, "Bringing Out the Dead: Curriculum History as Memory," Journal of Curriculum Theorizing, 29(No. 1, 2013), 1-24., Petra Munro Hendry and Ann G. Winfield
Annotation: Introduces a series of papers in curriculum history that disrupt the prevailing orientation assumed by most contemporary historians working in the curriculum field; describes some of the alternative perspectives and methodological procedures taken by the authors of these papers.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Knowledge Generation
Henig, Jeffrey, R., "The Evolving Relationship between Researchers and Public Policy," 89(January, 2008), 357-360., Jeffrey R. Henig
Annotation: Describes five factors affecting the relationship between educational research and its use by policymakers: new means of dissemination, new discipline-based researchers and fragmentation of publication outlets, expanded corporate (non-public) producers of research, increased foundation-supported research, and increased bias induced by government requirements on research.
Broad Topical Focus: Curriculum Policies and Policy Making, Relation of Curriculum Research to Practice, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Knowledge Utilization, Government Role in Educational Research & Development
Herda, Ellen A., Research Conversations and Narrative: A Critical Hermenuetic Orientation in Participating Inquiry. Westport, CT: Praeger, 1999., Ellen A. Herda
Annotation: Describes a protocal for field-based hermeneutic inquiry and its research implications; draws a clear contrast between positivist and a critical hermenuetic orientation to research; traces the philosophical contributions of Heidegger, Gadamer, Habermas, and Ricoeur to hermenuetic inquiry.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Hermeneutic Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum
Annotation: Sets forth methods of phenomenological mapping and intentional interaction.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Annotation: Argues for shared cooperative inquiry with persons from five bases.
Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research and Inquiry-General
Source Discipline: Field other than 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
Hess, Frederick M., and Michael J. Petrilli, No Child Left Behind Primer. New York: Peter Lang, 2006., Frederick M. Hess and Michael J. Petrilli
Annotation: Sets forth the complexities of the 2001 NCLB Act in understandable language; treats key provisions such as accountability and testing, qualified teachers, and more than 50 other programs and policies included in the law; acknowledges views of its supporters and its critics.
Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Curriculum and Politics, Curriculum Standards and Testing, Core Mandates
Annotation: Traces the influence of corporate interests on schools and school children; urges critical education to confront this narrow, undemocratic ideology.
Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences, Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum
Annotation: Traces Dewey's arguments for education for democratic social action; contrasts this with current corporate actions in education.
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: Curriculum Aims and Objectives, Value Assumptions and Ideologies in Curriculum
Hichling-Hudson, and Roberta Ahlquest, "Contesting the Curriculum in the Schooling of Indigenous Children in Australia and the United States: From Eurocentrism to Culturally Powerful Pedagogues," Comparative Education Review, 47(February, 2003), 64-89., . Hichling-Hudson and Roberta Ahlquest
Annotation: Compares four schools' curricula and evidence of these two pedagogies in these different schools.
Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Comparative Curriculum, Value Assumptions and Ideologies in Curriculum
Citations
Annotation: Defines wisdom, practice, and practice wisdom; conceptualizes knowing, being, doing and becoming in relation to practice wisdom.
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: Curricllum as Esperience, Curriclum Aims and Objectives, Practical Knowledge, Professionalization in Curriculum, Teacher Knowledge
Single Studies
Hildreth, R. W., "What Good is Growth? Reconsidering Dewey on the Ends of Education," Education and Culture, 27(No. 2, 2011), 28-48., R. W. Hildreth
Annotation: Reexamines the arguments made by critics of Dewey's views on the ends of education; marshals quotations from Dewey to show why Dewey intentionally chose not to assert particular ends and why this was consistent with his overall views on education.
Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives
Hill, Brian V., "Epistemologies and Curriculum Models," Journal of Educational Thought, 7(December, 1973), 151-164., Brian V. Hill
Annotation: Shows what curriculum proposals would follow from five distinctive epistemologies.
Broad Topical Focus: Curriculum Proposals in Coherent Form,Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Normative Inquiry
Type of Study: Single Study
Narrow Topic: Philosophical Schools
Hill, John C., "Learning the Three Keys," The Educational Forum, 61 (Winter, 1997), 145-152. *, John C. Hill
Annotation: Proposes a model for curriculum design that balances the control, the adaptive, and the personal curriculum within a horizontally aligned program.
Broad Topical Focus: Curriculum Conceptions and Theories, 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: Content Selection and Organization
Annotation: An analysis of liberal education and of three examples: Harvard's Red Book (1946), Peterson's model (1960), and Hirst's (1965).
Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Liberal Education/General Education, Content Selection and Organization
Annotation: Describes the contributions of philosophical analysis to the study of curriculum.
Broad Topical Focus: Curriculum Development, Organization, Design
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 Aims and Objectives, Content Selection and Organization
Annotation: Argues for rational curriculum planning--not as practiced by early enthusiasts nor by certain de-schoolers.
Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Curriculum Deliberation
Annotation: Examines the arguments for universal objectives for the curriculum.
Broad Topical Focus: 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 Aims and Objectives, Content Selection and Organization, Elementary School Curriculum, Curriculum and the Disciplines, Secondary School Curriculum
Hirst, Paul H., "The Nature of Educational Aims," pp. 124-132 in Roger Marples, ed., The Aims of Education. New York: Routledge, 1999., Paul H. Hirst
Annotation: Defines the purposes of education, explores various statements of the aims of education based on mistaken views of the nature of persons and the character of reason, and offers his own alternative statements on the aims of education.
Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Definitions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives
Annotation: Critiques end-means views of curriculum development and analyzes their various uses.
Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Curriculum Aims and Objectives
Hjalmarson, Margaret A.,"Mathematics Curriculum Systems: Models for Analysis of Curricular Innovation and Development," Peabody Journal of Education, 83(October, 2008). 592-610., Margaret A. Hjalmarson
Annotation: Proposes a set of components of a curriculum system for investigating the purposes, representations, and conceptual systems inherent in models of curriculum related to mathematics teaching and learning; the three types of models proposed (content focused, pedagogically focused, learner centered) have relevance beyond the mathematics curriculum.
Broad Topical Focus: Curriculum Definitions, 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, Curriculum Frameworks
Hjalmarson, Margaret A., and Richard A. Lesh, "Engineering and Design Research: Intersections for Education Research and Design," pp. 96-110 in Anthony E. Kelly, Richard A. Lesh, and John Y. Beck, eds., Handbook of Design Research Methods in Education. New York: Routledge, 2008., Margaret A. Hjalmarson and Richard A. Lesh
Annotation: Describes the parallels between engineering design processes and products and educational design processes and products.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Development as Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum Development Strategies, Materials Development and Evaluation
Hlebowitsh, Peter, "Centripetal Thinking in Curriculum Studies," Curriculum Inquiry, 40(September, 2010), 503-513., Peter Hlebowitsh
Annotation: Explores tendencies in the field of Curriculum Studies toward divergent work versus more focused work; argues for serious dialogue across existing divergent discourses in search of a center; a rejoinder by Malewski and a response by Hlebowitsh follow this article,
Broad Topical Focus: Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum History, Curriculum Theory Creation and Uses, Curriculum Professors, Value Assumptions and Ideologies in Curriculum
Hlebowitsh, Peter, "The Burdens of the New Curricularist," Curriculum Inquiry, 29(Fall, 1999), 343-354., Peter Hlebowitsh
Annotation: Argues that Pinar and similar curriculum theorists have separated their theory from practice, design, unity of the field, and from its history in a negative way; Westbury and Pinar respond in two articles that follow.
Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists, Relation of Curriculum Research to Practice, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum History, Value Assumptions and Ideologies in Curriculum
Annotation: Analzes and critiques several theorists' attempts to challenge Ralph Tyler's rationale (1949).
Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum History, Value Assumptions and Ideologies in Curriculum, Classics of Curriculum Literature
Hlebowitsh, Peter S., "Critical Theory Versus Curriculum Theory: Reconsidering the Dialogue on Dewey," Educational Theory, 42(Winter, 1992), 69-82.*, Peter S. Hlebowitsh
Annotation: Critiques critical curriculum theory in terms of Dewey's understanding of theory.
Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Value Assumptions and Ideologies in Curriculum, Classics of Curriculum Literature
Hlebowitsh, Peter S., "Generational Ideas in Curriculum: A Historicla Triangulation," Curriculum Inquiry, 35(Spring, 2005), 73-87., Peter S. Hlebowitsh
Annotation: Examines continuties and differences in the thinking of Bobbitt, Tyler, and Schwab; followed by commentaries by Westbury and by Wright, and a response by the author.
Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Curriculum Professors
Hlebowitsh, Peter S., "Interpretations of theTyler Rationale: A Reply to Kliebard," Journal of Curriculum Studies, 27(January-February, 1995), 89-94., Peter S. Hlebowitsh
Annotation: Responds to Kliebard's comments in the same issue of JCS on his own and Kliebard's earlier criticisms and counter-criticisms of the Tyler rationale.
Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum History, Value Assumptions and Ideologies in Curriculum, Classics of Curriculum Literature
Hlebowitsh, Peter S. Radical Curriculum Theory Reconsidered: A Historical Approach. New York: Teachers College Press, 1993., Peter S. Hlebowitsh
Annotation: Critiques the radical curriculum theorists from the vantage point of the strengths of Tyler.
Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Content Selection and Organization, Curriculum Aims and Objectives, Classics of Curriculum Literature
Annotation: Discusses the disunity of the field of curriculum scholarship and argues for restoring its unity around practical curriculum questions.
Broad Topical Focus: Curriculum as a Field of Practice and Study, Curriculum Research and Inquiry-General, Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Hlebowitsh, Peter S., "The Forgotten Hidden Curriculum," Journal of Curriculum and Supervision, 9(Summer, 1994), 339-349.*, Peter S. Hlebowitsh
Annotation: Explores the concept of hidden curriculum as understood by Dewey, Tyler, and Bode, and criticizes recent radical critics' understandings of the hidden curriculum.
Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Hidden Curriculum
Hlebowitsh, Peter S., "The Search for the Curriculum Field," Journal of Curriculum Studies, 29(September-October, 1997), 507-511.*, Peter S. Hlebowitsh
Annotation: Makes a case for theorists in the field of curriculum to come together to find common ground, following a period of schism.
Broad Topical Focus: Curriculum as a Field of Practice and Study, Relation of Curriculum Research to Practice, Curriculum Conceptions and Theories, Curriculum Theorists
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, Literature of Curriculum, Classics of Curriculum Literature
Hlebowitsh, Peter S., and Gregory E. Hamot, "Pragmatism and Civic Education Reform in the Czech Republic," The Educational Forum, 63(Spring, 1999), 260-270., Peter S. Hlebowitsh and Gregory E. Hamot
Annotation: Reports a project in the Czech Republic using Tylerian conceptions of curriculum development and evaluation.
Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Citizenship Education, Comparative Curriculum, Curriculum Development Strategies
Annotation: Illustrates a deconstructionist reading of the views of Ted Aoki.
Broad Topical Focus: Curriculum Theorists, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Media and Computers in Curriculum Development
Annotation: Traces the epistemological and psychological assumptions associated with various philosophies as they are found in curriculum development work.
Broad Topical Focus: Curriculum Decision-making Processes,Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Normative Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Philosophical Schools
Hofman, Amos, Braca Alpert, and Izhak Schnell, "Education and Social Change: The Case of Israel's State Curriculum," Curriculum Inquiry, 37(December, 2007), 303-328., Amos Hofman, Braca Alpert, and Izhak Schnell
Annotation: Describes the changes over the last few decades in Israel's curriculum policies and content.
Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Citizenship Education
Holland, Patricia, and Noreen B, Garman, "Macdonald and the Mythopoetic,"Journal of Curriculum Theorizing, 9(Summer, 1992), 45-72.*, Patricia Holland and Noreen B. Garman
Annotation: Expands Macdonald's views on mythopoetic language in curriculum inquiry by demonstrating the powers of the mythopoetic-reflexive, moral, controlling, and evocative.
Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists, Inquiry Language in Curriculum Research, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Philosophical Inquiry-Speculative Essay, Hermeneutic Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum, Comparisons Among Inquiry Modes
Annotation: Expands Macdonald's views on mythopoetic language in curriculum inquiry by demonstrating the powers of the mythopoetic--reflexive, moral, controlling, and evocative.
Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists, Curriculum Inquiry Guidelines, Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay, Hermeneutic Inquiry
Type of Study: Single Study
Narrow Topic: Comparisons Among Inquiry Modes, Knowledge Generation, Value Assumptions and Ideologies in Curriculum
Holliday, William G., and Berchie W. Holliday, "Why Using International Comparative Math and Science Achievement Data form TIMSS in Not Helpful," The Educational Forum, 67(Spring, 2003), 250-257., William G. Holliday and Berchie W. Holliday
Annotation: Argues against using TIMSS results because of widely differing characteristics among countries assessed.
Broad Topical Focus: Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Comparative Curriculum, Science, Mathematics
Holly, Peter, "Action Research: Cul-de-sac or Turnpike?" Peabody Journal of Education, 64(Spring, 1987), 71-100., Peter Holly
Annotation: Reviews the potential uses of action research as addressed in the literature of this mode of research.
Broad Topical Focus: Curriculum Inquiry Guidelines, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Holmes, Mark, "Less Power for Educators: Response to McDiarmid," Interchange, 18(Fall, 1987), 68-73.*, Mark Holmes
Annotation: Responds to McDiarmid's proposals in same issue of Interchange regarding his conceptions of the politics of curriculum.
Broad Topical Focus: Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Curriculum History
Annotation: Gives an overview of the nature and procedures involved in doing content analysis.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Content Analysis
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Holt, Maurice, "It's Time to Start the Slow School Movement," Phi Delta Kappan, 84(December, 2002), 265-271., Maurice Holt
Annotation: Argues against curricula that emphasize uniformity, predictability, and measurability of process and results (characteristic of "fast food" and pressured schools) and argues for programs that allow time for thought, discovery, and in-depth learning.
Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Teaching/Learning Process, Evaluation of Instruction, Value Assumptions and Ideologies in Curriculum
Holt, Maurice, "Obituary: William A. Reid, 1933-2015," Journal of Curriculum Studies, 47(No. 6, 2015),844-848., Maurice Holt
Annotation: Pays tribute to curriculum theorist and past editor of JCS, William A. Reid; recalls his insightful published works on curriculum, his twenty-year service with JCS in several editorial capacities, and the chief facts of his personal life.
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 Professors, Literature of Curriculum, Curriculum Deliberation, Curriculum History
Annotation: Traces the development of and challenges to the dominant ideology of the US comprehensive high school, with parallels and insights from similar developments in Europe and the United Kingdom.
Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Comparative Curriculum, Secondary School Curriculum, Value Assumptions and Ideologies in Curriculum
Holzner, Burkart, William N. Dunn, and Muhammad Shahidullah, "An Accounting Scheme for Designing Science Impact Indicators," Knowledge: Creation, Diffusion, Utilization, 9(December, 1987), 173-204., Burkart Holzner, William N. Dunn, and Muhammad Shahidullah
Annotation: Presents a process for designing science impact indicators.
Broad Topical Focus: Curriculum Evaluation
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Utilization, Science
Annotation: Describes Bobbitt's study and the lack of change resulting from it.
Broad Topical Focus: Curriculum Theorists,Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Curriculum Development Strategies
Annotation: Specifies the stages of evaluation in developing products at educational laboratories.
Broad Topical Focus: Curriculum Evaluation, Curriculum Inquiry Guidelines
Source Discipline: All Fields
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Development as Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Materials Development and Evaluation
Annotation: Reviews arguments for and against accountability and short-term achievement targets within the British context; describes a system of intelligent accountabilty employing both internal and external assessments.
Broad Topical Focus: Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Student Assessment, Program Audit/Evaluation
Annotation: Summarizes principles for creating the personalized curriculum and its constituent strategies, content, and skills.
Broad Topical Focus: 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: Curriculum Aims and Objectives, Content Selection and Organization
Hopkins, David, A Teacher's Guide to Classroom Research, 2nd. ed. Bristol, PA: Open University Press, 1993., David A. Hopkins
Annotation: Provides practical guidance for using action research to improve classroom and school practice.
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, Classroom Observation & Research
Hopkins, David, A Teacher's Guide to Classroom Research . Milton Keynes, UK: Open University Press, 1985., David A. Hopkins
Annotation: Gives an introduction to action research for 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, Classroom Observation & Research
Hopkins, David, and Marvin Wideen, eds., Alternative Perspectives on School Improvement . Philadelphia: Falmer, 1984., David Hopkins and Marvin Wideen
Annotation: Presents a phenomenological and critical perspective on school improvement.
Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum
Hopkins, Levi Thomas, Curriculum Principles and Practices . Chicago: B. H. Sanders and Co., 1929., Levi Thomas Hopkins
Annotation: Gives one of the early curriculum authority's views on curriculum.
Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Classics of Curriculum Literature
Hopkins, Levi Thomas, et al, Integration: Its Meaning and Application . New York: Appleton-Century, Co., 1937., Levi Thomas Hopkins
Annotation: Discusses integration in educational experiences from a number of angles.
Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Integration, Classics of Curriculum Literature
Hopkins, Levi Thomas, Interaction: The Democratic Process. Boston: D. C. Heath and Co., 1941., Levi Thomas Hopkins
Annotation: Exhibits the author's view of the democratic process and its role in curriculum work.
Broad Topical Focus: Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation
Hopkins, L. Thomas, Curriculum Principles and Practices. New York: Benj. H. Sanborn & Company, 1929., L. Thomas Hopkins
Annotation: Asks and answers dozens of practical questions about how to deal with seven problems concerning curriculum principles and seven problems concerning curriculum practices; provides step-by-step guidelines on curriculum construction and installation procedures.
Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Development, Organization, Design, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Curriculum Implementation
Hopkins, L. Thomas, Integration: Its Meaning and Application. New York: D. Appleton-Century Company, 1937., L. Thomas Hopkins
Annotation: Analyzes integration in persons and in the curriculum; refers to philosophical, biological, and psychological aspects of integration; reports research on local courses of study where correlated, broad-fields, core, and experience curricula are operating; shows how partial integration is evident in these courses of study, but full integration is not.
Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Development, Organization, Design, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Scientific/Empirical Inquiry, Content Analysis
Type of Study: Single Study
Narrow Topic: Curriculum Integration, Curriculum as Experience, Curriculum Frameworks, School Subjects, Literature of Curriculum, Curriculum Professors
Hopkins, L. Thomas. Interaction: The Democratic Process. Boston: D. C. Heath, 1941., L. Thomas Hopkins
Annotation: Discusses the democratic process and proposes how it can be implemented through the curriculum and specific teaching approaches; also contrasts the subject curriculum and its variations with the experience curriculum (which the author advocates should be used with teaching the democratic process); provides many helpful practical suggestions along with persuasive rationales for various aspects of the proposal.
Broad Topical Focus: Curriculum Proposals in Coherent Form, Curriculum Development, Organization, Design, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Philosophical Inquiry-Conceptual Analysis, Philosophical Inquiry-Ampliative Criticism, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Democratic Education, Curriculum Aims and Objectives, Curriculum as Experience, Curriculum Professors, Classics of Curriculum Literature
Annotation: Describes the history of the monitorial system in Europe and elsewhere.
Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Administration, Leadership, Finance
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Teaching/Learning Process, Comparative Curriculum
Hopmann, Stefan, and Kurt Riquarts, "Starting a Dialoque: A Beginning Conversation Between Didaktic And the Curriculum Traditions," pp. 3-11 in Ian Westbury, Stefan Hopmann, and Kurt Riquarts, eds., Teaching as a Reflective Practice: The German Didaktic Tradition. Mahwah, NJ: Lawrence Erlbaum, 2000., Stefan Hopmann and Kurt Riquarts
Annotation: Traces some sources of the German Didaktik tradition and its relation to the American curriculum tradition.
Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Comparative Curriculum
Annotation: Analyzes the multiple realities of accountability (child, school, state) within the context of NCLB in the U. S. and of other policies in European countries; comments on the pluses and minuses of PISA testing.
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: Curriculum Standards and Testing
Hord, Shirley M., and Gene E. Hall, "Three Images: What Principals Do in Curriculum Implementation," Curriculum Inquiry, 17(Spring, 1987), 55-89., Shirley M. Hord and Gene E. Hall
Annotation: Reports a study of what principals do to bring about curriculum implementation and school improvement.
Broad Topical Focus: Curriculum Change, Curriculum Administration, Leadership, Finance
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Implementation
Horlacher, Rebekka, The Educated Subject and the German Concept of Bildung: A Comparative Cultural History. New York: Rutledge, 2016., Rebekka Horlacher
Annotation: Traces the historical literature related to the concept of Bildung from its earliest usage to the present; shows how it contrasts with Anglo-Saxon and American concepts of curriculum studies and changing cultural contexts over time in Germany; highlights its possible use to counteract narrow test-based curriculum.
Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Education
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Comparative Curriculum, Value Assumptions and Ideologies in Curriculum, Literature of Curriculum
Horn, Jim, and Denise Wilburn, The Mismeasure of Education. Charlotte, NC: Information Age Publishing, 2013., Jim Horn and Denise Wilburn
Annotation: Describes recent history of assessment in educational policy and practice; reviews research on testing and accountability schemes in the US and argues that sound research does not support present policies and practices; provides as a case study Tennessee's value-added assessment model which is extensively analyzed and critiqued: offers several recommendations for changing from using high-stakes testing to more helpful formative assessment policies and practices.
Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Research and Inquiry-General, Relation of Curriculum Research to Practice
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Philosophical Inquiry-Speculative Essay, Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Curriculum and Politics, Government Role in Educational Research & Development, Student Assessment
Horn,Raymond A., Jr., Standards Primer. New York: Peter Lang, 2004., Raymond A. Horn Jr.
Annotation: Sets forth the fundamentals of standards as employed in education and contrasts the differences between the application of technical standards and standards of complexity.
Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Visions and Philosophies, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Value Assumptions and Ideologies in Curriculum
Annotation: Reviews the distinction between technical standards and standards of complexity and the differences in curriculum content, teaching and learning, and evaluation that result from the two types; argues for standards of complexity.
Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Development, Organization, Design, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Curriculum Aims and Objectives, Content Selection and Organization, Value Assumptions and Ideologies in Curriculum
Horn, Sharon K., and Stephen K. Clements, "ERIC: The Past, Present, and Future Federal Role in Educational Dissemination," Knowledge: Creation, Diffusion, Utilization, 11(September, 1989), 37-50., Sharon K. Horn and Stephen K. Clements
Annotation: Describes ERIC as it has existed and as it may be changed in the future.
Broad Topical Focus: Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Education
Mode of Inquiry in the Study: Historical Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Knowledge Utilization, Government Role in Educational Research & Development
Hosford, Philip L., "Curriculum Inquiry: Toward What End?" Educational Leadership, 33(April, 1976), 483-486.*, Philip L. Hosford
Annotation: Provides an essay on the nature and purposes of curriculum inquiry.
Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Knowledge Utilization, Evaluation of Instruction, Student Assessment
Hostetler,Karl, "What is 'Good' Education Research? Educational Researcher, 34(August/September, 2005), 16-21., Karl Hostetler
Annotation: Argues for relating education research to people's well-being, making research good in procedures, aims, and benefits.
Broad Topical Focus: Critique and Utilization of Curriculum Research and Inquiry, Relation of Curriculum Research to Practice
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Moral Inquiry
Type of Study: Single Study
Narrow Topic: Education as a Field of Study, Ethical Issues in Curriculum, Value Assumptions and Ideologies in Curriculum