Type of Study - Single Study | University of Central Florida

Type of Study - Single Study

Single Studies Single Studies

House, Ernest, R., "Realism in Research," Educational Researcher , 20 (August-September, 1991), 2-9; 25., Ernest R. House

Annotation: Compares standard view of scientific research based on causation with the realist view of science.

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

Hovda, Ric A., and Diane W. Kyle, "Why Action Research? An Emergent Role in Educational Reform," Irish Educational Studies, 8(No. 2, 1989), 24-44., Ric A. Hovda and Diane W. Kyle

Annotation: Gives a rationale for the role of action research in educational reform.

Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: In-service Teacher Development

Howard, Roy J., Three Faces of Hermeneutics: An Introduction to Current Theories of Understanding . Berkeley, CA: University of California Press, 1982., Roy J. Howard

Annotation: Introduces analytic, psychosocial, and ontological hermeneutics.

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

Howe, Kenneth, and Margaret Eisenhart, "Standards for Qualitative (and Quantitative) Research: A Prolegomenon," Educational Researcher, 19(May, 1990), 2-9.*, Kenneth Howe and Margaret Eisenhart

Annotation: Discusses general questions related to standards for research quality and rigor in educational studies: deference to experts in method, focus on an educational issue, applicability to both qualitative and quantitative approaches, be driven by the research question used correctly, cohere with theory.

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

Howe, Kenneth R., "Against the Quantitative-Qualitative Incompatibility Thesis or Dogmas Die Hard," Educational Researcher, 17(November, 1988), 10-16.*, Kenneth R. Howe

Annotation: Shows the close relation between two paradigms of inquiry with respect to data, design and analysis, interpretation of results, and epistemological issues.

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

Howe, Kenneth R., "Getting Over the Quantitative Qualitative Debate," American Journal of Education, 100(February, 1992), 236-256.*, Kenneth R. Howe

Annotation: Describes a critical social research model applicable to educational research which overcomes the split between quantitative and qualitative methods.

Howe, Kenneth R., "The Interpretive Turn and the New Debate in Education," Educational Researcher, 27(November, 1998), 13-20.*, Kenneth R. Howe

Annotation: Distinguishes among postmodernist and transformationist forms of interpretivism in the context of educational research.

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

Howe, Kenneth R., "Two Dogmas of Educational Research," Educational Researcher, 14(October, 1985), 10-18.*, Kenneth R. Howe

Annotation: Shows how, when positivist and postpositivist dogmas of educational research are set aside, general criteria for evaluating research can apply to all research.

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

Howe, Kenneth R., and Katharine Cutts Dougherty, "Ethics, Institutional Review Boards, and the Changing Faces of Educational Research," Educational Researcher, 22(December, 1993), 16-21., Kenneth R. Howe and Katharine Cutts Dougherty

Annotation: Explores the ethical issues that qualitative research presents to oversight boards in reviewing educational research and student research practica.

Broad Topical Focus: Curriculum Research and Inquiry-General, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Ethical Issues in Curriculum, Qualitative Research

Howlett, James, and Brad Huff, "Industrial Arts/Technology: What Are We Doing?" Phi Delta Kappan, 88(June, 2007), 764-767., James Howlett and Brad Huff

Annotation: Makes the case for industrial arts/technology in the curriculum at the present time.

Broad Topical Focus: Curriculum Proposals in Coherent Form
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, Computers and Technology as Subjects

Hoyle, Eric, "How Does the Curriculum Change? Part I: A Proposal for Inquiries, Part II: Systems and Strategies," pp. 517-537 in Arno A. Bellack and Herbert M. Kliebard, eds., Curriculum and Evaluation . Berkeley, CA: McCutchan, 1977., Eric Hoyle

Annotation: Discusses several processes of curriculum change and describes several related strategies.

Broad Topical Focus: Curriculum Change, Curriculum Decision-making Processes, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Implementation, Comparative Curriculum

Huberman, A. Michael, and Colin Marsh, "Toward an Ecology of Knowledge Use in the Classroom," Curriculum Perspectives, 2(May, 1982), 35-47., A. Michael Huberman and Colin Marsh

Annotation: Presents a taxonomy of knowledge uses and a model of knowledge use contingencies and characteristics with implications for knowledge use; gives validation procedures.

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

Huberman, Michael, "Steps Toward an Integrated Model of Research Utilization," Knowledge: Creation, Diffusion, Utilization, 8(June, 1987), 586-611., Michael Huberman

Annotation: Sets forth a proposed model of the utilization of research knowledge.

Broad Topical Focus: Curriculum Conceptions and Theories, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

Huberman, Michael, "The Mind is its Own Place: The Influence of Sustained Interactivity with Practitioners on Educational Researchers," Harvard Educational Review, 69(Fall, 1999), 289-319., Michael Huberman

Annotation: Explains the influence that sustained interactions with practitioners have on educational researchers; includes a conceptual model.

Broad Topical Focus: Relation of Curriculum Research to Practice, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Education
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Research

Huberman, Michael, "Working with Life-History Narratives," pp. 127-165 in Hunter McEwan and Kieran Egan, eds., Narrative in Teaching, Learning, and Research. New York: Teachers College Press, 1995., Michael Huberman

Annotation: Describes phases in doing and analyzing life-history narratives, along with reporting some examples.

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

Huebner, Dwayne, "Curricular Language and Classroom Meanings," pp. 8-26 in James B. Macdonald and Robert R. Leeper, eds., Language and Meaning . Washington, DC: Association for Supervision and Curriculum Development, 1966.*, Dwayne Huebner

Annotation: Analyzes the use of language in classrooms and distinguishes five value frameworks (technical, political, scientific, aesthetic, and ethical) employed in them.

Broad Topical Focus: Inquiry Language in Curriculum Research,Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Curriculum Frameworks, Value Assumptions and Ideologies in Curriculum

Huebner, Dwayne, "Curriculum as Concern for Man's Temporality," Theory Into Practice, 6(October, 1967), 172-179. Reprinted pp. 237-249 in William F. Pinar, ed., Curriculum Theorizing . Berkeley, CA: 1975.*, Dwayne Huebner

Annotation: Examines the role of time in curriculum thought and practice.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Conceptions and Theories, Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Normative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Philosophical Schools

Huebner, Dwayne, "Education and Spirituality," JCT: An Interdisciplinary Journal of Curriculum Studies, 11(No. 2, 1995), 13-38., Dwayne Huebner

Annotation: Addresses the spiritual dimensions of curriculum theory in terms of goals, content, teaching, and evaluation (criticism).

Broad Topical Focus: Curriculum Proposals in Coherent Form, Curriculum Development, Organization, Design, Curriculum Conceptions and Theories, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Religious Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Content Selection and Organization

Huebner, Dwayne, "Implications of Psychological Thought for the Curriculum," pp. 68-76 in Arno A. Bellack and Herbert M. Kliebard, eds., Curriculum and Evaluation . Berkeley, CA: McCutchan, 1977., Dwayne Huebner

Annotation: Suggests that psychological theories of learning, motivation, and cognition should be used to help construct educational environments, not merely to understand students.

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

Huebner, Dwayne, "Notes Toward a Framework for Curriculum Inquiry," Journal of Curriculum and Supervision, 6 (Winter, 1991), 145-161.*, Dwayne Huebner

Annotation: Distinguishes theoretical and ideological inquiry in curriculum; instructional and agential curricular events; and the relationships among these concepts.

Broad Topical Focus: Curriculum Research Domains and Structure, Curriculum Inquiry Guidelines, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum Theory Creation and Uses, Value Assumptions and Ideologies in Curriculum

Huebner, Dwayne, "Poetry and Power: The Politics of Curricular Development," pp. 271-282 in William F. Pinar, ed., Curriculum Theorizing . Berkeley, CA: McCutchan, 1975., Dwayne Huebner

Annotation: Illustrates the political aspects of curriculum development in this 1973 speech to ASCD.

Broad Topical Focus: Curriculum Conceptions and Theories, 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 and Politics

Huebner, Dwayne, "Religious Metaphors in the Language of Education," Religious Education, 80(Summer, 1985), 460-472.*, Dwayne Huebner

Annotation: Presents alternative metaphors for education (love, stranger, community),

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

Huebner, Dwayne, "Teaching as Moral Activity," Journal of Curriculum and Supervision, 11(Spring, 1996), 267-275.*, Dwayne Huebner

Annotation: Articulates new moral language for discussing teaching and its power and authority dimensions; discusses role of imagination in conversation about planning and enacting curriculum.

Broad Topical Focus: Curriculum Enactment and Teaching, 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: Teacher Planning, Freedom/Authority and Curriculum, Authority of Teacher, Values in the Classroom, Curriculum Aims and Objectives, Ethical Issues in Curriculum

Huebner, Dwayne, "The Contradiction Between the Recreative and the Established," pp. 27-37 in James Macdonald and Esther Zaret, eds., Schools in Search of Meaning . Washington, DC: Association for Supervision and Curriculum Development, 1975., Dwayne Huebner

Annotation: Discusses the problem of reducing the gap between actuality and possibility, order and educating individuals in schools, past and future, and creating possibilities in an institutional setting.

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

Huebner, Dwayne, "The Leadership Role in Curricular Change," pp. 133-151 in Marcella R. Lawler, ed., Strategies for Planned Curricular Innovation. New York: Teachers College Press, 1970., Dwayne Huebner

Annotation: Envisions the role of the curriculum leader in curriculum change.

Broad Topical Focus: Curriculum Change, Curriculum Administration, Leadership, Finance
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Specialists in Schools, Professionalization in Curriculum

Huebner, Dwayne, "The Moribund Curriculum Field: Its Wake and Our Work," Curriculum Inquiry, 6(No. 2, 1976), 153-167., Dwayne Huebner

Annotation: Portrays historically the kinds of curriculum studies that have been done and what needs to be done; comments follow this article from B.O. Smith, Eric Straumanis, and Gail McCutcheon.

Broad Topical Focus: Curriculum as a Field of Practice and Study, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History

Huebner, Dwayne, "The Redemption of Schooling: The Work of James B. Macdonald," The Journal of Curriculum Theorizing, 6(Fall, 1985), 28-34., Dwayne Huebner

Annotation: Gives a personal glimpse of the intellectual 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

Huebner, Dwayne, "The Search for Religious Metaphors in the Language of Education," Phenomenology +Pedagogy, 2(No. 2, 1984), 112-123., Dwayne Huebner

Annotation: Examines the use of religious metaphors in the language of education.

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

Huebner, Dwayne, "The Tasks of the Curricular Theorist," pp. 212-230 in William F. Pinar, ed., The Lure of the Transcendent: Collected Essays by Dwayne E. Huebner. Mahwah, NJ: Lawrence Erlbaum, 1999.*, Dwayne Huebner

Annotation: Discusses the role of language in creating curriculum theory, in curriculum practice, and in curriculum research.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists, Inquiry Language in Curriculum Research, Curriculum Research and Inquiry-General
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 as Environment

Huebner, Dwayne, "Toward a Political Economy of Curriculum and Human Development," pp. 92-107 in Alex Molnar and John A. Zahorik, eds., Curriculum Theory . Washington, DC: Association for Supervision and Curriculum Development, 1977., Dwayne Huebner

Annotation: Points out the poltical dimensions of curriculum and human development.

Broad Topical Focus: Curriculum Research Domains and Structure, 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: Curriculum and Politics, Value Assumptions and Ideologies in Curriculum, Psychology and Curriculum

Huebner, Dwayne, "Toward a Remaking of Curricular Language," pp. 36-53 in William Pinar, ed., Heightened Consciousness, Cultural Revolution, and Curriculum Theory . Berkeley, CA: McCutchan, 1974., Dwayne Huebner

Annotation: Discusses the need for creating new language to convey new perspectives on curriculum; discusses children's right to participate in public, political activities.

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

Huebner, Dwayne E., "Spirituality and Knowing," pp. 159-173 in Elliot W. Eisner , ed., Learning and Teaching the Ways of Knowing, Eighty-fourth Yearbook of the NSSE, Part II. Chicago: University of Chicago Press, 1985., Dwayne E. Huebner

Annotation: Discusses an appropriate definition of spirituality for use in education and asks whether there are spiritual modes of knowing; explains an affirmative answer.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Religious Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Values in the Classroom, Value Assumptions and Ideologies in Curriculum

Huebner, Dwayne E. (with William B. Kennedy), "From Theory to Practice: Curriculum," Religious Education, 77(July-August, 1982), 363-374., Dwayne E. Huebner

Annotation: Records an interview with Huebner about his views on various theory-to-practice issues in curriculum; followed by 60 pages of comments by 14 religious educators.

Broad Topical Focus: Relation of Curriculum Research to Practice, Curriculum Conceptions and Theories, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses

Citations Citations

Huebner, Dwayne, and Joao M. Paraskeva, "Curriculum Aferward: The Dialogue: Dwayne Huebner and Joao M. Paraskeva," pp. 215-262 in Joao M. Paraskeva, Conficts in Curriculum Theory, 2nd Ed. Palgrave Macmillan, 2021., Dwayne Huebner and Joao M. Paraskeva

Annotation: Presents an overview of Huebner's professional ans scholarly journey; identifies criticisms of the direction curriculum thought has taken over the past 70 years; shows points of agreement with work being done by Paraskeva; needed new directions are to be found throughout this fascinating dialogue.

Broad Topical Focus: Curriculum Theorists, 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 Theorists, Clssics of Curriculum Literature, Curriculum Thoery Creation and USes, Content Selection and Organization, Literature of Curriculum, Vaue Assmptions and Ideologies in Curriculum

Single Studies Single Studies

Huenecke, Dorothy, "What is Curriculum Theorizing? What Are Its Implications for Practice?" Educational Leadership, 39(January, 1982), 290-294.*, Dorothy Huenecke

Annotation: Distinguishes between structural, generic, and substantive theorizing in curriculum.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum Theory Creation and Uses

Hughes, Andrew S., "The Potential of Systems Philosophy for Theory and Research in Curriculum," Programmed Learning and Educational Technology, 16(No. 3, 1979), 195-199., Andrew S. Hughes

Annotation: Shows the value of systems philosophy for curriculum.

Broad Topical Focus: 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, Value Assumptions and Ideologies in Curriculum

Hughes, Philip, "Decisions and Curriculum Design," Educational Theory, 12(July, 1962), 187-192., Philip Hughes

Annotation: Analyzes and critiques assumptions behind curriculum decisions made in the science curriculum of the time.

Broad Topical Focus: Curriculum Development, Organization, Design,Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Philosophical Schools, Science, Value Assumptions and Ideologies in Curriculum

Huizinga, Tjark, Adam Handelzalts, Nienke Nieveen, and Joke M. Voogt, "Teacher Involvement in Curriculum Design: Need for Support to Enhance Teachers' Design Expertise," Journal of Curriculum Studies, 46(No. 1, 2014), 33-57., Tjark Huizinga, Adam Handelzalts, Nienke Nieveen, and Joke M. Voogt

Annotation: Reports a Dutch study of teacher design teams, their curriculum design expertise, and the support and training they received to carry out the design process; presenst the study's methods, findings, and recommendations.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Teacher Knowledge

Hull, Charles, "Marking: A Critical Alternative," Journal of Curriculum Studies, 16(April-June, 1984), 155-164., Charles Hull

Annotation: Shows how giving feedback (pupil critique) was used in a project as an alternative to marking.

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: Marking, Student Assessment

Hultgren, Francine H., "The Student Teacher as Person: Reflections on Pedagogy and Being," Phenomenology+Pedagogy, 5(No. 1, 1987), 35-50., Francine H. Hultgren

Annotation: Reports a phenomenological study of what it means to be a student teacher.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Conceptions of Teaching, Teacher Education

Hurd, Paul de Hart, "Synthesis Processes in Curriculum Development," pp. 546-670 in Spencer A. Ward and Linda J. Reed, eds., Knowledge Structure and Use: Implications for Synthesis and Interpretation . Philadelphia: Temple University Press, 1983., Paul de Hart Hurd

Annotation: Summarizes procedures for creating syntheses of research in curriculum development with an example from science curriculum.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Knowledge Generation, Science

Hyman, Ronald T., "Means-Ends Reasoning and the Curriculum," Teachers College Record, 73(February, 1972), 393-401., Ronald T. Hyman

Annotation: Critiques the Tyler rationale and discusses the need for alternatives.

Broad Topical Focus: Curriculum Decision-making Processes,Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation, Value Assumptions and Ideologies in Curriculum

Hyun, Eunsook, "Transforming Instruction into Pedagogy through Curriculum Negotiation," Journal of Curriculum and Pedagogy, 3(Summer, 2006), 136-164*, Eunsook Hyun

Annotation: Presents a thoroughly elucidated, carefully justified general theory of curriculum and pedagogy involving negotiation and shared ownership of curriculum; contains several elaborate diagrams that capsulize aspects of the general theory.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Enactment and Teaching, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Teaching/Learning Process, Conceptions of Teaching, Curriculum Development Strategies, Curriculum Implementation

Iannone, Ron, and Pat Obenauf, " A Set of Criteria for Curriculum Theorizing," Curriculum Perspectives, 4(May,1984), 61-64., Ron Iannone and Pat Obenauf

Annotation: Posits six criteria (sets of questions) on values, reality, knowledge, nature of curriculum, goals, design, objectives and processes.

Broad Topical Focus: 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: Curriculum Theory Creation and Uses

Citations Citations

Inglis, Alexander, "The Program of Studies," pp. 387-419 in his Principles of Secondary Education. Boston: Houghton Mifflin Company, 1918., Alexander Inglis

Annotation: Offers general principles underlying the secondary school curriculum; gives history of the evolution of its program of studies; addresses the problem of selection of subjects.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Secondary School Curriculum

Single Studies Single Studies

Inglis, Fred, "Culture, Common Sense, and Curriculum Change," pp. 118-127 in Noel Entwistle, ed., Handbook of Educational Ideas and Practices . New York: Routledge, 1990.*, Fred Inglis

Annotation: Describes how particular political influences on curriculum policy making can be derived from narrative studies.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry, Aesthetic Inquiry and Curriculum Criticism
Type of Study: Single Study
Narrow Topic: Curriculum and Politics

Inglis, Fred, Ideology and the Imagination . London: Cambridge University Press, 1975., Fred Inglis

Annotation: Describes education for critical consciousness, and in chapter two, ideology and the curriculum.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum

Inglis, Fred, The Management of Ignorance: A Political Theory of the Curriculum. Oxford: Blackwell, 1985., Fred Inglis

Annotation: Critiques British curriculum ideologies of class and power; poses a political theory of curriculum.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Contexts and Societal Influences, 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, Comparative Curriculum

Citations Citations

Ingman, Benjamin C., and Christy McConnell Moroye, "Experience-Based Objectives," Educational Studies, 55(3, 2019), 346-367., Benjamin C. Ingman and Christiy McConnell Moroye

Annotation: Reviews the literature on educational objectives and highlights the value of experience-based objectives; draws on Eisner's notion of expressive objectives; explains and gives examples of experience-based objectives.

Broad Topical Focus: 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: Curriculum and Objectives, Curriculum as Experience

Article Article

Institute of Education Sciences and National Science Foundation, Common Guidelines for Educational Research and Development. Washington, DC: IES and NSF, August 2013. Online at: https://ies.ed.gov/pdf/CommonGuidelines.pdf, Institute of Education Sciences and National Science Foundation

Annotation: Describes six types of research: 1) fundamental, 2) early-stage or exploratory, 3) design and development, 4) efficacy, 5) effectiveness, and 6) scale-up -- along with their purposes, justification, methods, and outcomes; these guidelines are to assist investigators in preparing proposals to IES and NSF. A related document, Companion Guidelines on Replication and Reproducibility in Education Research (NSF, November 2018) discusses these two additional features and how research proposals should deal with them.

Broad Topical Focus: Curriulum Inquriy Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Multiple/Mixed Forms of Inquiry
Type of Study: SIngle Study
Narrow Topic: Government Role in Educational Research and Development

Single Studies Single Studies

Iverson, Barbara K., and Hersholt C. Waxman, "Perspectives on Mentorship," The Journal of Curriculum Theorizing, 3(Winter, 1981), 193-201., Barbara K. Iverson and Hersholt C. Waxman

Annotation: Explores the phenomenological perspective in mentorship with data.

Iwanska, Alicja, "Praxiology and Curriculum," pp. 287-302 in John I. Goodlad and Associates, Curriculum Inquiry: The Study of Curriculum Practice. New York: McGraw-Hill, 1979., Alicja Iwanska

Annotation: Traces the content available in general sources on efficient action (and the formulation of praxiology) and notes the applicability for curriculum praxiology.

Jackson, Philip W., "Curriculum and its Discontents," Curriculum Inquiry, 10(Summer, 1980), 159-72. Responses 172-175, 175-177., Philip W. Jackson

Annotation: Appraises a recurring theme (that the curriculum field is moribund) and responds with humor to the "discontents"; additional related articles follow.

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 Theory Creation and Uses

Jackson, Philip W., "John Dewey's Poetry" pp. 99-113 in Craig Kridel, ed., Curriculum History . Lanham, MD: University Press of America, 1989., Philip W. Jackson

Annotation: Exhibits and discusses a collection of John Dewey's poetry.

Broad Topical Focus: Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History

Jackson, Philip W., "John Dewey's School and Society Revisited," The Elementary School Journal, 98(May, 1998), 415-426., Philip W. Jackson

Annotation: Offers a 100th anniversary review and critique of Dewey's essays in School and Society.

Broad Topical Focus: Curriculum Development, Organization, Design, 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, Classics of Curriculum Literature

Jackson, Philip W., "The Functions of Educational Research," Educational Researcher, 19(October, 1990), 3-9.*, Philip W. Jackson

Annotation: Gives a critique of Cronbach and Suppes (1969), a review of newer research methods in education, and a plea for researchers to communicate with various audiences for their work.

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

Jacob, Evelyn, "Clarifying Qualitative Research: A Focus on Traditions," Educational Researcher, 17(January-February, 1988), 16-24.*, Evelyn Jacob

Annotation: Compares six traditions of qualitative research on five methodological dimensions.

Jacobs, Heidi Hayes, "A New Essential Curriculum for a New Time," pp. 7-17 (and 3 related articles, pp. 18-79) in Heidi Hayes Jacobs, ed., Curriculum 21: Essential Education for a Changing World. Alexandria, VA: Association for Supervision and Curriculum Development,, 2010., Heidi Hayes Jacobs

Annotation: Makes the case for upgrading the curriculum within a new vision of schools that fully utilizes current technologies; threats upgrading assessment, content, program structures, and grouping of students and of professionals; introduces 9 related essays in this book which discuss and give examples of new visions at work in schools.

Broad Topical Focus: Curriculum Proposals in Coherent Form, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Media and Computers in Curriculum Development, Curriculum Frameworks, Content Selection and Organization, Student Assessment

Jalongo, Mary Renck, and Joan P. Isenberg, Teachers' Stories: From Personal Narrative to Professional Insight. San Francisco: Jossey-Bass, 1995., Mary Renck Jalongo and Joan P. Isenberg

Annotation: Presents excerpts from many teachers' narratives about their teaching and professional lives; stories are grouped by topic with some methodological guides for each; contains extensive references and samples of teachers' narratives.

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

Janesick, Valerie J., "Ethnographic Inquiry: Understanding Culture and Experience," pp. 101-119 in Edmund C. Short, ed., Forms of Curriculum Inquiry . Albany, NY: SUNY Press, 1991. *, Valerie J. Janesick

Annotation: Describes the processes of ethnographic inquiry in curriculum.

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

Janesick, Valerie J., Oral History for the Qualitative Researcher: Choreographing the Story. New York: Guiford Publications, 2010., Valerie J. Janesick

Annotation: Provides a vision of what doing oral history should be like and many practical techniques and examples of gathering, analyzing, and reporting oral history stories; cites many digital and other resources.

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

Janesick, Valerie J., Stretching Exercises for Qualitative Researchers, 2nd ed. Thousand Oaks, CA: Sage, 2004., Valerie J. Janesick

Annotation: Offers trial exercises in doing observations and interviews for qualitative research.

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

Jardine, David W., "On Hermeneutics: 'Over and Above our Wanting and Doing'," pp. 269-288 in Kenneth Tobin and Joe L. Kincheloe, eds., Doing Educational Research: A Handbook. Rotterdam: Sense Publishers, 2006., David W. Jardine

Annotation: Examines the purposes and uses of hermeneutics in educational research.

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

Jardine, David W., "On the Integrity of Things: Reflections on the 'Integrated Curriculum'," pp. 171-176 in David W. Jardine, Sharon Friesen, and Patricia Clifford, Curriculum in Abundance. Mahwah, NJ: Lawrence Erlbaum, 2006., David W. Jardine

Annotation: Provides a rationale for curriculum that reflects the integrity rather than the fragmentation of living knowledge.

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, Curriculum Integration

Jardine, David W., "'The Fecundity of the Individual Case': Considerations of the Pedagogic Heart of Interpretive Work," pp. 151-168 in David W. Jardine, Sharon Friesen, and Patricia Clifford, Curriculum in Abundance. Mahwah, NJ: Lawrence Erlbausm, 2006., David W. Jardine

Annotation: Explains the purposes and uses of interpretive (hermeneutic) forms of inquiry.

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

Jarvis, Peter, The Practitioner-Researcher: Developing Theory from Practice. San Francisco: Jossey-Bass, 1999., Peter Jarvis

Annotation: Describes practical (practitioner's) knowledge and the study of it by practitioner-researchers; addresses questions related to how this knowledge differs from and/or is related to theoretical knowledge.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teacher Research, Teacher Knowledge, Curriculum Theory Creation and Uses

Jenkins, David, "Business as Unusual: The 'Skills of Bargaining' Course at LBS,"pp. 343-369 in George Willis, ed., Qualitative Evaluation. Berkeley, CA: McCutchan, 1978., David Jenkins

Annotation: Presents a qualitative evaluation of a business course.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism, Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Evaluation of Instruction, Comparative Curriculum

Jenkins, Sharon Billburg, "Measuring Teacher Beliefs about Curriculum Orientations Using the Modified-Curriculum Orientations Inventory," The Curriculum Journal, 20(June, 2009), 103-120., Sharon Billburg Jenkins

Annotation: Presents data on United States teachers using a modified questionnaire based on one used in a 2002 study of Hong Kong teachers; orientations derived from those in Eisner and Vallance, 1984.

Broad Topical Focus: Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Teacher Knowledge

Citations Citations

Jenlink, Patrick M., "Dewey's Social Imaginary of Democratic Education," pp. 3-20 in Charles L. Lowery and Patrick M. Jenlink, eds, The Handbook of Dewey's Educational Theory and Practice. Boston: Brill Sense, 2019., Patrick M. Jenlink

Annotation: Makes evident through quotes form Dewey's writings what his view of democratic society should look like; it must involve community life, creative confronting of social problems, use of imaginative judgment, done in cooperation with all citizens; be related to a moral order, and employ the method of practical intelligence.

Broad Topical Focus: Curriculum Visions and Philosophies
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Democratic Education

Single Studies Single Studies

Jennings, Bruce, "Interpretive Social Science and Policy Analysis," pp. 3-35 in Daniel Callahan and Bruce Jennings, eds., Ethics: The Social Sciences and Policy Analysis . New York: Plenum, 1983.*, Bruce Jennings

Annotation: Explains nature and methods of interpretive social science and policy analysis.

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

Jennings, John H., Why National Standards and Tests? Politics and the Quest for Better Schools. Thousand Oaks, CA: Sage Publications, 1998., John H. Jennings

Annotation: Provides the legislative history on national standards and testing by the U. S. Congress 1989-1997.

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: Curriculum History, Curriculum Standards and Testing

Jickling, Bob, "A Tough Nut: A Rejoinder to Robin Barrow and to Daniel and Laurel Tanner," Interchange, 19(Summer, 1988), 64-67.*, Bob Jickling

Annotation: Responds to two respondents to his article in the same issue of Interchange on the status 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: Classics of Curriculum Literature

Jickling, Bob, "Paradigms in Curriculum Development: Critical Comments on the Work of Tanner and Tanner," Interchange, 19(Summer 1988), 41-49.*, Bob Jickling

Annotation: Challenges the view of Tanner and Tanner (1980) that the Tyler Rationale should be considered a paradigm for curriculum development.

Jobrack, Benerlee, Tyranny of the Textbook: An Insider Exposes How Educational Materials Undermine Reforms. Lanham, MD: Rowman & Littlefield, 2012., Benerlee Jobrack

Annotation: Describes how publishers develop and market educational materials; critiques the effectiveness and quality of such materials; conceptualizes the place of such materials in overall curriculum design and teaching; suggests procedures for evaluating and selecting the best available published curricula.

Broad Topical Focus: Curriculum Guides, Plans, Documents, Materials
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Materials Development and Evaluation, Curriculum Development Strategies, Curriculum Theory Creation and Uses

Johnsen, Egil Borre, "Amateurs Crossing Prairies of Oblivion: Textbook Writers and Textbook Research," Journal of Curriculum Studies, 26(May-June, 1994), 297-311., Egil Borre Johnsen

Annotation: Examines several aspects of textbook writing and research in Europe.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Textbooks, Comparative Curriculum, Materials Development and Evaluation

Johnson, Aostre N., "Diverse Perspectives on Spiritual Curriculum and Pedagogy," Journal of Curriculum and Pedagogy, 2(Winter, 2005), 30-34., Aostre N. Johnson

Annotation: Reviews themes found in spiritual, moral, and theological discourses and their implications for curriculum and pedagogy

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Development, Organization, Design, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Moral Inquiry, Religious Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Content Selection and Organization, Value Assumptions and Ideologies in Curriculum, Ethical Issues in Curriculum

Johnson, Aostre N., "Meditations on James Macdonald's Transcendental Developmental Ideology of Education," JCT: Journal of Curriculum Theorizing, 14(Spring, 1998), 37-43., Aostre N. Johnson

Annotation: Relates Macdonald's views with those of 13th century mystic, Rumi.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists
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 Theory Creation and Uses

Johnson, Earl S., "Framework and Philosophy for an Integrated Curriculum," The Social Studies, 72(January/February, 1981), 4-7. Reprinted pp. 183-191 in Earl S. Johnson, The Humanistic Teachings of Earl S. Johnson . Boulder: Westview Press, 1983., Earl S. Johnson

Annotation: Identifies structure and norms for an integrated curriculum.

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: Curriculum Integration, Content Selection and Organization

Johnson, Earl S., "Science, Society, and the Curriculum," School Review, 66 (Winter, 1958), 437-445. Reprinted pp. 157-165 in Earl S. Johnson, The Humanistic Teachings of Earl S. Johnson . Boulder: Westview Press, 1983., Earl S. Johnson

Annotation: Describes the relation of science and society to curriculum.

Broad Topical Focus: Curriculum Development, Organization, Design,Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry,Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Integration, Liberal Education/General Education, Science

Johnson, Earl S., "Ways of Knowing," Social Education, 27(January, 1963), 5-10; 35. Reprinted pp. 167-181 in Earl S. Johnson, The Humanistic Teachings of Earl Johnson . Boulder, CO: Westview Press, 1983., Earl S. Johnson

Annotation: Concludes that the making of facts and the ordering of facts in any field of knowledge are not culture-free or value-free; imagination enters these processes; explains the difference in approaching the same object scientifically and artistically.

Broad Topical Focus: Curriculum Development, Organization, Design
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 and the Disciplines, Knowledge Generation

Johnson, Lee, and William F. Pinar, "Aspects of Gender Analysis in Recent Feminist Psychological Thought and their Implications for Curriculum," Journal of Education (Boston University), 162(Fall, 1980), 113-126., Lee Johnson and William F. Pinar

Annotation: Reviews the implications for curriculum of recent work on gender analysis.

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

Johnson-Mardones, Daniel, "Toward a Multidimensional Concept of Curriculum: Understanding Curriculum as Phenomenon, Field, and Design," European Journal of Curriculum Studies, 1(No. 2, 2014), 172-177., Daniel Johnson-Mardones

Annotation: Argues for a multidimensional concept of curriculum as a phenomenon, a field, and a design process; taps into previous work on the structure of the concept of curriculum and combines these ideas into a new theoretical tool.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Decision-making Processes, Curriculum Research and Inquiry-General
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 Development Strategies

Johnson, Margaret J., Carole Janisch, and Barbara Morgan-Fleming, "Cultural Literacy in Classroom Settings: Teachers and Students Adapt the Core Knowledge Curriculum," Journal of Curriculum and Supervision, 16 (Spring, 2001), 259-272., Margaret J. Johnson, Carole Janisch, and Barbara Morgan-Fleming

Annotation: Reports a study of adapting a curriculum through coordinated teacher planning.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Implementation, Teacher Planning

Johnson, Mark, "Embodied Knowledge," Curriculum Inquiry, 19(Winter, 1989), 361-377. *, Mark Johnson

Annotation: Shows relation between general practical knowledge concepts of Elbaz and Clandinin and embodied knowledge.

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

Johnson, Mark, The Body in the Mind: The Bodily Basis of Meaning, Imagination, and Reason . Chicago: The University of Chicago Press, 1990., Mark Johnson

Annotation: Gives a view of embodied schemata, not objectivist propositions.

Johnson, Mauritz, "Appropriate Research Directions for Curriculum and Instruction," Curriculum Theory Network, 6(1971), 24-37.*, Mauritz Johnson

Annotation: Distinguishes technical and managerial processes and relates research variables to each of the 17 processes identified.

Broad Topical Focus: Curriculum Conceptions and Theories,Curriculum Research Domains and Structure,Defining Curriculum Research Questions,Relation of Curriculum Research to Practice
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Knowledge Linkage

Johnson, Mauritz, "Definitions and Models in Curriculum Theory," Educational Theory, 17(April, 1967), 127-140.*, Mauritz Johnson

Annotation: Presents a model of curriculum and instruction and systematically distinguishes elements of a schema for curriculum.

Broad Topical Focus: Curriculum Conceptions and Theories,Curriculum Definitions,Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis; Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum Theory Creation and Uses

Johnson, Mauritz, "Needed Research: Emphasis on the Future," Educational Leadership, 33(April, 1976), 505-508.*, Mauritz Johnson

Annotation: Defines curriculum research and suggests a research agenda for the future.

Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum Conceptions and Theories, Curriculum Research Domains and Structure
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 Aims and Objectives, Content Selection and Organization, Curriculum Theory Creation and Uses

Johnson, Mauritz, "On the Meaning of Curriculum Design," Curriculum Theory Network, 3(Spring, 1969), 3-9.*, Mauritz Johnson

Annotation: Distinguishes several notions of curriculum design, such as a product or a process.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis; Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum Development Strategies, Evaluation of Instruction

Johnson, Mauritz, "The Translation of Curriculum into Instruction," Journal of Curriculum Studies, 1(May, 1969), 115-131.*, Mauritz Johnson

Annotation: Distinguishes curriculum planning from instructional planning.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Research Domains and Structure, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Implementation, Teacher Planning

Johnson, R. Burke, and Anthony J. Onwuegbuzie, "Mixed Methods Research: A Research Paradigm Whose Time Has Come," Educational Researcher, 33(October, 2004), 14-26., R. Burke Johnson and Anthony J. Onwuegbuzie

Annotation: Makes the case for mixed methods research in education and presents a model of the research process employed in this paradigm.

Johnson, Susan M, Jill Harrisonberg, and Morgaen L. Donaldson, "Curriculum, Standards, and Accountability," pp. 59-66 in their Who Stays In Teaching and Why: A Review of the Literature on Teacher Retention. Cambridge, MA: Harvard Graduate School of Education, 2005., Susan M. Johnson, Jill Harrisonberg, and Morgaen L. Donaldson

Annotation: Reports a summary of research studies dealing with teachers' access to curriculum and its alignment with state standards, with their responses to "scripted" curricula, and with their responses to the use of stardarized tests; suggests needed research.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Curriculum Implementation

Johnston, Bill, "Organizational Structure and Ideology in Schooling," Educational Theory, 35(Fall, 1985), 333-343., Bill Johnston

Annotation: Examines the bureaucratic centralist authoritarianism ideology at work in school organization.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Administration, Leadership, Finance
Source Discipline: Education
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Organization Theory

Johnston, James Scott, Inquiry and Education: John Dewey and the Quest for Democracy. Albany, NY: State University of New York Press, 2006., James Scott Johnston

Annotation: Engages Dewey's views of inquiry, experience, growth, community, and democracy by detailing both critic's and supporter's writings on these topics and by offering his own resolution of the issues raised; traces these arguments quite thoroughly using quotations from Dewey and others and systematically analyzes and critiques them; interprets the role of education in all of these.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists, Curriculum Visions and Philosophies
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Democratic Education, Classics of Curriculum Literature, Knowledge Generation, Knowledge Utilization, Value Assumptions and Ideologies in Curriculum

Johnston, J. Howard, "John H. Lounsbury: Conscience of the Middle School Movement," Middle School Journal, 24(November, 1992), 45-50., J. Howard Johnston

Annotation: Reviews the life and contributions of John H. Lounsbury to middle school theory.

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, Middle School Curriculum

Jonnaert, Phillippe, and Genevieve Thevriault, "Curricula and Curriculum Analysis: Some Pointers for Debate," Prospects, 43(December, 2013), 379-417., Phillippe Jonnaert and Genevieve Thevriault

Annotation: Proposes a new conceptualization of a curricular system and its components (see Figure 1 and Table 1) presented by a UNESCO curriculum development team; consists of a framework of six forms of Curriculum (a subject, a process, a product, a framework for reform, a subject of adaptation, a means of regulation), three kinds of research (orientation, operationalization, adjustment), and three phases (the intended, the implemented, the achieved); introduces several articles from around the world that follow.

Jorgenson, Gerald W., "Graded Schools and Textbooks: A View from the Nineteenth Century," pp. 145-160 in Craig Kridel, ed., Curriculum History. Lanham, MD: University Press of America, 1989., Gerald W. Jorgenson

Annotation: Gives a history of impact of graded schools and textbooks on American education.

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: Teaching/Learning Process, Textbooks, Curriculum History

Joseph, Ellis A., "Epilogue," pp. 87-92 in Hendrik D. Gideonse and Ellis A. Joseph, eds., Increasing Research Capacity in Schools of Education: A Policy Inquiry and Dialogue . Dayton, OH: School of Education, University of Dayton, 1985., Ellis A. Joseph

Annotation: Envisions inquiry-based teacher education curricula.

Broad Topical Focus: Curriculum Proposals in Coherent Form, Curriculum Inquiry Guidelines, Defining Curriculum Research Questions
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Teacher Education

Joyce, Bruce, and Marsha Weil, "Models and Curriculum Development," pp. 319-347 in Bruce Joyce and Marsha Weil, Models of Teaching . Englewood Cliffs, NJ: Prentice Hall, 1972., Bruce Joyce and Marsha Weil

Annotation: Describes the relationship between models of teaching described in the book and curriculum development strategies.

Jozefzoon, Eddy O. I., ed., Coordinating Curriculum Policy and Practice: An AERA Symposium . Enschede, Netherlands: SLO (National Institute for Curriculum Development), 1986., Eddy O. I. Jozefzoon

Annotation: Describes the Dutch National Institute for Curriculum Development and its work.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Decision-making Processes, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: American/International Curriculum Organizations, Curriculum Development Strategies, Comparative Curriculum

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