Type of Study - Single Study | University of Central Florida

Type of Study - Single Study

Single Studies Single Studies

McErvan, Hunter, "The American Curriculum: Metaphors and Texts." Educational Theory, 46(Winter, 1996), 119-133.*, Hunter McErvan

Annotation: Examines the arguments for and against the recapitulationist curriculum theory.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Value Assumptions and Ideologies in Curriculum, Curriculum History

McEwin, C. Kenneth, "William M. Alexander: Father of the American Middle School," Middle School Journal, 23(May 1992): 32-38.*, C. Kenneth McEwin

Annotation: Recounts the contributions of William Alexander to the middle school concept.

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: Middle School Curriculum, Curriculum History

McFadden Charles P., "Author-Publisher-Educator Relationships and Curriculum Reform," Journal of Curriculum Studies, 24(January-February, 1992), 71-87., Charles P. McFadden

Annotation: Gives case studies and recommendations on relationships between writers and publishers in a science curriculum project in New Brunswick.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Guides, Plans, Documents, Materials
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Textbooks, Comparative Curriculum, Science, Professionalization in Curriculum, Materials Development and Evaluation

McFarland, Daniel, and Eric Klopfer, "Network Search: A New Way of Seeing the Educational Knowledge Domain," Teachers College Record, 112(October, 2010), 2669-2702., Daniel McFarland and Eric Klopfer

Annotation: Proposes a means by which educational knowledge can be structured and retrieved online to facilitate linkages and use.

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

McGrath, J. H., "The Shapes of Methodology," pp. 66-114 in his Research Methods and Designs for Education . Scranton, PA: International Textbook Co., 1970.*, J. H. McGrath

Annotation: Presents research designs for five classes of scientific inquiry.

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

McKenney, Susan, Nienke Nieveen, and Jan van den Akker, "Design Research from a Curriculum Perspective," pp.67-90 in Jan van den Akker, Loeno Gravemeijer, Susan McKenney, and Nienke Nieveen, eds., Educational Design Research. New York: Routledge, 2006.*, Susan McKenney, Nienke Nieveen, and Jan van den Akker

Annotation: Explicates a comprehensive conceptual model of design research for use in the curriculum development domain; offers three cases; discusses dilemmas and ways to foster rigorous design research.

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, Materials Development and Evaluation, Curriculum Development Strategies

McKenney, Susan , and Thomas C. Reeves, "Systematic Review of Design-Based Research Programs: Is a Little Knowledge a Dangerous Thing?" Educational Researcher, 42(No. 2, 2013), 97-100., Susan McKenney and Thomas C. Reeves

Annotation: Critiques and amends a previously published review of design-based research approaches by Anderson and Shattuck, 41(No. 1, 2012), 16-25.

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

McKenney, Susan, and Jan van den Akker, "Computer-based Support for Curriculum Designers: A Case of Developmental Research," Educational Technology Research and Development, 53(No. 2, 2005), 41-66., Susan McKenney and Jan van den Akker

Annotation: Highlights the research and development that took place in connection with exploring the potential of the computer to support curriculum materials development.

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

McKernan, Jim, "Action Inquiry: Studied Enactment," pp. 309-326 in Edmund C. Short, ed., Forms of Curriculum Inquiry . Albany, NY: SUNY Press, 1991.*, Jim McKernan

Annotation: Describes the process of action inquiry in curriculum.

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

McKernan, Jim, "Action Research and Curriculum Development," Peabody Journal of Education, 64(Winter, 1987), 6-19., Jim McKernan

Annotation: Reviews the history of action research in curriculum development.

McKernan, Jim, "An Historical Overview of Action Research, Philosophy, and Curriculum Improvement," pp. 129-144 in Craig Kridel, ed., Curriculum History . Lanham, MD: University Press of America, 1989., Jim McKernan

Annotation: Indicates the origins and development of action research in curriculum.

McKernan, Jim, Curriculum Action Research: A Handbook of Methods and Resources for the Reflective Practitioner New York: St. Martin's Press, 1991., Jim McKernan

Annotation: Provides a comprehensive treatment of methods of action research with special reference to curriculum.

McKernan, Jim, "The Countenance of Currriculum Action Research: Traditional, Collaborative, and Emancipatory-Critical Conceptions," Journal of Curriculum and Supervision, 3(Spring, 1988), 173-200.*, Jim McKernan

Annotation: Gives an historical account of action research and presents three diverse conceptions of its use.

Broad Topical Focus: Curriculum Inquiry Guidelines, Relation of Curriculum Research to Practice
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

McKernan, Jim, "Varieties of Curriculum Action Research: Constraints and Typologies in American, British, and Irish Projects," Journal of Curriculum Studies, 25(September-October, 1993), 445-457., Jim McKernan

Annotation: Reports on studies of constraints on action research efforts, their benefits, and who action researchers read.

McKerrow, K. Kelly, and Joan E. McKerrow, "Naturalistic Misunderstanding of the Heisenberg Uncertainty Principle," Educational Researcher, 20 (January-February, 1991), 17-20., K. Kelly McKerrow and Joan E. McKerrow

Annotation: Exposes the misunderstanding of the Uncertainty Principle and its use in literature on naturalistic research.

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

McKinney, W. Lynn, "Governance and the Development of an Alternative School," pp. 370-386 in George Willis, ed., Qualitative Evaluation. Berkeley, CA: McCutchan,1978., W. Lynn McKinney

Annotation: Describes an alternative school's governance and development.

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

McKnight, Douglas, "The Gift of Curriculum Method: Beginning Notes on William F. Pinar," Curriculum and Teaching Dialogue, 8(Nos. 1 & 2, 2006), 171-183., Douglas McKnight

Annotation: Reviews the significance of Pinar's attention to curriculum as currere in countering the historical thrust of curriculum as technical knowledge.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Criticism of Schooling, Ideology and School Knowledge, Value Assumptions and Ideologies in Curriculum

McLaren, Peter, Schooling as a Ritual Performance, 1st Ed. Boston: Routledge & Kegan Paul, 1986. New York: Routledge, 2nd Ed., 1993., Peter McLaren

Annotation: Points up structures of conformity in a Toronto Catholic school; has new foreword in second edition.

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: Ideology and School Knowledge, Religious & Private Schooling, Comparative Curriculum

McLaughlin, Milbrey Wallin, "Implementation as Mutual Adaptation: Change in Classroom Organization," Teachers College Record, 77(February, 1976), 339-351., Milbrey Wallin McLaughlin

Annotation: Reports studies of implementation of classroom changes where adaptation rather than fidelity of the change is the norm.

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

McLeod, John, "Curriculum as Anthropology," Curriculum Perspectives, 7(May, 1987), 17-21., John McLeod

Annotation: Discusses using metaphors as a way of conceptualizing curriculum; shows how curriculum action and curriculum description (as in anthropological research) can provide useful images.

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

McNeil, Linda, "Talking About Differences, Teaching to Sameness," Journal of Curriculum Studies, 19(March-April, 1987), 105-122., Linda McNeil

Annotation: Presents a model for examining teachers' views of student differences in classrooms and the way they attend to these differences.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Differentiation, Teaching/Learning Process

McNeil, Linda M., "Contradictions of Control, Part 2: Teachers, Students, and Curriculum," Phi Delta Kappan, 69(February, 1988), 432-438.*, Linda M. McNeil

Annotation: Reports findings of an ethnographic study of classroom curriculum enactment by teachers and students.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Teacher Knowledge

McNeil, Linda M., "Contradictions of Control, Part 3: Contradictions of Reform," Phi Delta Kappan, 69(March, 1988), 478-485., Linda M. McNeil

Annotation: Shows how in two cases of top-down reform they lead to inauthentic curriculum and mechanical teaching processes and to results that contradict the intentions of the reforms.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Core Mandates, Local Control of Schooling

McNeil, Linda M., Contradictions of Reform: Educational Costs of Standardized Testing. New York: Routledge, 2000., Linda M. McNeil

Annotation: Reports on the policies of the Perot reforms in Texas education and their negative consequences for children, learning, educators, and democracy; includes evidence from three schools in Houston.

Broad Topical Focus: Curriculum Change, Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry, Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Curriculum and Politics, Curriculum Standards and Testing

McNeil, Linda M., Contradictory Control: School Structure and School Knowledge . New York: Routledge & Kegan Paul, 1986., Linda M. McNeil

Annotation: Examines four high schools to discover ways management controls are exerted to achieve 'quality' and illustrates the resulting contradictions.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry, Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Secondary School Curriculum, Social Efficiency/Control

McNeil, Linda M., "Defensive Teaching and Classroom Control," pp. 114-142 in Michael W. Apple and Lois Weis, eds., Ideology and Practice in Schooling . Philadelphia, PA: Temple University Press: 1983., Linda M. McNeil

Annotation: Illustrates classroom control in economics classes and various conceptions of school knowledge via fragmentation, mystification, omission, and simplification.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry, Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Social Efficiency/Control, Social Studies, Ideology and School Knowledge

McNeil, Linda M., "Faking Equity: High-Stakes Testing and the Education of Latino Youth," pp. 57-111 in Angela Valenzuela, ed., Leaving Children Behind: How "Texas-Style" Accountability Fails Latino Youth. Albany, NY: State University of New York Press, 2005., Linda M. McNeil

Annotation: Analyzes data from the Texas Assessment of Academic Skills testing program and its use in the Texas accountability system to demonstrate phony evidence of student improvement in Texas.

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

McNeil, Linda M., "Negotiating Classroom Knowledge: Beyond Achievement and Socialization," Journal of Curriculum Studies, 13(October-December, 1981), 313-328.*, Linda M. McNeil

Annotation: Describes how knowledge control functions in three social studies classrooms with respect to economics information.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Social Studies, Classroom Observation & Research

McNeil, Linda M., "Reclaiming a Voice: American Curriculum Scholars and the Politics of What is Taught in Schools," Phi Delta Kappan, 71(March, 1990), 517-518. Related articles: David Cohen, pp. 518-522; Elliot W. Eisner, pp. 523-526; Michael Apple, pp. 526-530; Ann Leiberman, pp. 531-533; Anne C. Lewis, pp. 534-538. *, Linda M. McNeil

Annotation: Analyzes and critiques the role of curriculum scholars in the current political decisions on curriculum content; first of six articles in a symposium.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design, Curriculum Conceptions and Theories, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Ideology and School Knowledge, Curriculum Professors, Curriculum and Politics

McNeil, Linda McSpadden, and Eileen M. Coppola, "Official and Unofficial Stories: Getting at the Impact of Policy on Educational Practice," pp. 681-699 in Judith L. Green, Gregory Camilli, and Patricia B. Elmore, eds., Handbook of Complementary Methods in Education Research. Mahwah, NJ: Lawrence Erlbaum, 2006., Linda McSpadden McNeil and Eileen M. Coppola

Annotation: Describes critical, narrative, and evaluative approaches to analyzing curriculum policy impacts; gives two case studies.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry, Narrative Inquiry, Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

McNiff, Joan. Action Research: Principles and Practice. London: Macmillan Education, 1988., Joan McNiff

Annotation: Describes the process and history of action research by teachers; gives case reports; provides practical guidance and questions/answers about action research.

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

McPhail, Graham J., "From Aspiration to Practice: Curriculum Challenges for a New Twenty-first Century Secondary School," The Curriculum Journal, 27(4, 2016) 518-537., Graham J. McPhail

Annotation: Reports and analyzes a case study of a New Zealand school and its curriculum design processes; examines conceptual progression in particular.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum Development Strategies

McQueen, Kand S., "Breaking the Gender Dichotomy: The Case for Transgender Education in School Curriculum," Teachers College Record, Date Published: August 14, 2006. http://www.tcrecond.org. ID number 12663., Kand S. McQueen

Annotation: Reviews knowledge about transgendered students; challenges the two-gender assumption and shows how this affects all students; argues for including transgender curriculum in our schools.

Broad Topical Focus: Curriculum Proposals in Coherent Form, Curriculum Policies and Policy Making, 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 Aims and Objectives, Content Selection and Organization, Ideology and School Knowledge

McQuillan, Patrick J., and Donna E. Muncey, "Change Takes Time: A Look at the Growth and Development of the Coalition of Essential Schools," Journal of Curriculum Studies, 26( May-June, 1994), 265-279., Patrick J. McQuillan and Donna E. Muncey

Annotation: Reports on a study of several Coaltion of Essential Schools projects and the central problems they faced.

Broad Topical Focus: Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum Implementation

McRader, Kathyrn, A. Coles, Donald E. Allison, and Roland F. Gray, "Implementing a Centrally Developed Curriculum Guide," Alberta Journal of Educational Research, 31(September, 1985), 191-200., Kathyrn McRader, A. Coles, Donald E. Allison, and Roland F. Gray

Annotation: Reports a study on implementing a British Columbia elementary language arts curriculum guide.

Broad Topical Focus: Curriculum Guides, Plans, Documents, Materials, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Curriculum Implementation

McTaggart, Robin. Action Research: A Short Modern History. Geelong, Australia: Deakin University Press, 1991., Robin McTaggart

Annotation: Reviews U.S., Australia, and English British sources and practices related to action research in education.

McTaggart, Robin, "Action Research is a Broad Movement," Curriculum Perpectives, 11(October, 1991), 44-47., Robin McTaggart

Annotation: Traces the history of the rediscovery of action research in Australian and discusses its use in third world countries.

McTaggart, Robin, "The Role of the Scholar in Action Research," pp. 1-16 in Michael P. Wolfe and Caroline R. Pryor, eds., The Mission of the Scholar: Research and Practice: A Tribute to Nelson Haggerson. New York: Peter Lang, 2002., Robin McTaggart

Annotation: Gives the author's own story of doing action research together with his views on aspects of action research and the role of the researcher in change.

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

McTaggart, Robin, and Michael Garbutcheon Singh, "New Directions in Action Research," Curriculum Perspectives, 6(October, 1986), 42-46., Robin McTaggart and Michael Garbutcheon Singh

Annotation: Discusses critical methods in action research.

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

Citations Citations

Meadows, Elizabeth, "What Is a Democracy?" pp. 21-40 in Charles L. Lowery and Patricia M. Jenlink, eds., The Handbook of Dewey's Educational Theory and Practice. Boston: Brill Sense, 2019., Elizabeth Meadows

Annotation: Presents a comprehensive understanding of Dewey/s conception of democracy and of education for democracy bases on extracts from Dewey's works.

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

Single Studies Single Studies

Meath-Lang, Bonnie, "The Curriculum and the Search for Meaning: A Discussion of the Applications of Logotherapy to Education," The Journal of Curriculum Theorizing, 4(Winter, 1982), 202-207., Bonnie Meath-Lang

Annotation: Discusses Frankl's concept of logotherapy and its applications to the curriculum.

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

Meens, David, and Kenneth R. Howe, "NCLB and Its Wake: Bad News for Democracy." Teachers College Record, 117(No.6, 2015), 1-44., David Meens and Kenneth R. Howe

Annotation: Examines the eclipse of local control through NCLB; relates democratic policy-making theory to the circumstances of NCLB and shows how NCLB undermines teaching children meaningful participation in democratic politics; offers a set of guidelines for assessing future federal education policies in terms of democratic principles; related articles and critiques follow this article.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Local Control of Schooling, Government Role in Educational Research & Development, Curriculum Standards and Testing, Curriculum History

Mehan, Hugh, "Structuring School Structure," Harvard Educational Review , 48 (February, 1978), 32-64., Hugh Mehan

Annotation: Describes a process of "constitutive ethnography" for studying the processes and outcomes of structuring classroom lessons, testing, and counseling sessions; presented with examples.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Enactment and Teaching
Source Discipline: Education
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Classroom Observation & Research

Mehta, Jal, The Allure3 of Order: High Hopes, Dashed Expectations, and the Troubled Quest to Remake American Schooling. New York: Oxford University Press, 2013., Jal Mehta

Annotation: Traces historically the changes in U.S. school policies and practices related to their rationalization, accountability, and the role of teachers; delves deeply into analysis and explanations for these changes; offers a model that proposes to challenge these trends.

Broad Topical Focus: Curriculum Change, Curriculum Policies and Policy Making, Relation of Curriculum Research to Practice
Source Discipline: Education
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Curriculum and Politics, Curriculum Implementation, Government Role in Educational Research & Development, Local Control of Schooling, Qualitative Research

Meier, Deborah, "Supposing That...," Phi Delta Kappan, 78 (December, 1996), 271-276. *, Deborah Meier

Annotation: Sketches outlines of a school program at all levels based on educational principles of a good kindergarten.

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: Elementary School Curriculum, Middle School Curriculum, Secondary School Curriculum

Meister, Denise G., and James Nolan, "Out on a Limb on our Own: Uncertainty and Doubt in Moving from Student-Centered to Interdisciplinary Teaching," Teachers College Record, 103(August, 2001), 608-633., Denise G. Meister and James Nolan

Annotation: Reports a study of how five high school teachers made meaning of the change process and the causes of their responses.

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

Citations Citations

Melese, Solomon, and Aschals Tadega, "The Ethiopian Curriculum Development and Implementation vs-a-vs Schwabs' Signs of Crisis in the Field of Curriculum," Cogent Education, 6(1, 2009)., Solomon Melese and Aschals Tadega

Annotation: Examines curriculum development in Ethiopia in terms of Schwab's six "flights" of curriculum scholarship; concludes that professionals in curriculum development need to be organized to protect their field and to conduct their research and practice.

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:

Single Studies Single Studies

Merriam, Sharan B., Qualitative Research and Case Study Applications in Education, Revised and Expanded. San Francisco: Jossey-Bass, 1997., Sharan B. Merriam

Annotation: Discusses the design of qualitative research, data collection and analysis, and writing of reports.

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

Mertler, Craig A., Action Research: Teachers as Researchers in the Classroom. Thousand Oaks, CA: Sage, 2006., Craig A. Mertler

Annotation: Gives detailed guidance for conducting all facets of an eight-step action research process.

Meyer, Heinz-Dieter, "The OECD as Pivot of the Emerging Global Educational Accountability Regime: How Accountable are the Accountants:" Teachers College Record, 116(No.9, 2014), 1-20., Heinz-Dieter Meyer

Annotation: Traces the history of OECD's work and influence in educational policy and practice across the world; examine the critiques of its positions on accountability and testing.

Broad Topical Focus: Curriculum Evaluation, Curriculum Policies and Policy Making
Source Discipline: Education
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Curriculum and Politics, Comparative Curriculum, Evaluation of Instruction, Student Assessment, Local Control of Schooling

Mfum-Mensah, Obed, "An Exploratory Study of the Curriculum Development Process of a Complementary Education Program for Marginalized Communities in Northern Ghana," Curriculum Inquiry, 39(March, 2009), 343-367., Obed Mfum-Mensah

Annotation: Reports an ethnographic study of the process of curriculum development employed in two Northern Ghanaian communities; describes four stages: deliberation, design, implementation, and outcome; the model employed both technical and critical approaches.

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

Michael, Deanna L., and Sherman Dorn, "Accountability as a Means of Improvement: A Continuity of Themes," pp. 83-116 in Kathryn M. Borman and Sherman Dorn, eds., Educational Reform in Florida: Diversity and Equity in Public Policy. Albany, NY: State University of New York Press, 2007., Deanna L. Michael and Sherman Dorn

Annotation: Traces the historical development of the educational accountability system in Florida as enacted in the administration of Governor Bush (1999-2007); gives an appraisal of the system.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Evaluation
Source Discipline: Education
Mode of Inquiry in the Study: Historical Inquiry, Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Local Control of Schooling, Curriculum Standards and Testing, Student Assessment

Michell, Douglas E., "Research Impact on Educational Policy and Practice in the USA," pp. 19-41 in John Nisbet, ed. Research, Policy, and Practice. World Yearbook of Education,1985. London: Kogan Page, 1985., Douglas E. Michell

Annotation: Reveiws size, topics addressed, impact, and design problems related to policy research done in USA over three decades.

Broad Topical Focus: Curriculum Policies and Policy Making, 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: Curriculum Implementation, Knowledge Utilization

Middaugh, Ellen, and Daniel Perlstein, "Thinking and Teaching in a Democratic Way: Hilda Taba and the Ethos of Brown." Journal of Curriculum and Supervision, 20(Spring, 2005). 234-256., Ellen Middaugh and Daniel Perlstein

Annotation: Traces the thinking and career of Hilda Taba in the 1940s and 1950s related to human relations education.

Broad Topical Focus: Curriculum Theorists, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Social Studies, Multicultural Education, Curriculum Professors, Citizenship Education

Middleton, James, Stephen Gorard, Chris Taylor, and Brenda Bannen-Ritland, "The 'Compleat' Design Experiment," pp. 21-46 in Anthony E. Kelly, Richard A. Lesh, and John Y. Beck, eds., Handbook of Design Research Methods in Education. New York: Routledge, 2008., James Middleton, Stephen Gorard, Chris Taylor, and Brenda Bannen-Ritland

Annotation: Defines the grammar of the design research process in education (based on its practice in engineering); gives a multiple-phase model of the compleat design cycle; illustrates this with an extended example in mathematics instructional design.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
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, Mathematics

Miech, Edward J., Bill Nave, and Frederick Mosteller, "The 20,000 Article Problem: How a Structured Abstract Can Help Practitioners Sort out Educational Research," Phi Delta Kappan, 86(January, 2005), 396-400., Edward J. Miech, Bill Nave, and Frederick Mosteller

Annotation: Proposes the use of a structured abstract in each research report (treating 9 or 10 common elements) for use in detecting the report's usefulness for the reader.

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

Miedema, Siebren, "The Theory-Practice Relation in Critical Pedagogy," Phenomenology + Pedagogy, 5(No. 3, 1987), 221-229.*, Siebren Miedema

Annotation: Discusses action research as a method of cooperation between critical theoreticians and practitioners; gives an example in a German elementary school.

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

Miel, Alice, "Crystallization in Education," pp. 1-14 in Alice Miel, Changing the Curriculum: A Social Process. New York: Appleton, 1946. Reprinted pp. 452-467 in James R. Gress and David E. Purpel, eds., Curriculum: An Introduction to the Field . Berkeley, CA: McCutchan, 1978. Reprinted pp. 527-539 in James R. Gress, ed., Curriculum: An Introduction to the Field, 2nd ed. Berkeley, CA: McCutchan, 1988., Alice Miel

Annotation: Shows how certain practices in curriculum and instruction become crystalized; critiques these procedures to show how to prevent crystalization.

Broad Topical Focus: Curriculum Change,Curriculum Conceptions and Theories,Curriculum Development, Organization, Design,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: Curriculum Deliberation, Organization Theory

Miel, Alice, "Knowledge and the Curriculum," pp. 71-104 in Alexander Frazier, ed., New Insights and the Curriculum . Washington, DC: Association for Supervision and Curriculum Development, 1963., Alice Miel

Annotation: Discusses the role of the disciplines in an age that has shifted from a print culture to an electronic one; provides nine guidelines; makes a concrete curriculum proposal using both discursive and non-discursive language.

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

Miel, Alice, "Roaming through a LIfe-Space," The Educational Forum, 56(Summer, 1992), 457-463., Alice Miel

Annotation: Gives the author's formative history and life experiences as a leading curriculum theorist.

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

Miel, Alice, "The Curriculum Field--A View," pp. 1-12 in James J. Jelinek, ed., Education in Flux: Implications for Curriculum Development. Tempe, AZ: College of Education, University of Arizona, 1979., Alice Miel

Annotation: Examines the history of the curriculum field.

Broad Topical Focus: Curriculum as a Field of Practice and Study, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History

Milburn, Geoffrey, "How Much Life Is There in Life History," pp. 160-168, in Geoffrey Milburn, Ivor F. Goodson, and Robert J. Clark, eds., Re-Interpreting Curriculum Research: Images and Arguments . Philadelphia: Falmer, 1989., Geoffrey Milburn

Annotation: Critiques the value of creating life histories of teachers.

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

Milburn, Geoffrey, "On Discipline Stripping: Difficulties in the Application of Humanistic Metaphors to Educational Phenomena," Canadian Journal of Education, 9(Fall, 1984), 361-375., Geoffrey Milburn

Annotation: Shows how humanistic metaphors can be used to describe a particular educational setting.

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

Miles, Matthew B., and A. Michael Huberman, "Drawing Valid Meaning From Qualitative Data: Toward a Shared Craft," Educational Researcher, 13(May, 1984), 20-30.*, Matthew B. Miles and A. Michael Huberman

Annotation: Describes methods of analysis and interpretation of qualitative data.

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

Miles, Matthew B., and A. Michael Huberman, Qualitative Data Analysis: A Sourcebook of New Methods . Beverly Hills, CA: Sage, 1984., Matthew B. Miles and A. Michael Huberman

Annotation: Provides numerous methods of analyzing qualitative research data.

Miller, Donald F., "Social Policy: An Exercise in Metaphor," Knowledge: Creation, Diffusion, and Utilization, 7(December, 1985), 191-215., Donald F. Miller

Annotation: Discusses seven modes of metaphor in the context of a critique of Schon's work on metaphors in social policy formation.

Broad Topical Focus: Curriculum Policies and Policy Making,Inquiry Language in Curriculum Research
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses

Miller, Janet L., "Autobiography and the Necessary Incompleteness of Teachers' Stories," pp 45-56 in Janet L. Miller, Sounds of Silence Breaking: Women, Autobiography, Curriculum. New York: Peter Lang, 2005., Janet L. Miller

Annotation: Explores the creation of autobiogrphical narratives of teachers' selves, with examples and references to Maxine Greene.

Broad Topical Focus: Curriculum Inquiry Guidelines, Defining Curriculum Research Questions, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry, Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum as Experience, Teacher Knowledge

Miller, Janet L., "Constructions of Curriculum and Gender," pp. 43-63 in Sari Knopp Biklen and Dianne Pollard, eds., Gender and Education, 92nd Yearbook of the National Society for the Study of Education, Part I. Chicago: The University of Chicago Press, 1993., Janet L. Miller

Annotation: Provides an autobiographical female perspective on curriculum content and gender concerns.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Hidden Curriculum

Miller, Janet L., Creating Spaces and Finding Voices: Teachers Collaborating for Empowerment . Albany, NY: SUNY Press, 1990., Janet L. Miller

Annotation: Reports the use of journaling to voice teachers' practical knowledge.

Broad Topical Focus: Curriculum Guides, Plans, Documents, Materials
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Practical Knowledge

Miller, Janet L., Curriclum Reconceptualized: A Personal and Partial History," pp. 27-41 in Janet L. Miller, Sounds of Silence Breaking: Women, Autobiography, Curriculum. New York: Peter Lang, 2005., Janet L. Miller

Annotation: Expands and updates her 1999 article with the same title; provides a personal history of work emanating from participants in the Bergamo Conferences and from the JCT: The Journal of Curriculum Theorizing.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists, Publication Outlets for Curriculum Research and Inquiry
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Curriculum Aims and Objectives, Curriculum Professors, Curriculum Theory Creation and Uses, Knowledge Generation, Literature of Curriculum

Miller, Janet L., "Curriculum and Reconceptualization: Another Brief History," JCT: Journal of Curriculum Theorizing, 12(Spring, 1996), 6-8., Janet L. Miller

Annotation: Reviews some of the history of the journal and of the reconceptualist conferences and draws some implications for future agendas.

Broad Topical Focus: Curriculum Conceptions and Theories, Publication Outlets for Curriculum Research and Inquiry
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: American/International Curriculum Organizations, Curriculum History

Miller, Janet L., "Curriculum Reconceptualized: A Personal and Partial History," pp. 498-508 in William F. Pinar, ed., Contemporary Curriculum Discourses: Twenty Years of JCT. New York: Peter Lang, 1999. Reprinted with additional insertions pp. 27-41 in Janet L. Miller, Sounds of Silence Breaking: Women, Autobiography, Curriculum. New York: Peter Lang, 2005., Janet L. Miller

Annotation: Recalls the origin and development of the JCT journal, the associated annual conferences, and the key players and guiding ideas throughout.

Broad Topical Focus: Curriculum Conceptions and Theories, Publication Outlets for Curriculum Research and Inquiry, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: American/International Curriculum Organizations, Curriculum History

Miller, Janet L., "Curriculum Theory: A Recent History," The Journal of Curriculum Theorizing, 1(Winter, 1979), 28-43.*, Janet L. Miller

Annotation: Traces the history of curriculum theory conferences from 1974 to 1978 begun by William Pinar at the University of Rochester.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: American/International Curriculum Organizations, Comparisons Among Inquiry Modes

Citations Citations

Miller, Janet L., "Entangiing Rationaliites and Differing Differences: Forty Years of Bergamo and JCT Curricluum Theorizings and Pracitices," Journal of Curriculum Theorizing, 35(1, 2020), 1-15., Janet L. Miller

Annotation: Reviews in detail the work of scholars associated with Bergamo Conferences and JCT over forty years.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay; Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History; American/International Curriculum Organizations

Single Studies Single Studies

Miller, Janet L., "Nostalgia for the Future: Imaging Histories of JCT and the Bergamo Conferences," Journal of Curriculum Theorizing, 26(No.2, 2010), 7-23., Janet L. Miller

Annotation: Expresses the author's participation in thirty years of JCT and the Bergamo Conferences and her vision for their future.

Miller, Janet L.,"Shifting the Boundaries: Teachers Challenge Contemporary Curriculum Thought," Theory into Practice, 31(Summer, 1992), 245-251. Reprinted pp. 135-145 in Janet L. Miller, Sounds of Silence Breaking: Women, Autobiography, Curriculum. New York: Peter Lang, 2005., Janet L. Miller

Annotation: Reports personal quest among two students and herself to develop meaningful professional discourse.

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

Miller, Janet L., "Teachers, Researchers, and Situated School Reform: Circulations of Power," pp. 165-176 in Janet L. Miller, Sounds of Silence Breaking: Women, Autobiography, Curriculum. New York: Peter Lang, 2005., Janet L. Miller

Annotation: Critiques the total-school-reform strategy and advocates an alternative strategy: situated school reform and research.

Broad Topical Focus: Curriculum Change
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 Development Strategies, Freedom/Authority and Curriculum

Miller, Janet L., "The American Curriculum Field and Its Worldly Encounters," Journal of Curriculum Theorizing, 21(Summer, 2005), 9-24., Janet L. Miller

Annotation: Reflects upon the state of the curriculum field after 25 years of Bergamo conferences and the internationalization of the field; suggests possible future directions for the U. S. curriculum field.

Miller, Janet L., "The Necessary Worldliness of American Curriculum Studies," pp. 245-250 in Janet L. Miller, Sounds of Silence Breaking: Women, Autobiography, Curriculum. New York: Peter Lang, 2005., Janet L. Miller

Annotation: Explores the issues surrounding how and whether U.S. curriculum studies should be implicated world-wide.

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: American/International Curriculum Organizations, Comparative Curriculum, Knowledge Generation, Knowledge Utilization, Literature of Curriculum, Value Assumptions and Ideologies in Curriculum

Miller, Janet L., "The Resistance of Women Academics: An Autobiographical Account," pp. 486-494 in William F. Pinar, ed., Contemporary Curriculum Discourses. Scottsdale, AZ: Gorsuch Scarisbrick, 1988. Reprinted pp. 69-76 in Janet L. Miller, Sounds of Silence Breaking: Women, Autobiography, Curriculum. New York: Peter Lang, 2005., Janet L. Miller

Annotation: Reviews the author's stance and experience as a professor.

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

Miller, Janet L., "The Sound of Silence Breaking: Feminist Pedagogy and Curriculum Theory," The Journal of Curriculum Theorizing, 4(Winter, 1982), 5-11. Reprinted pp. 61-68 in Janet L. Miller, The Sound of Silence Breaking: Women, Autobiography, Curriculum. New York: Peter Lang, 2005., Janet L. Miller

Annotation: Introduces the possibilities of feminist pedagogy and curriculum theory.

Broad Topical Focus: Curriculum Conceptions and Theories, Inquiry Language in Curriculum Research
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, Curriculum Theory Creation and Uses

Miller, Janet L., "What's Left in the Field...A Curriculum Memoir," Journal of Curriculum Studies, 32(March-April, 2000), 253-266. Reprinted pp. 201-214 in Janet L. Miller, Sounds of Silence Breaking: Women, Autobiography, Curriculum. New York: Peter Lang, 2005., Janet L. Miller

Annotation: Gives a personal expression of the evolution of the author's thought on the curriculum field and its recent transformation.

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: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum History

Miller, John P., "Atomism, Pragmatism, Holism," Journal of Curriculum and Supervision, 1(Spring, 1986), 175-196., John P. Miller

Annotation: Discusses these norms and their implications in curriculum.

Broad Topical Focus: Curriculum Development, Organization, Design,Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry
Type of Study: Single Study
Narrow Topic: Philosophical Schools

Miller, John P., Education and the Soul: Towards a Spiritual Curriculum. Albany: SUNY Press, 2000., John P. Miller

Annotation: Proposes a secular curriculum based on spiritual development of the soul.

Broad Topical Focus: Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Religious Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Curriculum Aims and Objectives

Citations Citations

Miller, John P., "Key Instances of Holistic Curriculum as an Alternative to National Curriculum," in The Oxford Research Encyclopedia of Education. Online 19 November 2020. https://doi.org/10.1093/acrefore/9780190264093.013.1144, John P. Miller

Annotation: Describes the principles central to holistic education and its associated pedagogy; gives examples.

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; Value Assumptions and Ideologies in Curriculum

Miller, Richard,, Katrina Liu, and Arnetha F. Ball, "Cricial Counter-Narrative as Transformative Methodology for Educational Equity," Review of Research in Education, 44(2020), 269-300., Richard Miller, Katrina Liu, and Arnetha F. Ball

Annotation: Examines the use of counter-narrative in educational research studies; notes that telling stories that emerge from these studies does not often result in action on issues of equity; proposes a new research methodology that combines critical counter-narratives with critical praxis (action research) to enable not only surfacing of inequitable experiences but also to take transformative action to change inequitable circumstances; see model p. 290.

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

Single Studies Single Studies

Miller, Ron, "Education after the Empire," pp. 121-133 in H. Svi Shapiro, ed., Education and Hope in Troubled Times: Visions of Change for Our Children's World. New York: Routledge, 2009., Ron Miller

Annotation: Champions holistic education as an approach to counter the mechanistic and technocratic current system of education; specifies the differences between the two approaches; sets out five principles characterizing this alternative perspective.

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 Differentiation, Curriculum Aims and Objectives, Curriculum Standards and Testing, Value Assumptions and Ideologies in Curriculum

Miller, Steven I., and Marcel Fredericks, "Postpositivistic Assumptions and Educational Research: Another View," Educational Researcher , 20 (May, 1991): 2-8.*, Steven I. Miller and Marcel Fredericks

Annotation: Examines the major concepts related to the "new philosophy of science": underdetermination, incommensurability, and indeterminacy.

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

Mills, Patricia, "In Search of Ambiguity," Educational Leadership, 28(April, 1971), 730-735.*, Patricia Mills

Annotation: Describes briefly the scientific, the praxeological, the philosophical, the historical, and the intuitive forms of curriculum inquiry.

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

Milner, Edward W., "The Amphibious Musician," pp. 250-273 in George Willis, ed., Qualitative Evaluation . Berkeley, CA: McCutchan, 1978., Edward W. Milner

Annotation: Presents a curriculum criticism of a musician and analyzes related evaluative issues.

Broad Topical Focus: Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism
Type of Study: Single Study
Narrow Topic: Art Education

Citations Citations

Ming, Norma C., and Lauren B. Goldenberg, "Research Worth Using: (Re)Framing Research Evidence Quality for Educational Policymaking and Practice," Review of Research in Education, March 2021. Vol. 45, pp. 129-169., Norma C. Ming and Lauren B. Goldenberg

Annotation: Introduces a "Research Worth Using Framework" for designing and using educational research that focuses on the quality of evidence most helpful to policymakers and practitioners; the framework includes five dimensions (with several sub-dimensions): 1) relevance of question, 2) theoretical credibility, 3) methodological credibility, 4) evidentiary credibility, and 5) relevance of answer.

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: Philosophical Inquiry-Speculative Essay, Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generartion, Knowledge Linkage, Knowledge Utilization

Single Studies Single Studies

Misgeld, Dieter, "Phenomenology, Social Science and the Social Service Professions: The Case for the Integration of Phenomenology, Hermeneutics and Critical Social Theory, (A Reply to Luckman and Giorgi)," Phenomenology +Pedagogy, 1(No. 2, 1983), 195-214.*, Dieter Misgeld

Annotation: Makes the case for combining research methods and offers commentary on several related issues.

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

Mishler, Elliot G., "Validation in Inquiry-Guided Research: The Role of Exemplars in Narrative Studies," Harvard Educational Review , 60(November, 1990), 415-442., Elliot G. Mishler

Annotation: Reformulates validation as a process through which a community of scholars evaluates the trustworthiness of a study.

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

Mitchell, Earlene, "The Eight Year Study: A Story Not to Be Forgotten," The Educational Forum, 50(Fall, 1985), 11-21., Earlene Mitchell

Annotation: Reviews the Eight-Year Study and its findings; points to lessons for today.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Classics of Curriculum Literature, Curriculum History

Mitrano, Barbara S., "Feminism and Curriculum Theory: Implications for Teacher Education," The Journal of Curriculum Theorizing, 3(Summer, 1981), 5-77., Barbara S. Mitrano

Annotation: Discusses regressive, progressive, analytic, and synthetic stages in teacher education curriculum from the perspective of feminist critique.

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

Mitrano, Barbara S., "Feminist Theology and Curriculum Theory," Journal of Curriculum Studies, 11(July-September, 1979), 211-220., Barbara S. Mitrano

Annotation: Relates curriculum theory and feminist theology and calls for mutual illumination.

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

Molnar, Alex, "Contemporary Curriculum Discourse: Too Much Ado about Too Much Nothing," Theory into Practice, 31(Summer, 1992), 198-203., Alex Molnar

Annotation: Reviews discourse on curriculum over the last 20 years including critical issues such as corporate involvement in education.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum History, Discourse Analysis, Curriculum and Politics, Criticism of Schooling

Molnar, Alex, "Modes of Values Thinking in Curriculum," March 1973, ERIC Document No. ED 077 131., Alex Molnar

Annotation: Gives breakdown of philosophical approaches to values in the curriculum.

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

Molnar, Alex, School Commercialism: From Democratic Ideal to Market Commodity. New York: Routledge, 2005., Alex Molnar

Annotation: Documents inroads into schools made by commercial interests and the consumer ideology; indicates influences on curriculum and other aspects of schooling.

Broad Topical Focus: Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Criticism of Schooling, Value Assumptions and Ideologies in Curriculum

Molnar, Alex, "Tomorrow the Shadow on the Wall Will Be That of Another," The Journal of Curriculum Theorizing, 6(Fall, 1985), 35-42., Alex Molnar

Annotation: Gives personal reflection on Macdonald's life and influence.

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 Theory Creation and Uses, Curriculum History

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