Type of Study - Single Study | University of Central Florida

Type of Study - Single Study

Single Studies Single Studies

Sieber, Sam D., "Trends in Diffusion Research: Knowledge Utilization," Viewpoints, 50(No. 3, 1974), 61-81., Sam D. Sieber

Annotation: Reports trends related to diffusion of research knowledge.

Broad Topical Focus: Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Education
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Linkage, Knowledge Utilization, Curriculum Implementation

Sieber, Sam, Karen Seashore Louis, and Toya Metzger, The Use of Educational Knowledge . Final Report, U.S. Office of Education, 1972. Contract No. OEC-0-70-4930., Sam Sieber, Karen Seashore Louis, and Toya Metzger

Annotation: Gives the final report of a USOE study of knowledge utilization in education.

Siegel, Judith E., "Task No. 1: Writing 'Practical' Curriculums," Educational Leadership, 34(April, 1977), 540-544., Judith E. Siegel

Annotation: Describes the five bodies of knowledge that must be examined in order to produce a practical curriculum (related to Schwab's commmonplaces).

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Decision-making Processes, Curriculum Guides, Plans, Documents, Materials, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation

Silva, Diane Yendol, "Collaborative Curriculum Encounters," Journal of Curriculum and Supervision, 15(Summer, 2000), 279-299., Diane Yendol Silva

Annotation: Describes a study of three teams of teachers implementing a history curriculum; shows how this was affected by context, their perceived roles, and experience.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Change, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Implementation

Silverman, Robert J., "Commitments of Editors in Education," The Educational Forum, 44(January, 1980), 231-242., Robert J. Silverman

Annotation: Reports a study of journal types and editor types in education.

Broad Topical Focus: Publication Outlets for Curriculum Research and Inquiry, Curriculum Inquiry Guidelines, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Literature of Curriculum, Knowledge Linkage

Simon, Michael A., Understanding Human Action: Social Explanation and the Vision of Social Science . Albany, NY: State University of New York Press, 1982., Michael A. Simon

Annotation: Makes the case for sociological inquiry, not as a science but as a set of humanistic disciplines that are normative in character.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research and Inquiry-General
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Comparisons Among Inquiry Modes

Simon, Roger, "Journal Editing as a Subversive Activity: Curriculum Inquiry and the Curriculum Field," Curriculum Inquiry, 10(Summer, 1980), 107-113., Roger Simon

Annotation: Discusses inquiry as form and nature of argument presented; explains the approach employed in Curriculum Inquiry.

Broad Topical Focus: Publication Outlets for Curriculum Research and Inquiry, Curriculum Research and Inquiry-General
Source Discipline: Curriculum
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

Simon, Roger, and Don Dippo, "Dramatic Analysis: Interpretive Inquiry for the Transformation of Social Settings," The Journal of Curriculum Theorizing, 2(Winter, 1980), 109-134., Roger Simon and Don Dippo

Annotation: Shows purpose and processes of doing dramatic analysis of social life and schooling.

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

Simon, Roger I., "Time, Authority, and the Modification of Student Roles," Journal of Curriculum Studies, 11(January-March, 1979), 69-86., Roger I. Simon

Annotation: Reports a study of a theater program and the students' understanding of authority and their role in relation to that of the teacher.

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

Simons, Helen, "Against the Rules: Procedural Problems in School Self- Evaluation," Curriculum Perspectives, 5(October, 1985), 1-6., Helen Simons

Annotation: Contrasts two models of school evaluation: external and self-evaluation.

Broad Topical Focus: Curriculum Change,Curriculum Evaluation,Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Program Audit/Evaluation

Simpson, Douglas J., and Michael J. B. Jackson, "John Dewey's View of the Curriculum in The Child and the Curriculum," Education and Culture, 20(Fall, 2003), 23-27., Douglas J. Simpson and Michael J. B. Jackson

Annotation: Elucidates and analyzes Dewey's view of curriculum as presented in the 100-year old classic.

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

Singhm, Mano, Quest for Truth: Scientific Progress and Religious Beliefs. Bloomington, IN: Phi Delta Kappa International, 2000., Mano Singhm

Annotation: Articulates the method and nature of truth characteristic of science; contrasts this with religious truth; explores the conflict between creationism and evolution; discusses a way of teaching science consistent with his analysis of scientific knowledge.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry, Religious Inquiry, Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Value Assumptions and Ideologies in Curriculum, Science, Knowledge Generation

Citations Citations

Sinnema, Claire, "Learning for and Realizing Curriculum Aspirations through Schools as Learning Orgaizations," European Journal of Education, 55(1, 2020), 9-23., Claire Sinnema

Annotation: Proposes a model of realizing a new national curriculum through addressing and challenging four learning demands and seven steps for schools as learning organizations.

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: Curriculum Implementation

Single Studies Single Studies

Siotta, OliveAnn Davis, and Karen L. Fernandez, "Cautions and Assurances for Those Who Would Design a Small Urban High School: Bringing 20 Years of Research to the Planning Table," Curriculum Journal, 22(No. 1, 2011), 93-104., OliveAnn Davis Siotta and Karen L. Fernandez

Annotation: Describes the roles, goals, responsibilities, and activity patterns of five stake-holder groups in two Denver secondary schools in planning new curricular programs.

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

Sipe, Lawrence, and Susan Constable, "A Chart of Four Contemporary Research Paradigms: Metaphors for the Modes of Inquiry," TABOO: The Journal of Culture and Education, 1(1996), 153-163.*, Lawrence Sipe and Susan Constable

Annotation: Provides a series of metaphors that represent distinctions among positivist, interpretivist, critical theory, and deconstructivist research paradigms.

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

Sirotnik, Kenneth A., "Critical Inquiry: A Paradigm for Praxis," pp. 243-258 in Edmund C. Short, ed., Forms of Curriculum Inquiry . Albany, NY: SUNY Press, 1991.*, Kenneth A. Sirotnik

Annotation: Describes the processes of critical inquiry in curriculum.

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

Sirotnik, Kenneth A. "Evaluation in the Ecology of Schooling: The Process of School Renewal," pp. 41-62 in John I. Goodlad, ed., The Ecology of School Renewal , Eighty-sixth NSSE Yearbook, Part I. Chicago: University of Chicago, 1987.*, Kenneth A. Sirotnik

Annotation: Conceptualizes a process of critical evaluative inquiry that is suitable for school renewal projects.

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

Sirotnik, Kenneth A., "What Goes on in Classrooms? Is This the Way We Want It?" pp. 56-70 in Landon E. Beyer and Michael W. Apple, eds., The Curriculum: Problems, Politics, and Possibilities . Albany, NY: State University of New York Press, 1988., Kenneth A. Sirotnik

Annotation: Reports evidence from Goodlad's Study of Schooling and asks whether this is what we want; makes a plea for critical inquiry in schools.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives

Sixsmith, Judith, and Andrew J. Sixsmith, "Empirical Phenomenology: Principles and Method," Quality and Quantity, 21(1987), 313-333.*, Judith Sixsmith and Andrew J. Sixsmith

Annotation: Gives the principles of phenomenological method and describes the use of Multiple Sorting Task (MST) approach and Multidimensional Scalogram Analysis (MSA) in analyzing phenomenological data.

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

Sizer, Theodore R., "Courses" pp. 116-134 in The New American High School. San Francisco: Jossey-Bass, 2013., Theodore R. Sizer

Annotation: Gives the author's proposals for thehigh school curriculum that he would envision for the future; other sections of the book also mention related features that round out the specific guidelines presented in this chapter; also provides some autobiographical stories about the author's life and experiences as a teacher and a professional educator.

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: Content Selection and Organization, Secondary School Curriculum

Skelton, Alan, "Studying Hidden Curriculum: Developing a Perspective in the LIght of Postmodern Insights," Curriculum Studies, 5(No.2, 1997), 177-193., Alan Skelton

Annotation: Provides an overview of research into the hidden curriculum; discusses ways of moving beyond current research paradigms.

Broad Topical Focus: Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Hidden Curriculum, Value Assumptions and Ideologies in Curriculum

Skilbeck Malcolm, "Lawrence Stenhouse: Research Methodology," British Educational Research Journal, 9(No. 1, 1983), 11-20., Malcolm Skilbeck

Annotation: Describes the research methodology used by Stenhouse and discusses its significance.

Broad Topical Focus: Curriculum Theorists, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry, Theoretical/Conceptual Inquiry, Development as Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

Skilbeck, Malcolm, "School-Based Curriculum Development," pp. 121-144 in Andy Hargreaves, Ann Lieberman, Michael Fullan, and David Hopkins, eds., International Handbook of Educational Change, Part One. Norwell, MA: Kluwer Academic Publishers, 1998., Malcolm Skilbeck

Annotation: Traces experience of the author in school-based curriculum development internationally from 1959-1998 from his work in the United Kingdom and Australia, theUniversity of London and Deakin University, and in the Organization for Economic Cooperation and Development in Paris.

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

Skilbeck, Malcolm, "School-based Curriculum Development," pp. 18-34 in Victor Lee and David Zeldin, eds., Planning in the Curriculum . London: Hoder and Stoughton with Open University, 1982.*, Malcolm Skilbeck

Annotation: Presents a model of curriculum development for use at the school level along with decisions required within its five processes.

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: Curriculum Development Strategies

Skovira, Robert, "Cremin's Conception of Curriculum," Journal of Thought, 19 (Spring, 1984), 71-79., Robert Skovira

Annotation: Discusses Cremin's conception of curriculum.

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

Slabbert, Johannes A., and Annemarie Hattingh, " 'Where is the Post-modern Truth We Have Lost in Reductionist Knowledge?' A Curriculum Epitaph," Journal of Curriculum Studies, 38(December, 2006), 701-718., Johannes A. Slabbert and Annemarie Hattingh

Annotation: Discusses truth eradicated, truth revealed, the ethics of truth, the wholeness of truth, and constructing truth as bases for a future post-modern curriculum.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Value Assumptions and Ideologies in Curriculum, Ethical Issues in Curriculum

Citations Citations

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

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

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Theorists, Curriculum Contexts and Societal Influences
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Criticism of Schooling, Idelogy and School Knowledge, Curriculum Theory Creation and Uses

Single Studies Single Studies

Slattery, Patrick "A Postmodern Vision of Time and Learning: A Response to the National Education Commission Report, Prisoners of Time," Harvard Educational Review, 65(WInter, 1995), 612-633.*, Patrick Slattery

Annotation: Critiques the view of time in curriculum as something to be restructured more efficiently in favor of a view of time as something infused with meaning and grounded in the present, cosmic, and quantum in its qualitites, integrated with self and place.

Broad Topical Focus: Curriculum Administration, Leadership, Finance, Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Time on Task, Teaching/Learning Process, Curriculum as Experience

Slattery, Patrick, "Committing to Critical Inquiry: Curriculum Studies and Social Consequences of Value," Journal of Critical Inquiry into Curriculum and Instruction, 3(Spring, 2001), 43-45., Patrick Slattery

Annotation: Urges curriculum scholars to speak and write with a critical prophetic voice; gives examples--Huebner and others.

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

Slattery, Patrick, Curriculum Development in the Postmodern Era. Hamden, CT: Garland, 1995. 2nd ed., Routledge, 2006., Patrick Slattery

Annotation: Presents a postmodern conception of curriculum which is framed in a wide range of analyses of philosophical, historical, social, ecological, critical, multicultural, phenomenological, and curricular thought. 2nd edition adds much new material.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Comparisons Among Inquiry Modes, Curriculum Theory Creation and Uses

Slattery, Patrick, "Hermenuetics, Subjectivity, and Aesthetics: Internationalizing the Interpretive Process in U. S. Curriculum Research," pp. 651-665 in William F. Pinar, ed., International Handbook of Curriculum Research. Mahwah, NJ: Lawrence Erlbaum, 2003., Patrick Slattery

Annotation: Discusses six approaches to hermenuetics and proposes a postmodern hermenuetics of subjectivity and aesthetics.

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

Slattery, Patrick, "Postmodernism as a Challenge to Dominant Representations of Curriculum," pp. 132-151 in Jeffrey Glanz and Linda S. Behar-Horenstein, eds., Paradigm Debates in Curriculum and Supervision: Modern and Postmodern Perspectives. Wesport, CT: Bergin & Garvey, 2000., Patrick Slattery

Annotation: Explains and argues for a postmodern paradigm for curriculum scholarship and offers implications.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Research and Inquiry-General
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum

Slattery, Patrick, "Toward an Eschatological Curriculum Theory," JCT: An Interdisciplinary Journal of Curriculum Studies, 9(Spring, 1992), 7-21. Reprinted pp. 278-288 in William F. Pinar, ed., Contemporary Curriculum Discourses: Twenty Years of JCT. New York: Peter Lang, 1999., Patrick Slattery

Annotation: Advocates a curriculum focused on an eschatological theology of hope.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Religious Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Curriculum Theory Creation and Uses

Slattery, Patrick, and Kevin Daigle, "Curriculum as a Place of Turmoil: Deconstructing the Anguish in Walker Percy's 'Feliciana' and Ernest Gaines' 'Pointe Coupee'," Curriculum Inquiry, 24(Winter, 1994), 437-461., Patrick Slattery and Kevin Daigle

Annotation: Treats place and context in literary works as curriculum content.

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: Content Selection and Organization, Literature

Slattery, Patrick, Karen A. Krasney, and Michael P. O'Malley, "Hermenuetics, Aesthetics,and the Quest for Answerability: A Dialogic Possibilitiy for Reconceptualizing the Interpretive Process in Curriculum Studies," Journal of Curriculum Studies, 39(October, 2007), 537-558., Patrick Slattery, Karen A. Krasney, and Michael P. O'Malley

Annotation: Offers an account of seven approaches to hermeneutics (traditional theological, conservative philosophical, contextual, reflective, post-structural, critical, dialogical); advances dialogical hermeneutics as appropriate for curriculum development practice and illustrates in a case report; concludes with arguments supporting this approach.

Broad Topical Focus: Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Hermeneutic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies

Slattery, Patrick, and Dana Rapp, Ethics and the Foundations of Education: Teaching Convictions in a Postmodern World. Boston: Allyn & Bacon, 2003., Patrick Slattery and Dana Rapp

Annotation: Addresses from critical, activist, and postmodern perspectives several particular examples of ethical, hermeneutic, aesthetic, theological, and ecological issues facing curriculum and takes a stand on them.

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, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Ethical Issues in Curriculum, Values in the Classroom

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

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

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

Slavin, Robert E., "Design Competitions: A Proposal for a New Federal Role in Educational Research and Development," Educational Researcher, 26 (January/February, 1997), 22-28.*, Robert E. Slavin

Annotation: Recommends the establishment of USDE research and development program to evaluate educational programs by third-party design competitions.

Broad Topical Focus: Curriculum Research Domains and Structure, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Program Audit/Evaluation, Government Role in Educational Research & Development

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

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

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

Sloan, Kris, "Teacher Identity and Agency in School Worlds: Beyond the All-Good/All-Bad Discourse on Accountability-Explicit Curriculum Policies," Curriculum Inquiry, 36(Summer, 2006), 119-152., Kris Sloan

Annotation: Sets forth results of a study of teachers' actions in responding to accountability-related curriculum policies.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Teacher Knowledge, Curriculum and Politics

Smith, David, "On the Concept of Perceived Curriculum Decision-Making Space," Curriculum Perspectives, 3(May, 1983), 21-30., David Smith

Annotation: Employs Bernstein's frame factors to study teacher decision-making in curriculum.

Broad Topical Focus: Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Planning

Smith, David G., "Brighter Than a Thousand Suns: Facing Pedagogy in the Nuclear Shadow," pp. 275-285 in Terrance R. Carson, ed., Toward a Renaissance of Humanity . Edmonton: Faculty of Education, University of Alberta, 1988., David G. Smith

Annotation: Gives an explanation of hermeneutics applied to the teaching-learning process.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Hermeneutic Inquiry
Type of Study: Single Study
Narrow Topic: Teaching/Learning Process, Knowledge Generation

Smith, David G., "Experimental Eidetics as a Way of Entering Curriculum Language from the Ground Up," Journal of Curriculum Theorizing, 5(Summer,1983), 74-97. Reprinted pp. 417-436 in William F. Pinar, ed., Contemporary Curriculum Discourses . Scottsdale, AZ: Gorsuch Scarisbrick, 1988., David G. Smith

Annotation: Describes Husserl's eidetics as contributing to the history of phenomenology; analyzes a social studies class using this approach.

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

Smith, David G., "Hermeneutic Inquiry: The Hermeneutic Imagination and the Pedagogic Text," pp. 187-209 in Edmund C. Short, ed., Forms of Curriculum Inquiry . Albany, NY: SUNY Press, 1991.*, David G. Smith

Annotation: Describes the processes of hermeneutic inquiry in curriculum.

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

Smith, David Geoffrey, "Hermenuetic Scholar," pp. 183-200 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., David Geoffrey Smith

Annotation: Describes the key features of hermenuetic inquiry and the author's interest in understanding and confronting globlization and market values in education.

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 and Politics, Value Assumptions and Ideologies in Curriculum

Smith, David Geoffrey, "The Specific Challenges of Globalizaiton for Teaching... and Vice Versa," pp. 293-318 in Donna Trueit, William E. Doll, Jr., Hongyu Wang, and William F. Pinar, eds., The Internationalization of Curriculum Studies. New York: Peter Lang, 2003., David Geoffrey Smith

Annotation: Gives a thorough analysis of the economics of globalization aand implications for curriculum and teaching; also addresses the recovery of personal truth.

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

Smith, David L., "Toward Critical Curriculum Practice: The Role of ACSA in Australia," Journal of Curriculum Studies, 23(May-June, 1991), 269-274., David L. Smith

Annotation: Describes the purposes and activities of the Australian Curriculum Studies Assocation (ACSA) and the politcal context within which it works.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Historical Inquiry
Type of Study: Single Study
Narrow Topic: American/International Curriculum Organizations, Professionalization in Curriculum

Smith, David S., "Curriculum Theory Revisited: A Comment and a Direction," Curriculum Perspectives, 4(October, 1984), 67-71., David S. Smith

Annotation: Comments on preceding articles and the bases for curriculum theory.

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

Smith, Joe M., "Taking Humpty Dumpty Out of the Curriculum," NASSP Bulletin, 68 (December, 1984), 103-107., Joe M. Smith

Annotation: Describes what curriculum is and is not.

Broad Topical Focus: Curriculum Definitions, 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

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

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

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

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

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

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

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

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

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

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

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

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

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

Annotation: Discusses the value of qualitative educational research.

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

Citations Citations

Smith, Liesa Griffin, "Reimagining Curiculum as Community Building," pp. 189-207 in Liesa Griffin Smith, Curriculum as Community Building: The Poetics of Dfference, Emergence, and Relationality. New York: Peter Lang, 2021., Liesa Griffin Smith

Annotation: Offers a vision of educating all persons for community regardless of their uniqueness and their differences; this is the book's final chapter; previous chapters give a full exploration of the ideas embedded in this vision.

Broad Topical Focus: Curriculum Prorposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry - Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum as Experience; Curriculum Aims and Objectives

Single Studies Single Studies

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

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

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

Smith, Mark K., "Curriculum Theory and Practice," The Encyclopedia of Informal Education, 1996, 2000. www.infed.org/biblio/b-curricu.htm, Mark K. Smith

Annotation: Stipulates four ways of conceiving curriculum and its contexts (as knowledge to be transmitted, as end- product, as process, as praxis); reviews work of curriculum theorists in relation to each of these; discusses these ideas in relation to informal education.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Definitions, Curriculum Theorists, Relation of Curriculum Research to Practice
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 Professors, Curriculum History

Smith, Marshall S., Susan H. Fuhrman, and Jennifer O'Day, "National Curriculum Standards: Are They Desirable and Feasible?" pp. 12-29 in Richard F. Elmore and Susan H. Fuhrman, eds., The Governance of Curriculum. 1994 ASCD Yearbook. Alexandria, VA: Association for Supervision and Curriculum Development, 1994., Marshall S. Smith, Susan H. Fuhrman, and Jennifer O'Day

Annotation: Defines five kinds of national curriculum standards, weighs their pros and cons, and discusses their feasibility.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Local Control of Schooling

Smith, Marshall S., Jennifer A. O' Day, and David K. Cohen, "A National Curriculum in the United States?" Educational Leadership, 49 (September, 1991), 74-81. *, Marshall S. Smith, Jennifer A. O' Day, and David K. Cohen

Annotation: Analyzes pros and cons of a proposed national curriculum and related issues.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Freedom/Authority and Curriculum, Local Control of Schooling, Curriculum Frameworks, Curriculum Standards and Testing

Smith, Ralph, The New Aesthetic Curriculum Theorists and Their Astonishing Ideas. Vancouver, BC: CSCI, University of British Columbia, 1984., Ralph Smith

Annotation: Critiques recent theoretical work by Arnstine, Travers, and Eisner in curriculum.

Broad Topical Focus: Curriculum Theorists,Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism,Aesthetic Inquiry and Curriculum Criticism
Type of Study: Single Study
Narrow Topic: Teaching/Learning Process, Program Audit/Evaluation

Smith, Ralph A., "Aesthetic Education: A Critical Necessity," pp. 111-123 in Ralph A. Smith, Culture and the Arts in Education. New York: Teachers College Press, 2006., Ralph A. Smith

Annotation: Describes four values of aesthetic education: excellence in art, aesthetic vision, critical thinking, and cultural altenatives.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Aesthetics Education, Art Education, Curriculum Aims and Objectives

Smith, Ralph A., "Toward Percipience: A Humaniites Curriculum for Arts Education," pp.124-140 in Ralph A. Smith, Culture and the Arts in Education. New York: Teachers College Press, 2006., Ralph A. Smith

Annotation: Offers a K-12 curriculum design for arts education that stresses arts of creation, arts of communication, arts of continuity, and arts of criticism.

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: Art Education, Aesthetics Education, Content Selection and Organization

Smithson, Alan, "Curriculum Policy-Making at the School Level: Two Approaches," Journal of Philosphy of Education (Britain), 15(No. 2, 1981), 215-228., Alan Smithson

Annotation: Discusses whether school head or board in Britian should have curriculum decision-making power.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation, Comparative Curriculum

Smulyan, Lisa, "Collaborative Action Research: A Critical Analysis," Peabody Journal of Education, 64(Spring, 1987), 57-70., Lisa Smulyan

Annotation: Discusses the processes involved in collaborative action research and shows what problems may occur in contributing to theory, practice, and staff development.

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

Smylie, Mark A., "Teacher Participation in School Decision Making: Assessing Willingness to Participate," Educational Evaluation and Policy Analysis, 14(Spring, 1992), 53-67., Mark A. Smylie

Annotation: Analyzes empirical data on teachers' willingness to participate in decision making; principal-teacher relationship has the greatest influence.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation

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

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

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

Smyth, John, "Exploring the Critical Politics of Teaching," pp. 65-74 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., John Smyth

Annotation: Explains how the author as a critical scholar seeks to unmask the injustices constructed around teacher's work; suggests ways to counter these with alternative discourses and actions.

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

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

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

Sobol, Thomas, "The Broader Meaning of Articulation," Phi Delta Kappan, 53(September, 1971), 25-29., Thomas Sobol

Annotation: Describes four dilemmas in contemporary schooling (between have's and have-not's, school and life, head and heart, and old values and new values) and envisions a type of schooling to overcome these dilemmas.

Broad Topical Focus: Curriculum Development, Organization, Design,Curriculum Contexts and Societal Influences,Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Content Selection and Organization

Sockett, Hugh, "Curriculum Planning: Taking a Means to an End," Proceedings of the Philosophy of Education Society of Great Britain, 6(January, 1972). Reprinted pp. 150-160 in R. S. Peters, ed., The Philosophy of Education . Oxford: Oxford University Press, 1973.*, Hugh Sockett

Annotation: An analysis of five distinctions about the relationship between curricular ends and means.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Development, Organization, Design, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives

Sockett, Hugh, "The Neglect of Virtue," pp. 22-40 in Hugh Sockett and Robert Boostrom, eds., A Moral Critique of Contemporary Education. 112th Yearbook of the National Society for the Study of Education, Issue l. New York: Teachers College, Columbia University, 2013, Hugh Sockett

Annotation: Discusses the neglect of moral and intellectual virtue in schools; argues against a curriculum of "right answers" and in favor of teaching the dispositions of open-mindedness, accuracy, impartiality, and social responsibility.

Broad Topical Focus: Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Ethical Issues in Curriculum, Citizenship Education, Values in the Classroom

Sokoloff, Ann L. Winter, "The Quest for a Unitary Curriculum," Curriculum History, (2009), 125-141. (Available through Texas Digital LIbrary), Ann L. Winter Sokoloff

Annotation: Traces the history of efforts to attain a unitary curriculum, with special emphasis on integrated units-of-work and examples from Dewey to the present.

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

Citations Citations

So, Kyunghee, "Whom Is the National Curriculum For? Politics in the National Curricuum System in South Korea," pp 165-184 in Guohui Fan and Thomas S. Popkewitz, Eds., Handbook of Educational Policy Studies. Volume 2. Springer, 2020, Kyunghee So

Annotation: Reports the history of curriculum policy-making in South Korea together with a description of current curriculum policies and practices; notes recent trend toward giving schools more freedom to shape the curriculum but without centralized accountability procedures; discusses teacher agency in the system; recommends an alternative approach. to curriculum.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inqyiry--Speculative Essay
Type of Study: Single Study
Narrow Topic: Comparative Curriculum, Curriculum and Politics, Curriculum Development Strategies

Single Studies Single Studies

Solomon, Warren H., "Participant Observation and Lesson Plan Analysis: Implications for Curriculum and Instructional Research," Paper presented at American Educational Research Association, at New York, 1971. ERIC Document No. ED 049 189., Warren H. Solomon

Annotation: Draws implications from data from ethnographic studies and lesson plan analyses.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry, Content Analysis
Type of Study: Single Study
Narrow Topic: Classroom Observation & Research, Teacher Planning

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

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

Soltis, Jonas F., "The Concept of Valid Content," pp. 20-30 in Edmund C. Short, ed., A Search for Valid Content for Curriculum Courses . Educational Comment 1970. Toledo, OH: College of Education, University of Toledo, 1970., Jonas F. Soltis

Annotation: Engages in conceptual analysis of the term "valid content" in curriculum.

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

Soltis, Jonas F. "The Disciplines and Subject Matter," pp. 17-34 in his An Introduction to the Analysis of Educational Concepts. Reading, MA: Addison- Wesley, 1968., Jonas F. Soltis

Annotation: Analyzes these two concepts in the manner of a philosophical analyst. Also contained in 2nd edition, 1978.

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

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

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

Sosniak, Lauren A., "The Generalist Educator: Making a Mark in Curriculum Studies," pp. 108-121 in David T. Hansen, Mary Erina Driscoll, and Rene V. Arcilla, eds., A Life in Classrooms: Philip W. Jackson and the Practice of Education. New York: Teachers College Press, 2007., Lauren A. Sosniak

Annotation: Presents a summary of Philip W. Jackson's key curriculum ideas and their place in the field of Curriculum Studies.

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

Sosniak, Lauren A., "The Taxonomy, Curriculum, and their Relations," pp. 103-125 in Lorin W. Anderson and Lauren A. Sosniak, eds., Bloom's Taxonomy: A Forty-year Retrospective. 93rd Yearbook of the National Society for the Study of Education, Part II. Chicago: The University of Chicago Press, 1994., Lauren A. Sosniak

Annotation: Sets forth merits and limitations in the contributions to curriculum made by Bloom's Taxonomy (cognitive domain).

Broad Topical Focus: Curriculum Theorists, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Curriculum History, Student Assessment

Sosniak, Lauren A., and Carole L. Perlman, "Secondary Education by the Book," Journal of Curriculum Studies, 22(September-October, 1990), 427-442., Lauren A. Sosniak and Carole L. Perlman

Annotation: Compares textbook use across mathematics, English, and history from student interview data.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Textbooks, School Subjects

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

Annotation: Presents a case study of curriculum policy implementation of standards-based science and math policies in Michigan schools (1992-1996) at the district and classroom levels.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Enactment and Teaching, Curriculum Administration, Leadership, Finance, Curriculum Change, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Frameworks, Curriculum Standards and Testing, Curriculum and Politics, Content Selection and Organization, Local Control of Schooling, Government Role in Educational Research & Development, Core Mandates

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

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

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

Spodek, Bernard, "Reflections in Early Childhood Education," The Journal of Curriculum Theorizing, 6(Fall, 1985), 54-64., Bernard Spodek

Annotation: Discusses Macdonald as an early childhood educator.

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: Early Childhood Curriculum

Spradley, James, and David McCurdy, The Cultural Experience: Ethnography in Complex Society . Chicago: Science Research Associates, 1972., James Spradley and David McCurdy

Annotation: Treats the major dimensions of studying cultural experience and includes twelve reports by students.

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

Spring, Joel, Political Agendas for Education: From the Religious Right to the Green Party, 3rd ed. Mahwah, NJ: Lawrence Erlbaum, 2005., Joel Spring

Annotation: Describes compassionate conservatism, new-conservatism, and new democrats and their respective education agendas.

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 and Politics, Curriculum History, Value Assumptions and Ideologies in Curriculum

Spring, Joel, "The Development of a National Curriculum," pp. 93-139 in his The Sorting Machine: National Educational Policy Since 1945. New York: David McKay Co., 1976., Joel Spring

Annotation: Shows how a national curriculum has evolved in the United States.

Spring, Joel, A New Paradigm for Global School Systems: Education for a Long and Happy Life. Mahwah, NJ: Lawrence Erlbaum, 2007., Joel A. Spring

Annotation: Proposes a global curriculum focusing on "a long and happy life" rather than on economic/human capital as the overriding educational goal of schools around the globe.

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

Squire, Kurt, "From Content to Context: Videogames as Designed Experience," Educational Researcher, 35(November, 2006), 19-29., Kurt Squire

Annotation: Discusses the impact of videogames in education and their potential for conducting research on learning and on designing educational experiences; gives concrete illustrations.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Research Domains and Structure, 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, Media and Computers in Curriculum Development

Stables, Andrew, "Perspectives on Subject Choice: The Case for a Humane Liberalism in Curriculum Planning," Journal of Curriculum Studies, 29 (March-April, 1997), 197-208., Andrew Stables

Annotation: Explores the advantages and problems of permitting students to choose their own curriculum subjects.

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

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

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

Stake, Robert, "The Goods on American Education," Phi Delta Kappan, 80(May, 1999), 668-672., Robert Stake

Annotation: Criticizes the use of high-stakes student assessments from the perspective of test-makers themselves for not being able to achieve their political and accountability purposes.

Broad Topical Focus: Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Evaluation of Instruction, Curriculum Standards and Testing

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

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

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

Stake, Robert E., "Case Study," pp. 275-285 in John Nisbet, Jacquetta Megarny and Stanley Nisbet, eds., Research, Policy, and Practice: World Yearbook of Education 1985 . London: Kogan Page, 1985., Robert E. Stake

Annotation: Presents the case for doing case studies and describes the features of case study inquiries.

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

Stake, Robert E., "Program Evaluation, Particularly Responsive Evaluation," pp. 72-87; 195-196 in W. B. Dockrell and David Hamilton, eds., Rethinking Educational Research . London: Hodder and Stroughton, 1980.*, Robert E. Stake

Annotation: Describes a responsive evaluation model as it applies to program evaluation.

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

Stake, Robert E., Qualitative Research: Studying How Things Work. New York: The Guilford Press, 2010., Robert E. Stake

Annotation: Gives practical guidance on doing qualitative research studies along with thorough rationales for producing quality work at every step of the process from setting the research question to gathering data to reviewing literature to interpreting evidence to writing the report and more; uses excerpts from Stake's own work and that of his students as examples of what is discussed; a down-to-earth text, very readable, and one that constantly provokes thought.

Stake, Robert E., "To Evaluate an Arts Program," pp. 13-38 in Robert E. Stake, ed., Evaluating the Arts in Education: A Responsive Approach . Columbus, OH: Charles E. Merrill, 1975.*, Robert E. Stake

Annotation: Spells out the attributes and procedures related to doing "responsive evaluation," and includes an interview with its originator.

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

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

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

Stallones, Jared, "Paul R. Hanna and Education for Intelligent Citizenship," pp. 79-83 in Lynn W. Burlbaw, ed., Curriculum History, 1998. College Station, TX: Society for the Study of Curriculum History, Texas A&M University, 1998., Jared Stallones

Annotation: Traces the evolution of Paul R. Hanna's views on curriculum design and education for citizenship and of his textbook serieses.

Stanford, Barbara Dodds, "The Self-Organizing System in Theory and Practice: The Experiences of the Collaboratives for Humanities and Arts Teaching," Journal of Curriculum and Supervision, 11 (Spring, 1996), 249-266.*, Barbara Dodds Stanford

Annotation: Reports on the use of a model of the self-organinzing system to conceptualize and assess the CHART network of projects (Collaboratives for Humanities and Arts Teaching).

Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Art Education, Literature

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