Type of Study - Single Study | University of Central Florida

Type of Study - Single Study

Single Studies Single Studies

Thomas, Gary, "Changing Our Landscape of Inquiry for a New Science of Education," Harvard Education Review, 82(Spring, 2012), 226-51., Gary Thomas

Annotation: Argues that education research misunderstands the nature of scientific method; gives a revised view and urges the cultivation of a new education science that is a part of education practice.

Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Philosophical Inquiry-Ampliative Criticism, Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Comparisons Among Inquiry Modes, Education as a Field of Study, Government Role in Educational Research & Development, Practical Knowledge

Thomas, Gary, Education and Theory: Strangers in Paradigms. New York: Open University Press, 2007., Gary Thomas

Annotation: Examines critically the tenacity with which education adheres to theory; chapter six explicitly critiques Strauss and Corwin's "grounded theory."

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

Thomas, Gary, "What's the Use of Theory?" Harvard Educational Review, 67 (Spring, 1997), 75-104.*, Gary Thomas

Annotation: Analyzes the uses of the term theory within educational inquiry and argues against its use in this context.

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

Thomas, Hywel, "Education and the Maximization of Welfare: A Response to 'Curricular Yogis and Cost-Benefit Commissars'," Journal of Curriculum Studies, 15(January-March, 1983), 73-82., Hywel Thomas

Annotation: Responds to O'Keeffe's article in 13 (3), 1981; analyzes implications for curriculum of policies designed to maximize the economic benefit from educational spending.

Broad Topical Focus: Curriculum Policies and Policy Making, Defining Curriculum Research Questions, Curriculum Administration, Leadership, Finance
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum

Thompson, Harry, and Christine E. Deer, "The Institutionalization of a Senior Secondary Curriculum in New South Wales High Schools," Journal of Curriculum Studies, 21(March-April, 1989), 169-184., Harry Thompson and Christine E. Deer

Annotation: Reports a study of aspects of institutionalization of a curriculum using Miles' conceptualizations.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Implementation, Secondary School Curriculum, Comparative Curriculum, Curriculum Deliberation

Thompson, Merritt M., "The History of the Curriculum," pp. 106-111 in his The History of Education . New York: Barnes and Noble, 1951. (College Outline Series, No. 9)., Merritt M. Thompson

Annotation: Outlines the history of curriculum from the Greeks to the 20th century.

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

Thornton, Stephen J., "Curriculum, Construction and Evaluation of," in D. C. Philiips, ed., Encyclopedia of Educational Theory and Philosophy. Los Angeles: Sage Publications, 2014., Stephen J. Thornton

Annotation: Summarizes the processes typically employed in constructing and evaluating the curriculum; Gives some historical references to work of curriculum scholars; see related entry by the same author on Hidden Curriculum.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum History, Evaluation of Instruction

Citations Citations

Tienken, Christopher H., "Democratic Education: What Would Dewey Say?" Kappa Delta Pi Record, 56(1, 2020), 35-41., Christopher H. Tienken

Annotation: Draws attention to Dewey's conception of democracy and its implications for today's curriculum; mentions both threats to and opportunities for democratic education to be newly emphasized.

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

Single Studies Single Studies

Tienken, Christopher H., "Non-Standardized Standards," Kappa Delta Pi Record, 50(April-June, 2014), 56-60., Christopher H. Tienken

Annotation: Argues against the standardized curriculum system currently being imposed on schools by corporate interests and in favor of local standards; provides data to support these arguments.

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: Curriculum Standards and Testing, Local Control of Schooling

Citations Citations

Tienken, Christopher H., "The Social Reform Landscape Reloaded: More Fraud, Myths, and LIes, 2nd Ed. Rowman & Littlefield, 2021., Christopher H. Tienken

Annotation: Critiques a wide range of policies and practices that dominate current education reforms by corporate elites; challenges numerous myths supporting these reforms; argues for return to democratic and localized policies and practices that support true education.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry - Ampliative Criticism, Theoretical/Conceptual Inquiry, Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Criticisms of Schooling, Curriculum Standards and Testing, Curriculum and Poitics, Freedom/Authority and Curriculum, Ideology and School Knowledge, Local Control of Schooling, Value Assumptions and Ideologies in Curriculum

Single Studies Single Studies

Tierney, William G., "On Translation: From Research Findings to Public Utility," Theory into Practice, 39(Summer, 2000), 185-190., William G. Tierney

Annotation: Indicates barriers to change in getting qualitative research to be more accessible to the public; proposes ways to increase accessibility.

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

Tikunoff, William J., and John R. Mergendollar, "Inquiry as a Means to Professional Growth: The Teacher as Researcher," pp. 210-227 in Gary A. Griffin, ed., Staff Development, 82nd Yearbook of NSSE, Part II. Chicago: University of Chicago Press, 1983., William J. Tikunoff and John R. Mergendollar

Annotation: Makes the case for inquiry done by teachers.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teacher Research, Teaching/Learning Process, In-service Teacher Development

Tikunoff, William J., Beatrice A. Ward, and Franklin D. Stacy, "Toward Ecology -Based Curriculum: A Model for Professional Growth Through Participatory Research and Development," pp. 61-80 in Roy A. Edelfelt and E. Brooks Smith, eds., Breakaway to Multidimensional Approaches: Integrating Curriculum Development and Inservice Education . Washington, DC: Association for Teacher Education, 1978.*, William J. Tikunoff, Beatrice A. Ward, and Franklin D. Stacy

Annotation: Sets forth an interactive model for curriculum development.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Decision-making Processes, Curriculum Development, Organization, Design, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Action Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Teacher Research, In-service Teacher Development

Tobin, Gerald A., and Cecily M. Begley, "Triangulation as a Method of Inquiry," Journal of Critical Inquiry into Curriculum and Instruction, 3(Winter, 2002), 7-11., Gerald A. Tobin and Cecily M. Begley

Annotation: Identifies six types of triangulation used in inquiry and discusses the merits and applications of these triangulation methods for ensuring trustworthiness of qualitative research findings.

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, Qualitative Research

Todd, Vivian Edmiston, "Contributions of Ralph W. Tyler to the Curriculum Field," Journal of Thought, 21(Spring, 1986), 61-69., Vivian Edmiston Todd

Annotation: Gives Tyler's contributions to the curriculum field.

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

Toll, Cathy A., "Critical and Postmodern Perspectives on School Change," Journal of Curriculum and Supervision, 16(Summer, 2001), 345-367.*, Cathy A. Toll

Annotation: Examines the limitations of modernist approaches to school reform (both conservative and liberal) and highlights the potential of postmodern and critical perspectives on school reform.

Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Value Assumptions and Ideologies in Curriculum

Tom, Alan, "Disciplined Study of the Problems of Practice: An Alternative to Craft- or Discipline-Based Educational Inquiry," Educational Administration Quarterly, 23(May, 1987), 7-22.*, Alan Tom

Annotation: Proposes a multidisciplinary approach to the study of educational practice.

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

Tom, Alan R., "Inquiring into Inquiry-Oriented Teacher Education," Journal of Teacher Education , 36(September-October, 1985), 35-44., Alan R. Tom

Annotation: Presents several distinct kinds of inquiry within teacher education.

Broad Topical Focus: Curriculum Development, Organization, Design,Curriculum Proposals in Coherent Form,Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Theoretical/Conceptual Inquiry,Normative Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Teacher Education

Tomkins, George S., A Common Countenance: Stability and Change in the Canadian Curriculum . Scarborough, Ontario: Prentice-Hall Canada Inc.,1986., George S. Tomkins

Annotation: Provides a thorough-going historical account of the curriculum in Canadian schools from 1841-today.

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

Tomkins, George S., "Foreign Influences on Curriculum Policy Making and Development in Canada: Some Impressions in Historical and Contemporary Perspectives," pp. 127-139 in Jean-Jacques Bernier and George S. Tompkins, eds., Curriculum Canada, II: Curriculum Policy and Curriculum Development . Vancouver, BC: University of British Columbia, CSCI, 1980. A slightly revised version of this article appears in Curriculum Inquiry, 11(Summer, 1981), 157-166., George S. Tomkins

Annotation: Traces the French, U. S., and British influences on Canadian curriculum.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Comparative Curriculum

Tomkins, George S., "Stability and Change in Canadian Curriculum," pp. 135-158 in J. Donald Wilson, ed., Canadian Education in the 1980's . Calgary: Detselig Enterprises, Ltd., 1981., George S. Tomkins

Annotation: Highlights the factors contributing to change in the history of Canadian curriculum.

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

Tomkins, George S., "The Moral, Cultural, and Intellectual Foundation of the Canadian Curriculum," pp. 1-23 in Douglas A. Roberts and John O. Fritz, eds., Curriculum Canada V: School Subject Curriculum / Instruction Theory . Vancouver, BC: Centre for Study of C&I, University of British Columbia, 1984., George S. Tomkins

Annotation: Traces several foundational elements contributing to the nature of Canadian curriculum.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Comparative Curriculum

Torbert, William R., Creating a Community of Inquiry: Conflict, Collaboration, Transformation . New York: John Wiley and Sons, 1976., William R. Torbert

Annotation: Discusses the use of action research primarily in social psychology.

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

Torbert, William R., Learning from Experience: Toward Consciousness . New York: Columbia University Press, 1972., William R. Torbert

Annotation: Gives an experiential theory of instruction based on experience.

Torbert, William R., "Why Educational Research Has Been So Uneducational: The Case for a New Model of Social Science Based on Collaborative Inquiry," pp. 141-151 in Peter Reason and John Rowan, eds., Human Inquiry . New York: John Wiley and Sons, 1981.*, William R. Torbert

Annotation: Describes collaborative inquiry approaches and assumptions.

Torres, Carlos Alberto, First Freire: Early Writings in Social Justice Education. New York: Teachers College Press, 2014., Carlos Alberto Torres

Annotation: Interprets Freire's thought in personal and analytic terms; key themes in Freire's works are cited and documented from his many writings; thorough elucidation by one of Freire's closest friends and critics.

Broad Topical Focus: Curriculum Visions and Philosophies
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Alternatives in Education, Citizenship Education, Conceptions of Teaching, Curriculum and Politics, Democratic Education, Curriculum Theory Creation and Uses, Ethical Issues in Curriculum, Ideology and School Knowledge, Teaching/Learning Process

Torres, Carlos Alberto, "Interview with Henry A. Giroux," pp. 129-157 in Carlos Alberto Torres, Education, Power, and Personal Biography: Dialogues with Critical Educators. New York: Routledge, 1998., Carlos Alberto Torres

Annotation: Offers personal refections by Giroux on his own life and professional work.

Broad Topical Focus: Curriculum Theorists, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Professors, Curriculum and Politics, Curriculum Theory Creation and Uses

Toulmin, Stephen, "The Construal of Reality: Criticism in Modern and Postmodern Science," pp. 99-117 in W. J. T. Mitchell, ed., The Politics of Interpretation . Chicago: University of Chicago Press, 1983., Stephen Toulmin

Annotation: Shows how humanistic inquiry operates in natural sciences too.

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

Travers, Robert M. W., "Unresolved Issues in Defining Educational Goals," Educational Theory, 37(Winter, 1987), 29-41., Robert M. W. Travers

Annotation: Analyzes several approaches to defining educational goals and objectives.

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

Triche, Stephen, "Gabriel Harvey's 16th Century Theory of Curriculum," Journal of Curriculum Theorizing, 29(No. 1, 2013),90-101., Stephen Triche

Annotation: Identifies the 1577 document Rhetor by Gabriel Harvey as an early work of curriculum theory; describes its contents and its orientation to curriculum as they relate to Nature, Art, and Exercise; discusses Harvey's work in relation to other 20th century curriculum theorists and to contemporary curriculum practice.

Broad Topical Focus: Curriculum Theorists, Curriculum Conceptions and Theories, Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Curriculum Aims and Objectives

Citations Citations

Triche, Stephen S., Reconceiving Curriculum: An Historical Approach. Ph. D. Dissertation, Louisiana State University, 2002., Stephen S. Triche

Annotation: Analyzes the changing views of 20th century curriculum theorists from Tyler to Pinar; outlines the origins of the technological rationale for curriculum from Ramus to Descartes; elucidates Wittgenstein's treatment of language as a form of life (not of logical analysis) and draws implications for curriculum and teaching.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum History, Curriculum as Experience, Discourse Analysis, Value Assumptions and Ideologies in Curriculum

Single Studies Single Studies

Tripp, David H., "Case Study Generalization: An Agenda for Action," British Educational Research Journal, 11(No. 1, 1985), 33-43., David H. Tripp

Annotation: Puts forth an agenda for action regarding the uses of case study results.

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

Tripp, David H., "Socially Critical Action Research," Theory Into Practice, 29(Summer, 1990), 158-166., David H. Tripp

Annotation: Describes five characteristics of critical action research.

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

Tripp, David H., "The Idea of Meta-Curriculum as a Common National Curriculum," Curriculum Perspectives, 9(October, 1989), 79-87., David H. Tripp

Annotation: Proposes an aim and eight criteria for the whole curriculum in Australia and specifies a national common meta-curriculum of topics, skills, and generalizations.

Broad Topical Focus: Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Core Mandates, Comparative Curriculum, Curriculum Frameworks, Local Control of Schooling

Tripp, David H., and A. John Watt, "Core Curriculum: What It Is and Why We Don't Need One," Journal of Curriculum Studies, 16(April-June, 1984), 131-141., David H. Tripp and A. John Watt

Annotation: Critiques the Australian mandate for a core curriculum (1980).

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Core Mandates, Comparative Curriculum

Citations Citations

Tronsmo, Eli, and Monika Nerland, "Local Curriculum Development as Object Construction: A Sociomaterial Analysis," Teaching and Teacher Education, 72(May, 2018), 33-43., Eli Tronsmo

Annotation: Reports an ethnographic analysis of one team of Norwegian teachers doing local curriculum development; the process is examined using Knorr Cetina's notion of "knowledge object"; detailed episodes are reported; illustrates three steps found in the process; epistemic considerations are discussed.

Broad Topical Focus: Curriculum Decision-Making Processes, Curriculum Development, Organization, and Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: SIngle Study
Narrow Topic: Curriculum Development Strategies, Comparative Curriculum

Single Studies Single Studies

Tschamen-Moran, Megan, and Nancy Nestor-Baker, "The Tacit Knowledge of Productive Scholars in Education," Teachers College Records, 106(July, 2004), 1484-1511., Megan Tschamen-Moran and Nancy Nestor-Baker

Annotation: Reports a study of 12 kinds of tacit knowledge held by prolific educational scholars.

Broad Topical Focus: Curriculum Research and Inquiry-General
Source Discipline: Education
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum Professors, Qualitative Research, Self-Knowledge

Tuckman, Bruce W., "A Proposal for Improving the Quality of Published Educational Research," Educational Researcher , 19(December, 1990), 22-24., Bruce W. Tuckman

Annotation: Provides a scheme for rating the quality of research manuscripts before publication.

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: Knowledge Generation

Turnbill, William W., "Setting Agendas for Social Research," Educational Researcher, 8(September, 1979), 9-12; 24., William W. Turnbill

Annotation: Gives views on needed research agendas in social research.

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

Turner, Brian, "The Interdisciplinary Curriculum: From Social Medicine to Post Modernism," Sociology of Health and Illness, 12 (March, 1990), 1-23., Brian Turner

Annotation: Describes interdisiplinarity as a desirable aspect of the medical curriculum.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Integration, Content Selection and Organization, Curriculum and the Disciplines, Higher Education Curriculum

Tuthill, Doug, and Patricia Ashton, "Improving Educational Research Through Development of Educational Paradigms," Educational Researcher, 12(December, 1983), 6-14., Doug Tuthill and Patricia Ashton

Annotation: Discusses the competing paradigms of educational research and ways of resolving their differences.

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

Tykociner, Joseph T., The Outline of Zetetics: A Study of Research and Artistic Activity. Urbana, IL: College of Engineering, University of Illinois, 1966. Available as ERIC Document ED 332 951., Joseph T. Tykociner

Annotation: Reviews and contrasts generic types of research domains, defines and distinguishes them, and shows their relationships.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Integrative Inquiry, Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Comparisons Among Inquiry Modes

Tykociner, Joseph T., "Zetetics and the Zetetic System of Knowledge," in his Outline of Zetetics . Urbana, IL: College of Engineering, University of Illinois, 1966. ERIC Document Reproduction Service ED 332 915 (1991).*, Joseph T. Tykociner

Annotation: Sets forth a system of knowledge with twelve primary areas and numerous subareas.

Broad Topical Focus: Curriculum Inquiry Guidelines, Defining Curriculum Research Questions
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

Tyler, Louise L., "Curriculum Development From a Psychoanalytic Perspective," Educational Forum, 36(January, 1972), 173-178., Louise L. Tyler

Annotation: Explores the contributions psychoanalytic theory and practice might make to curriculum development.

Broad Topical Focus: Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Psychology and Curriculum

Tyler, Louise L., "Meaning and Schooling," Theory Into Practice, 25(Winter, 1986), 51-57., Louise L. Tyler

Annotation: Discusses psychoanalysis as a basis for curriculum and related implications.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Psychology and Curriculum, Curriculum as Experience

Tyler, Louise L., M. Frances Klein, and William B. Michael, Recommendations for Curriculum and Instructional Materials. Los Angeles: Tyl Press, 1971., Louise L. Tyler, M. Frances Klein, and William B. Michael

Annotation: Provides a set of points on which curriculum materials may be evaluated.

Broad Topical Focus: Curriculum Guides, Plans, Documents, Materials
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Materials Development and Evaluation

Tyler, Ralph W., Basic Principles of Curriculum and Instruction. Chicago: The University of Chicago Press, 1949., Ralph W. Tyler

Annotation: Presents explanation and arguments for five elements of curriculum and instructional planning (purposes, learning experiences, organization, evaluation, planning). Originally published as a Syllabus for Education 360 at the University of Chicago prepared and taught by Tyler.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Decision-making Processes, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Classics of Curriculum Literature, Content Selection and Organization, Curriculum Aims and Objectives, Curriculum Development Strategies, Evaluation of Instruction, Student Assessment, Curriculum Standards and Testing

Tyler, Ralph W., "Charles Hubbard Judd: As I Came to Know Him," Teaching Education, 1(February, 1987), 19-24., Ralph W. Tyler

Annotation: Gives a personal view of Judd by this student of Judd.

Tyler, Ralph W., "Curriculum Development and Research," pp. 29-41 in Philip L. Hosford, ed., Using What We Know About Teaching . Alexandria, VA: Association for Supervision and Curriculum Development, 1984., Ralph W. Tyler

Annotation: Discusses Eight Year Study, action research, and how communication and utilization between research and practice can be improved.

Broad Topical Focus: Relation of Curriculum Research to Practice, Critique and Utilization of Curriculum Research and Inquiry, Curriculum Theorists, Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Utilization, Curriculum History

Tyler, Ralph W., "Curriculum Development in the Twenties and Thirties," pp. 26-44 in Robert M. McClure, ed., The Curriculum: Retrospect and Prospect . The 70th Yearbook of the NSSE, Part I. Chicago: University of Chicago Press, 1971., Ralph W. Tyler

Annotation: Surveys the history of curriculum development in the 1920s and 1930s.

Tyler, Ralph W., "Curriculum Development Since 1900," Educational Leadership , 38(May, 1981), 599-601.*, Ralph W. Tyler

Annotation: Gives a brief overview of curriculum development in the U. S. since 1960 and identifies lessons learned from this era.

Tyler, Ralph W., "Desirable Content for a Curriculum Development Syllabus Today," pp. 36-48 in Alex Molnar and John A. Zahorik, eds., Curriculum Theory. Washington, DC: Association for Supervision and Curriculum Development, 1977. Reprinted pp. 395-400 in George Willis, et al., The American Curriculum: A Documentary History. Westport, CT: Greenwood Press, 1993., Ralph W. Tyler

Annotation: Indicates how the author would revise his syllabus (Basic Principles of Curriculum and Instruction) for today.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists, 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, Classics of Curriculum Literature, Programs of Study in Curriculum and Instruction

Tyler, Ralph W., "Dialogue II. Personal Reflections on the Practical Four," Curriculum Inquiry, 14(Spring, 1984), 97-102., Ralph W. Tyler

Annotation: Comments on Schwab's "Practical 4" in relation to the author's work on the Eight Year Study.

Broad Topical Focus: Curriculum Theorists, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation, Curriculum History, Classics of Curriculum Literature

Tyler, Ralph W., "Educational Improvements Best Served by Curriculum Development," pp. 237-262 in Jon Schaffarzick and Gary Sykes, eds., Value Conflicts and Curriculum Issues: Lessons from Research and Experience . Berkeley, CA: McCutchan, 1979.*, Ralph W. Tyler

Annotation: Demonstrates how national change projects overlook teacher's role in learning by pupils.

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

Tyler, Ralph W., "Educational Measurement: Where We Have Been, Where We Are Now, Where We Are Going," Journal of Thought, 21(Spring, 1986), 79-87., Ralph W. Tyler

Annotation: Writes about the history of educational measurement and its current prospects.

Broad Topical Focus: Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Student Assessment, Evaluation of Instruction

Tyler, Ralph W., "Recollections of Fifty Years of Work in Curriculum," Journal of Thought, 21(Spring, 1986), 70-74. Reprinted pp. 172-177 in Craig Kridel, ed., Curriculum History. Lanham, MD: University Press of America, 1989., Ralph W. Tyler

Annotation: Ralph Tyler gives his personal views about his participation in major curriculum developments of the 20th century.

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

Tyler, Ralph W., "Reflecting on the Eight-Year Study," Journal of Thought, 21 (Spring, 1986), 15-23. Reprinted pp. 193-203 in Craig Kridel, ed., Curriculum History . Lanham, MD: University Press of America, 1989., Ralph W. Tyler

Annotation: Tyler gives his personal assessment of the value of the Eight Year Study 1934-1942.

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

Tyler, Ralph W., "Utilizing Research in Curriculum Development," Theory Into Practice, 13(February, 1974), 5-10., Ralph W. Tyler

Annotation: Describes the value of practitioners using research on curriculum development.

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

Tyler, Ralph W., "What the Curriculum Field Needs to Learn From Its History," Journal of Thought, 21(Spring, 1986), 75-78., Ralph W. Tyler

Annotation: Comments upon what can be learned from curriculum history.

Broad Topical Focus: 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

Tyree, Alexander K., Jr., "Examining the Evidence: Have States Reduced Local Control of Curriculum?" Educational Evaluation and Policy Analysis, 15(Spring, 1993), 34-50.*, Alexander K. Tyree Jr.

Annotation: Analyzes four states' curriculum policies (in New York, California, Texas, Florida) on four qualities: consistency, prescriptiveness, authority, and power.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Content Analysis
Type of Study: Single Study
Narrow Topic: Local Control of Schooling, Freedom/Authority and Curriculum

Tyrrell, Ronald W., "An Appraisal of the Tyler Rationale," School Review, 83(November, 1974), 151-162.*, Ronald W. Tyrrell

Annotation: Provides a supportive view of the Tyler rationale.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Theorists, 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 Aims and Objectives, Classics of Curriculum Literature, Curriculum History

Ubbelohde, Robert Allen, "A Neo-Conservative Approach in Curriculum," pp. 22-34 in Alex Molnar and John A. Zahorik, eds., Curriculum Theory . Washington, DC: ASCD, 1977.*, Robert Allen Ubbelohde

Annotation: Identifies assumptions of a neo-conservative view of curriculum.

Broad Topical Focus: Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Philosophical Schools

Uhrmacher, P. Bruce, "The Curriculum Shadow," Curriculum Inquiry, 27(Fall, 1997), 317-329., P. Bruce Uhrmacher

Annotation: Posits a descriptor of curriculum called "curriculum shadow" that refers to what is disdained by the curriculum; illustrated with examples.

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

Citations Citations

Uljens, Michael, and Rose M. Ylimaki, "Non-affirmative Theory of Education and Foundation of Curriculum Studies, Didaktik, and Educational Leadership," Chapter 1, pp. 3-145 in Michael Uljens and Rose M. Ylimako, eds., Bridging Educational Leadership, Curriculum Theory, and Didaiktik: Non-affirmative Theory of Education. New York: Springer, 2017., MIcheal Uljens and Rose M. Ylimaki

Annotation: Provides an extensive exploration of the historical literature on theorizing educational leadership, curriculum, and Didaktik; makes a plea for bridging the work of all three types of theorizing; offers a non-affirmative theory of education as a framework for accomplishing this effort of bridging all three

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

Single Studies Single Studies

Unruh, Glenys, G., "Toward a Theory of Responsible Curriculum Development," pp. 277-292 in her Responsive Curriculum Development: Theory and Action . Berkeley: McCutchan, 1975., Glenys G. Unruh

Annotation: Provides a scientific curriculum theory of responsive curriculum development with a series of propositions and constructs.

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

Urban, Wayne J., "The Graduate Education of a Black Scholar: Horace Mann Bond and the University of Chicago," pp. 72-88 in Craig Kridel, ed., Curriculum History . Lanham, MD: University Press of America, 1989., Wayne J. Urban

Annotation: A study of the experience of one student at the University of Chicago.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Higher Education Curriculum

Vagle, Mark D., Crafting Phenomenological Research. Walnut Creek,CA: Left Coast Press, 2014, Mark D. Vagle

Annotation: Presents a researcher-friendly introduction to the craft of doing phenomenological research; builds on the work of philosophical luminaries as well as three contemporary methodological approaches (Giorgi 2009 descriptive, van Manen 2001 hermeneutic, Dahlberg & Dahlberg, 2008 reflective); presents the author's own post-intentional approach along with practical guidelines and examples of phenomenological writing.

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

Valenzuela, Angela, "Accountability and the Privatization Agenda," pp. 263-294 in Angela Valenzuela, ed., Leaving Children Behind: How "Texas-Style" Accountability Fails Latino Youth. Albany, NY: State University of New York Press, 2005., Angela Valenzuela

Annotation: Documents the politics of the Texas legislation on school accountability and testing in 2003, and its relation to the conservative movement supporting educational privatization and vouchers.

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

Vallance, Elizabeth, "A Deadpan Look at Humor in Curriculum Discourse (Or, the Serious Versus the Solemn in Education)," Curriculum Inquiry, 10(Summer, 1980), 179-189., Elizabeth Vallance

Annotation: Discusses the value of humor in overly serious AERA presentations.

Broad Topical Focus: Curriculum Conceptions and Theories, Inquiry Language in Curriculum Research, Publication Outlets for Curriculum Research and Inquiry
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Discourse Analysis

Vallance, Elizabeth, "Aesthetic Inquiry: Art Criticism," pp. 155-172 in Edmund C. Short, ed., Forms of Curriculum Inquiry . Albany, NY: SUNY Press, 1991.*, Elizabeth Vallance

Annotation: Describes the processes of aesthetic inquiry in curriculum.

Broad Topical Focus: Curriculum Definitions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism
Type of Study: Single Study
Narrow Topic: Knowledge Generation

Vallance, Elizabeth, "A Second Look at Conflicting Conceptions of Curriculum," Theory Into Practice, 25(Winter, 1986), 24-30., Elizabeth Vallance

Annotation: Reviews and critiques the 1973 categories of curriculum conceptions (Eisner and Vallance, 1973) and adds two new conceptions.

Broad Topical Focus: Curriculum Definitions,Curriculum Conceptions and Theories,Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Philosophical Inquiry-Ampliative Criticism,Normative Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum

Vallance, Elizabeth, "Backward-Looking Criticism as a Forward-Looking Concept: Response to Walter Werner," Curriculum Inquiry, 10(Summer, 1980), 143-154., Elizabeth Vallance

Annotation: Contrasts reductive criticism with artistic criticism.

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

Vallance, Elizabeth, "Focus on Students in Curriculum Knowledge: A Critique of Curriculum Criticism," pp. 37-43 in William H. Schubert and Ann L. Schubert, eds., Conceptions of Curriculum Knowledge: Focus on Students and Teachers . University Park, PA: College of Education, Penn State University, 1982., Elizabeth Vallance

Annotation: Calls for curriculum criticism to be done by students themselves since they have the experience of the curriculum.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry, Aesthetic Inquiry and Curriculum Criticism
Type of Study: Single Study
Narrow Topic: Curriculum as Experience

Vallance, Elizabeth, "Hiding the Hidden Curriculum: An Interpretation of the Language of Justification in Nineteenth Century Educational Reform," Curriculum Theory Network, 4(No. 1, 1973/74), 5-21. Reprinted pp. 590-607 in Arno A. Bellack and Herbert M. Kliebard, eds., Curriculum and Evaluation . Berkeley, CA: McCutchan, 1977.*, Elizabeth Vallance

Annotation: Traces the historical evidence for the hidden curriculum.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Hidden Curriculum

Vallance, Elizabeth, "Scanning Horizons and Looking at Weeds: A Critical Description of 'The Great Plains Experience'," pp. 140-160 in George Willis, ed., Qualitative Evaluation. Berkeley, CA: McCutchan, 1978., Elizabeth Vallance

Annotation: Presents an educational criticism of a distance learning course in which the author portrays its qualities.

Broad Topical Focus: 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: Evaluation of Instruction

Vallance, Elizabeth, "The Critic's Perspective: Some Strengths and Limitations of Aesthetic Criticism in Education," Curriculum Perspectives, 3(October, 1983), 23-27.*, Elizabeth Vallance

Annotation: Critiques the use of aesthetic criticism in educational studies.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Evaluation
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: Knowledge Generation

Vallance, Elizabeth, "The Hidden Curriculum and Qualitative Inquiry as States of Mind," Journal of Education (Boston University), 162(Winter, 1980), 138-151.*, Elizabeth Vallance

Annotation: Shows how quanlitative inquiry can be used to study the hidden curriculum.

Broad Topical Focus: Defining Curriculum Research Questions, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Hidden Curriculum, Curriculum as Experience

Vallance, Elizabeth, "The Practical Uses of Curriculum Theory," Theory Into Practice, 21(Winter, 1982), 4-10., Elizabeth Vallance

Annotation: Discusses the practical uses of curriculum theory with stress on analysis of real situations.

Broad Topical Focus: Curriculum Conceptions and Theories, Relation of Curriculum Research to Practice
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, Teacher Knowledge

Vallance, Elizabeth, "The Public Curriculum of Orderly Images," Educational Researcher, 24(March, 1995), 4-13., Elizabeth Vallance

Annotation: Describes the curriculum and related planning for the Saint Louis Art Museum by the Director of Education.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Environment

Vallance, Elizabeth, "Ways of Knowing and Curriculum Conceptions: Implications for Program Planning," pp. 199-217 in Elliot W. Eisner, ed., Learning and Teaching the Ways of Knowing, 84th Yearbook of the NSSE, Part II. Chicago, IL: University of Chicago Press, 1985., Elizabeth Vallance

Annotation: Describes four existing systems of curriculum thought and poses a fifith--the ways of knowing--within which curriculum decisions can be oriented.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Conceptions and Theories, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Value Assumptions and Ideologies in Curriculum, Curriculum Deliberation, Curriculum and the Disciplines, Practical Knowledge

Valli, Linda, "Becoming Clerical Workers: Business Education and the Culture of Femininity," pp. 213-234 in Michael W. Apple and Lois Weis, eds., Ideology and Practice in Schooling . Philadelphia, PA: Temple University Press, 1983., Linda Valli

Annotation: Reports a study of women's experiencing office work.

Broad Topical Focus: Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Vocational vs. Liberal Education

Valli, Linda, Robert G. Croninger, Marilyn J. Chambliss, Anna O. Graeber,and Daria Buese. Test Driven: High-Stakes Accountability in Elementary Schools. New York: Teachers College Press, 2008., Linda Valli, Robert G. Croninger, Marilyn J. Chambliss, Anna O. Graeber, and Daria Buese

Annotation: Presents data on how high-stakes testing and NCLB affected three elementary schools in the same school district during 2004-2005; teachers' stories are told about the test-taking cultures that developed, how they affected teachers' roles and responsibilities, how the curriculum was affected by the test-taking culture, how professional development changed, and how actual teaching was driven by this culture; key findings and policy recommendations are included with this report.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Evaluation, 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

Citations Citations

van den Akker, Jan, "Building Bridges: How Research May improve Curriculum Policies and Classroom Practices," pp. 175-195 in Sheila M. Stoney, Ed., Beyond Lisbon 2010: Perspectives from Research and Development for Education Policy in Europe. CIDREE and NFER, 2010., Jan van den Akker

Annotation: Explores ways that design and development research (D&DR) can strengthen curriculum policy making and classroom practices; reiterates the author's 2003 conceptualization of curriculum and curriculum development strategies; sets out key features of curriculum design and development research (preliminary investigation, theoretical embedding, empirical testing, documentation, analysis and refection on process and outcomes, evaluation); gives general format that design principles derived through this process should take; encourages international sharing of curriculum D&DR findings.

Broad Topical Focus: Relation of Curriculum Research to Practice, Curriculum Develpment, Organizaion, Design, Curricuum Research Domains and Structure, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Development as Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum Development Strategies

Single Studies Single Studies

van den Akker, Jan, "Curriculum Perspectives: An Introduction," pp. 1-10 in Jan van den Akker, Wilmad Kuiper, and Uwe Hameyer, eds., Curriculum Landscapes and Trends. Dordrecht: Kluwer Academic Publishers, 2003., Jan van den Akker

Annotation: Conceptualizes curriculum levels, components, and development strategies in a spider web model.

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

van den Akker, Jan, "Principles and Methods of Development Research," pp. 1-14 in Jan van den Akker, Robert M. Branch, Kent Gustafson, Nienke Nieveen, and Tjeerd Plomp, eds., Design Approaches and Tools in Education and Training. Dordrecht: Kluwer Academic Publishers, 1999., Jan van den Akker

Annotation: Defines and conceptualizes development research, compares this to other research approaches, discusses its methods and challenges.

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: Knowledge Generation, Curriculum Development Strategies

van den Akker, Jan, "The Potential of Development Research for Improving the Relation Between Curriculum Research and Curriculum Development," pp. 37-53 in Moritz Rosenmund, Anna-Verena Fries, and Werner Heller, eds., Comparing Curriculum-Making Processes. New York: Peter Lang, 2002., Jan van den Akker

Annotation: Describes the purposes and processes involved in doing development research and contrasts these with those of curriculum development at the practical level.

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, Comparative Curriculum, Curriculum Development Strategies

Vandenberg, Brian, "Play as Curriculum," The Journal of Curriculum Theorizing, 1(Summer, 1979), 229-237., Brian Vandenberg

Annotation: Portrays play as curriculum and defends this view.

Broad Topical Focus: Curriculum Enactment and Teaching, 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: Curriculum as Experience, Early Childhood Curriculum

Vandenberg, Donald, "Researching Lived Experience: A Review Essay," Educational Theory , 42(Winter, 1992), 119-126.*, Donald Vandenberg

Annotation: Critiques a book by Max Van Manen on methods of phenomenological research.

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

Citations Citations

van de Oudeweetering, Karmijn, and Joke Voogt, "Teachers' Conceptualization and the Enacdtment of Twenty-First Century Competences: Exploring Dimensions for New Curricula," The Curriculum Journal, 29(No. 1, 2018), 116-133., Karmijn van de Oudeweetering and Joke Voogt

Annotation: Reports a study of teachers' targeting their instruction toward specified competences found in five published sets of twenty-first century competences; findings fell into six dimensions that were studied for time and emphasis; draws implications for practice and research.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: SIngle Study
Narrow Topic: Content Selection and Organization, Curriculum Aims and Objectives

Single Studies Single Studies

van Geel, Tyll, "The New Law of the Curriculum," pp. 25-71 in Jon Schaffarizick and Gary Sykes, eds., Value Conflicts and Curriculum Issues: Lessons from Research and Experience . Berkeley, CA: McCutchan, 1979., Geel Tyll van

Annotation: Shows how both federal courts and Congress legislate curriculum and how agencies interpret these laws; discusses similar actions at the state level; shows how local control has been altered.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Deliberative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation, Local Control of Schooling, Freedom/Authority and Curriculum

Van Lohuizen, and C. W. Wali, "Knowledge Management and Policy-Making," Knowlege: Creation, Diffusion, Utilization, 8(September, 1986), 12-38., Lohuizen Van and C. W. Wali

Annotation: Discusses policy making and the role knowledge plays in it.

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

Van Manen, Max, "An Experiment in Educational Theorizing: The Utrecht School," Interchange, 10(No. 1, 1978/1979), 48-66., Manen Max Van

Annotation: Describes the contributions of the Utrecht School of theorizing in education and their use in the curriculum field.

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

Van Manen, Max, "Beyond Assumptions: Shifting the Limits of Action Research," Theory Into Practice, 29(Summer, 1990), 152-158., Manen Max Van

Annotation: Analyzes assumptions frequently found in doing action research and outlines the functions of pedagogical thought and action.

Broad Topical Focus: Inquiry Language in Curriculum Research, Curriculum Enactment and Teaching
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum Aims and Objectives

Van Manen, Max, "Edifying Theory, Serving the Good," Theory into Practice, 21 (Winter, 1982), 44-49., Manen Max Van

Annotation: Sets forth curriculum theory that edifies children through teachers' lives.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay,Normative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Values in the Classroom, Curriculum Theory Creation and Uses, Teaching/Learning Process

Van Manen, Max, "Language of Deep Structure in Curriculum Inquiry," pp. 43-59 in Kenneth Reeder and Donald Wilson, eds., Language, Culture, and Curriculum . Vancouver: Center for the Study of Curriculum and Instruction, University of British Columbia, 1978., Manen Max Van

Annotation: Explains how to do phenomenological inquiry into the deep structure of curricular experience.

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

Van Manen, Max, "Linking Ways of Knowing with Ways of Being Practical," Curriculum Inquiry, 6(No. 3, 1977), 205-228.*, Manen Max Van

Annotation: Discusses the practical as effective control, as communicative understanding, and as critical reflection; lays out forms of knowledge related to each conception.

Broad Topical Focus: Relation of Curriculum Research to Practice, Curriculum Inquiry Guidelines, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Philosophical Inquiry-Speculative Essay, Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Practical Knowledge, Comparisons Among Inquiry Modes

Van Manen, Max, "Objective Inquiry Into Structures of Subjectivity," The Journal of Curriculum Theorizing, 1(Winter, 1979), 44-64.*, Manen Max Van

Annotation: Demonstrates the use of situation analysis of life-world phenomena and implications for curriculum and teaching.

Van Manen, Max, "Pedagogy, Virtue, and Narrative Identity in Teaching," Curriculum Inquiry, 24(Summer, 1994), 135-170., Manen Max Van

Annotation: Describes the pedagogical relation and the virtues or qualities of teaching.

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: Conceptions of Teaching

Van Manen, Max, "Phenomenological Pedagogy," Curriculum Inquiry, 12(Fall, 1982), 282-299.*, Manen Max Van

Annotation: Explicates a form of pedagogic competence that accounts for understanding the experiences of children and explains how phenomenological methods of research can elicit this understanding.

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

Van Manen, Max, "Practicing Phenomenological Writing," Phenomenology+Pedagogy, 2(No. 1, 1984), 36-69.*, Manen Max Van

Annotation: Gives process through which one may write up phenomenological research.

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