Type of Study - Single Study

 

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Single Studies

 

Beane, James, "On the Shoulders of Giants! The Case for Curriculum Integration," Middle School Journal, 28 (September, 1996), 6-1, followed by a related article by Paul George., James Beane

Annotation: Sums up the case for real integration of the curriculum.

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

 

Beane, James A., "A Common Core of a Different Sort: Putting Democracy at the Center of the Curriculum," Middle School Journal, 44(No. 3, 2013), 6-14., James A. Beane

Annotation: Traces the history of 20th century curriculum trends related to common learnings; analyzes the features of the Common Core State Standards of the early 21st century which emphasizes college preparation and employability for the global economy; poses a third way that emphasizes a democratic core reminiscent of the core curriculum of the 1930s/1940s; discusses common core and middle level education.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Middle School Curriculum, Core Mandates, Curriculum Integration

 

Beane, James A., A Middle School Curriculum: From Rhetoric to Reality, 2nd ed., Columbus, OH: National Middle School Association, 1993., James A. Beane

Annotation: Presents a rationale and a set of guidelines for a middle school curriculum designed to meet the challenges of early adolescents.

Broad Topical Focus: Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Middle School Curriculum, Curriculum Integration, Content Selection and Organization

 

Beane, James A., "Creating an Integrated Curriculum: Making the Connections," NASSP Bulletin, 76(November, 1992), 46-54., James A. Beane

Annotation: Clarifies terminology related to integrative models of curriculum organization and their use.

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: Curriculum Integration

 

Beane, James A., Curriculum Integration: Designing the Core of Democration Education. New York: Teachers College Press, 1997., James A. Beane

Annotation: Makes the case for curriculum integration across subjects as a form of curriculum design.

Broad Topical Focus: Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Integration, Democratic Education, Content Selection and Organization

 

Beane, James A., "Introduction: What is a Coherent Curriculum?" pp. 1-14 , and "Conclusion: Towards a Coherent Curriculum," pp. 170-176 in James A. Beane, ed., Toward a Coherent Curriculum. Alexandria, VA: Association for Supervision and Curriculum Development, 1995., James A. Beane

Annotation: Analyzes coherence and incoherence in curriculum design and in the experience of curriculum by students and others; explores ways to create coherence.

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: Curriculum Development Strategies

 

Beattie, Catherine, "Action Research: A Practice in Need of Theory," pp. 110-120 in Geoffrey Milburn, Ivor F. Goodson, and Robert J. Clark, eds., Re-Interpreting Curriculum Research: Images and Arguments . Philadelphia: Falmer, 1989., Catherine Beattie

Annotation: Discusses the nature of theory needed within action research.

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

 

Beattie, Catherine, "Judging the Worth of Curriculum Materials: A Preview Approach," Journal of Curriculum Studies, 18(July-September, 1986), 299-309.*, Catherine Beattie

Annotation: Formulates criteria for judging the potential worth of curriculum materials and applies them to 3 multi-media kits.

Broad Topical Focus: Curriculum Guides, Plans, Documents, Materials
Source Discipline: Curriculum
Mode of Inquiry in the Study: Evaluative Inquiry, Content Analysis
Type of Study: Single Study
Narrow Topic: Materials Development and Evaluation, Comparative Curriculum

 

Beattie, Catherine, "The Case for Teacher Directed Curriculum Evaluation," Journal of Curriculum Theorizing, 6(Spring, 1986), 56-73., Catherine Beattie

Annotation: Reviews the literature on the role of teachers in curriculum evaluation and discusses implications.

Broad Topical Focus: Curriculum Evaluation, 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, Teacher Knowledge, Teacher Research

 

Beauchamp, George A., "A Hard Look at Curriculum," Educational Leadership, 35 (February, 1978), 404-409., George A. Beauchamp

Annotation: Examines curriculum design, planning, development, improvement, implementation, and evaluation as they relate to curriculum theory and definitions.

Broad Topical Focus: Curriculum Conceptions and Theories,Curriculum Development, Organization, Design,Curriculum Research Domains and Structure,Curriculum Definitions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses

 

Beauchamp, George A., "Basic Components of a Curriculum Theory," Curriculum Theory Network, 10(Fall, 1972), 16-22., George A. Beauchamp

Annotation: Analyzes the basic components of curriculum theory; critiques of this article appear in CTN (No. 1, 1973-74), 56-59.

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

 

Beauchamp, George A., Curriculum Theory , 4th Edition. Itasca, IL: Peacock, 1981., George A. Beauchamp

Annotation: Provides an extended analysis of curriculum theory and theory building and offers a theory of his own; describes curriculum design, engineering, values in curriculum, and curriculum as a field of study.

Broad Topical Focus: Curriculum Conceptions and Theories,Curriculum Research Domains and Structure,Curriculum Theorists,Curriculum Definitions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses

 

Beauchamp, George A., "Curriculum Theory: Meaning, Development, and Use," Theory into Practice, 21 (Winter, 1982), 23-27., George A. Beauchamp

Annotation: Defines curriculum theory and describes how to build theory; discusses functions of curriculum theory; draws on ideas from his 1981 book.

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

 

Beauchamp, George A., "Curriculum Thinking," pp. 18-29 in Fenwick W. English, ed., Fundamental Curriculum Decisions. 1983 ASCD Yearbook. Alexandria, VA: ASCE, 1983. Reprinted pp. 555-567 in James R. Gress, ed., Curriculum: An Introduction to the Field . Berkeley, CA: McCutchan, 1988., George A. Beauchamp

Annotation: Notes three uses of the word "curriculum"--content, process activities (planning, implementing, and evaluating), and curriculum as a field of study; analyzes the language used with each of these.

Broad Topical Focus: Curriculum Definitions,Curriculum Conceptions and Theories,Curriculum Research and Inquiry-General,Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies

 

Beauchamp, Larry, and Jim Parsons, "The Curriculum of Student Teacher Evaluation," Journal of Curriculum Theorizing , 9 (Spring, 1989), 125-171.*, Larry Beauchamp and Jim Parsons

Annotation: Examines critically a student teacher evaluation form used in a teacher education institution.

Broad Topical Focus: Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Evaluation, Teacher Education, Student Assessment

 

Begg, Andrew J. C., Emerging Curriculum. Rotterdam: Sense Publishers,2008., Andrew J. C. Begg

Annotation: Provides an autobiographical narrative of this New Zealand educator's emerging views of curriculum; focuses his report on selected incidents in teaching mathematics, writing textbooks, developing curriculum, teaching teachers, researching curriculum, and comparing international curricula; concludes with how he understands curriculum now.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Guides, Plans, Documents, Materials
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Frameworks, Curriculum Development Strategies, Comparative Curriculum, Knowledge Generation, Qualitative Research

 

Behar, Linda, and Allan Ornstein, "An Overview of Curriculum: The Theory and Practice," NASSP Bulletin, 76(November, 1992), 32-44.*, Linda Behar and Allan Ornstein

Annotation: Reports an empirical study comparing teachers' and professors of curriculum's views of the importance of various curriculum practices within selected systems and domains of curriculum.

Broad Topical Focus: Curriculum Research Domains and Structure, Curriculum Conceptions and Theories, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Professors, Teacher Knowledge

 

Behar, Linda S., "An Empirical Analysis of Curriculum Domains: Implications for Program Development and Evaluation," Peabody Journal of Education, 69(Summer, 1994), 100-112., Linda S. Behar

Annotation: Reports an empirical study of 9 curriculum domains and 55 related curriculum practices and their importance as identified by rural and urban teachers. Related report in The High School Journal, April-May, 1994.

Broad Topical Focus: Curriculum Research Domains and Structure, Curriculum Development, Organization, Design, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Knowledge

 

Behar, Linda S., and Paul S. George, "Teachers' Use of Curriculum Knowledge," Peabody Journal of Education, 69(Spring, 1994), 48-69.*, Linda S. Behar and Paul S. George

Annotation: Reports a study of teachers', department heads', students', and parents' views of implementation of a high school Curriculum Differentiation Project (honors and regular programs).

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Change, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Implementation, Secondary School Curriculum, Curriculum Differentiation

 

Behar, Linda S., and Allan Ornstein, "Domains of Curriculum Knowledge: An Empirical Analysis," The High School Journal, 77(April-May, 1994), 322-329.*, Linda S. Behar and Allan Ornstein

Annotation: Identifies nine domains (encompassing 55 curriculum practices) of curriculum knowledge and work that should be possessed by general curriuculum specialists as seen by teachers in Illinois and Florida.

Broad Topical Focus: Curriculum Research Domains and Structure, Curriculum Development, Organization, Design, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Specialists in Schools, Teacher Knowledge

Citations

 

Beier, Jessie L, "1976: Toward a Weird(er) 'Poor Curriculum'," pp. 150-151 in Teresa Strong-Wilson, et al., eds, Provoking Curriculum Encounters Across Educational Experience. New York: Routledge, 2020., Jessie L. Beier

Annotation: Illuminates and reflects on the key ideas of Pinar and Grumet's 1976 book, Toward a Poor Curriculum and its later editions; these pages appear as a part of a larger treatment by the author, subtitled, "Close Encounters of a Pedagogical Kind.'"

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: Classics in Curriculum Literature, Curriculum as Experience

Single Studies

 

Beittel, Kenneth R., Alternatives for Art Education Research: Inquiry into the Making of Art . Dubuque, IA: Wm. C. Brown Co, 1973., Kenneth R. Beittel

Annotation: Presents presentational, historical, and interpretive modes for the. making of art and closes with an evaluation and critque of presentational, phenomenological, and contextualist alternatives for inquiry into the making of art.

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

 

Bellack, Arno A., "Selection and Organization of Curriculum Content: An Analysis," pp. 97-126 in What Shall theHigh Schools Teach? 1956 ASCD Yearbook. Washington, DC: Association for Supervision and Curriculum Development, 1956., Arno A. Bellack

Annotation: Discusses the culture as source of curriculum content, content's relation to purposes of schooling (life functions, the disciplines), and content's relation to methods of teaching; advantages and disadvantages of each approach are given.

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

 

Bellack, Arno A., "The Structure of Knowledge and the Structure of the Curriculum," pp. 25-40 in Dwayne Huebner, ed., A Reassessment of the Curriculum. New York: Bureau of Publications, Teachers College, Columbia University, 1964. Reprinted pp. 222-236 in Arno A. Bellack and Herbert M. Kliebard, eds., Curriculum and Evaluation . Berkeley, CA: McCutchan, 1977.*, Arno A. Bellack

Annotation: Identifies the relationships among disciplines, among broad areas of knowledge, and between knowledge and public affairs as ways of structuring curriculum.

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

 

Bellah, Robert N., "The Ethical Aims of Social Inquiry," Teachers College Record, 83(Fall, 1981), 1-18., Robert N. Bellah

Annotation: Discusses ethical reflections in social science research.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Ethical Issues in Curriculum

 

Bell, Judith, Doing Your Research Project, 2nd Ed. Bristol, PA: Open University Press, 1993., Judith Bell

Annotation: Presents a basic introduction to generic planning for a research project by graduate students.

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, Programs of Study in Curriculum and Instruction

 

Benavot, Aaron, "Curricular Content, Educational Expansion, and Economic Growth," Comparative Education Review, 36(May,1992), 150-174., Aaron Benavot

Annotation: Examines cross-national empirical evidence of relative economic value of various subjects in the curriculum.

Broad Topical Focus: Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: School Subjects, Comparative Curriculum

 

Benham, Barbara J., "Curriculum Theory in the 1970's: The Reconceptualist Movement," Journal of Curriculum Theorizing, 3(Winter, 1981), 162-170., Barbara J. Benham

Annotation: Reviews the rise and development of the reconceptualist movement in curriculum theory; explains two positions within the movement--existentialist and structuralist-- and the movement's impact.

Broad Topical Focus: Curriculum as a Field of Practice and Study, Curriculum Theorists, Curriculum Inquiry Guidelines, Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Comparisons Among Inquiry Modes

 

Benham, Barbara J., Phil Giesen, and Jeannie Oakes, "A Study of Schooling: Students' Experiences in Schools," Phi Delta Kappan, 61(January, 1980), 337-340., Barbara J. Benham, Phil Giesen, and Jeannie Oakes

Annotation: Reports on the portion of Goodlad's study that reveals the nature of students' experiences in school.

Broad Topical Focus: Curriculum Evaluation, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Experience

Citations

 

Ben-Peretz, Meriam, and Cheryl J. Craig, "Intergenerational Impact and Curriculum Enigma: The Scholarly Legacy of Joseph J. Schwab," Educational Studies, 44(4, 2018), 421-448., Meriam Ben-Peretz and Cheryl J. Craig

Annotation: Traces Joseph J. Schwab's life, scholarly work, and influence in several fields; this study uses the inquiry into inquiry approach.

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

Single Studies

 

Ben-Peretz, Miriam, "Curriculum Analysis as a Tool of Evaluation," pp. 295-307 in Arieh Lewy, and David Nevo, eds., Evaluation Roles in Education . London: Gordon and Breach, 1981., Miriam Ben-Peretz

Annotation: Urges use of materials analysis techniques to evaluate curriculum.

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

 

Ben-Peretz, Miriam, "Curriculum Theory and Practice in Teacher Education Programs," pp. 9-27 in Lilian G. Katz and James D. Raths, eds., Advances in Teacher Education: Volume I . Norwood, NJ: ABLEX, 1984., Miriam Ben-Peretz

Annotation: Presents components of curriculum theory and practice for teachers in preparation programs.

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: Teacher Education, Programs of Study in Curriculum and Instruction

 

Ben-Peretz, Miriam, Policy-Making in Education: A Holistic Approach in Response to Global Changes. Lanham, MD: Rowman & Littlefield, 2009., Miriam Ben-Peretz

Annotation: Gives background of current global changes in demographics, economics, information transfer, and the environment that educational policy-makers must take into account; relates three domains (curriculum, teaching, teacher education) to policy-making in education; describes the author's experiences in education policy-making in Israel along with other examples; presents principles of policy-making in education and proposes a practical four-phase model of policy-making in education.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses

 

Ben-Peretz, Miriam, "The Concept of Curriculum Potential," Curriculum Theory Network, 5(No. 2, 1975), 151-159., Miriam Ben-Peretz

Annotation: Explores the idea of intentions in curriculum development and the potential of curriculum material; analyzes the factors that shape the potential of curriculum materials and their use in curriculum implementation and evaluation.

Broad Topical Focus: Curriculum Evaluation,Defining Curriculum Research Questions,Curriculum Enactment and Teaching,Curriculum Research Domains and Structure,Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Potential, Materials Development and Evaluation, Curriculum Implementation

 

Ben-Peretz, Miriam , and Pinchas Tamir, "What Do Curricular Developers Do?" Curriculum Perspectives, 6(October, 1986), 8-15., Miriam Ben-Peretz and Pinchas Tamir

Annotation: Reports a study of what Israeli curriculum developers in different subject areas do; describes their personal practical knowledge.

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

 

Benson, Garth D., and Bryant E. Griffith, "The Process of Knowing in Curriculum," JGE: The Journal of General Education, 40(1991), 24-33., Garth D. Benson and Bryant E. Griffith

Annotation: Argues for a curriculum model based on the process of knowing.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Higher Education Curriculum, Curriculum and the Disciplines

 

Benson, Lee, Ira Harkavy, and John Puckett, Dewey's Dream: Universities and Democracies in an Age of Education Reform. Philadelphia: Temple University Press, 2007., Lee Benson, Ira Harkavy, and John Puckett

Annotation: Describes an effort to inaugurate community schools in Philadelphia in partnership with the University of Pennsylvania; traces the community school concept to Dewey among others.

Broad Topical Focus: Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay, Action Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Democratic Education, Higher Education Curriculum, Literature of Curriculum

 

Bereiter, Carl, "Referent-Centered and Problem-Centered Knowledge: Elements of an Educational Epistemology," Interchange, 23(No. 4, 1992), 337-361.*, Carl Bereiter

Annotation: Discusses the implications of selecting curriculum content around problems rather than topics.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Philosophical Inquiry-Speculative Essay, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Knowledge Generation, Psychology and Curriculum, Curriculum Integration

 

Berkowitz, Marvin W., and Melinda C. Beir, What Works in Character Education? A Research-Driven Guide for Education. Washington, DC: Character Education Partnership, 2005., Marvin W. Berkowitz and Melinda C. Beir

Annotation: Summarizes a study of 33 research studies evaluating character education programs; analyzes their characteristics and effects.

Broad Topical Focus: Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry, Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Character Education

 

Berlak, Ann, and Harold Berlak, "Engaging in Critical Inquiry," pp. 229-275 in their Dilemmas of Schooling: Teaching and Social Change. New York: Methuen, 1981., Ann Berlak and Harold Berlak

Annotation: Gives an overview of five realms of inquiry and the kinds of questions each deals with; shows how critical inquiry deals with such questions; suggests ways sixteen dilemmas (outlined in earlier section of the book) can serve critical inquiry.

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

 

Berlak, Ann, and Harold Berlak, "Toward a Nonhierarchical Approach to School Inquiry and Leadership," Curriculum Inquiry, 13(Fall, 1983), 267-294., Ann Berlak and Harold Berlak

Annotation: Casts a series of dilemmas around which critical inquiry may be used; gives an illustration in a hypothetical elementary school setting.

Broad Topical Focus: Curriculum Research Domains and Structure, Curriculum Inquiry Guidelines, Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teaching/Learning Process

 

Berlak, Harold, "From Local Control to Government and Corporate Takeover of School Curriculum: The NO CHILD LEFT BEHIND Act and the READING FIRST Program," pp. 267-285 in H. Svi Shapiro and David E. Purpel, eds., Critical Social Issues in American Education, 3rd ed. Mahwah, NJ: Lawrence Erlbaum, 2005., Harold Berlak

Annotation: Traces history of NCLB Act and the corporate interests that made its passage possible; points out the damage done to public education by this Act and urges changing these policies

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Curriculum History, Government Role in Educational Research & Development, Local Control of Schooling, Curriculum Standards and Testing

 

Berlak, Harold, "Naturalistic Observation as a Research Instrument in Curriculum Development," Paper delivered at the 1971 AERA Symposium "Participant Observation and Curriculum: Research and Evaluation." ERIC Document ED 050 157., Harold Berlak

Annotation: Describes the use of naturalistic observation in research in curriculum development.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Classroom Observation & Research

 

Berliner, David C., "Educational Research: The Hardest Science of All," Educational Researcher, 31(November, 2002), 18-20., David C. Berliner

Annotation: Critiques the limited view of educational research explicitly deemed acceptable in recent federal education legislation.

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, Government Role in Educational Research & Development

 

Berliner, David C., "MCLB (Much Curriculum Left Behind): A U. S. Calamity in the Making," The Educational Forum, 73(No. 4, 2009), 284-296., David C. Berliner

Annotation: Brings together research that demonstrates the narrowing of the U. S. curriculum that follows from "teaching for the test' and from "excessive testing"; gives examples of alternative policies.

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

 

Berman, Louise M., New Priorities in the Curriculum. Columbus, OH: Charles E. Merrill, 1968., Louise M. Berman

Annotation: Calls for a curriculum to educate persons in eight human processes (perceiving, communicating, loving, knowing, decision making, patterning, creating, and valuing).

Broad Topical Focus: Curriculum Proposals in Coherent Form, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Curriculum as Experience, Classics of Curriculum Literature

 

Berman, Louise M., "Normative Inquiry: Dimensions and Stances," pp. 225-241 in Edmund C. Short, ed., Forms of Curriculum Inquiry . Albany, NY: SUNY Press, 1991.*, Louise M. Berman

Annotation: Describes the processes of normative inquiry in curriculum.

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

 

Berman, Louise M., "Perception, Paradox, and Passion: Curriculum for Community," Theory Into Practice, 25(Winter, 1986), 41-45., Louise M. Berman

Annotation: Mentions norms like paradox, freedom, dialetic (related to settings) and judgment, self as chooser, reasonableness, compassion, commitment (related to qualities of persons).

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

 

Berman, Louise M., "Perspectives and Imperatives: Re-Searching, Rethinking, and Reordering Curriculum Priorities," Journal of Curriculum and Supervision, 1(Fall, 1985), 65-71., Louise M. Berman

Annotation: Identifies ten priorities in curriculum as viewed by the author.

Broad Topical Focus: Curriculum Research Domains and Structure,Curriculum Policies and Policy Making,Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay,Normative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

Berman, Louise M., and Jessie A. Roderick, "Approaches to Creative Curriculum Development," WCCI Forum, IV(December, 1990), 169-175.*, Louise M. Berman and Jessie A. Roderick

Annotation: Posits creative ways of seeing, reflecting, sharing, and acting within curriculum development.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Decision-making Processes, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies

 

Berman, Louise M., and Jessie A. Roderick, "The Relationship Between Curriculum Development and Research Methodology," Journal of Research and Development in Education, 6(Spring, 1973), 3-13., Louise M. Berman and Jessie A. Roderick

Annotation: Proposes research procedures for studying transactive teaching-learning situations; proposes six characteristics of curriculum design based on this view.

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

 

Bernhardt, Victoria L., "No Schools Left Behind," Educational Leadership, 60(February, 2003), 26-30., Victoria L. Bernhardt

Annotation: Provides a schema for generating evaluative research questions related to four kinds of data, treated singly or in combination: demographics, student learning, perceptions and school processes data.

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

 

Bernstein, Basil, "On the Classification and Framing of Educational Knowledge," pp. 363-392 in Richard Brown, ed., Knowledge, Education, and Cultural Change --Papers on the Sociology of Education . London: Tavistock, 1973., Basil Bernstein

Annotation: Defines two types of curriculum codes (collection, integrated) and related concepts of classification and frame.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Ideology and School Knowledge

 

Bernstein, Basil, "On the Classification and Framing of Educational Knowledge," pp. 47-69 in Michael F. D. Young, Knowledge and Control. London: Collier-Macmillan, 1971. Reprinted pp. 85-115 in Bernstein, Basil, Class, Codes and Control: Volume 3, Towards a Theory of Educational Transmissions, Revised Edition. London: Routledge and Kegan Paul, 1977. *, Basil Bernstein

Annotation: Describes the strengths and weaknesses of the integrated and collection codes that regulate knowledge in the curriculum.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Content Selection and Organization, Curriculum Integration, Comparative Curriculum

 

Bernstein, Basil, and Ulf P. Lundgren, Power Control and Pedagogy . Lund, Sweden: University of Lund, 1982., Basil Bernstein and Ulf P. Lundgren

Annotation: Describes a variety of issues relating pedagogy, power, and control.

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: Ideology and School Knowledge, Curriculum and Politics, Value Assumptions and Ideologies in Curriculum

 

Bernstein, Richard J., The Restructuring of Social and Political Theory, Philadelphia: University of Pennsylvania Press, 1978., Richard J. Bernstein

Annotation: Addresses empirical, analytic (theoretical), phenomenological, and critical approaches to the political and social sciences.

Broad Topical Focus: Curriculum Inquiry Guidelines
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

 

Berry, Kathleen, "Creative Curriculum: The Mythological Roots," WCCI Forum, IV(December, 1990), 70-76.*, Kathleen Berry

Annotation: Contrasts mythos and logos as orientations for curriculum thought, language, and practice.

Broad Topical Focus: Curriculum Development, Organization, Design, 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

 

Berscheid, Ellen, "Interpersonal Modes of Knowing," pp. 60-76 in Elliot W. Eisner, ed., Learning and Teaching the Ways of Knowing, Eighty-fourth Yearbook of the NSSE, Part II. Chicago: University of Chicago Press, 1985., Ellen Berscheid

Annotation: Describes social and interpersonal knowledge and ways these may be developed in classrooms.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Practical Knowledge

 

Best, Edward, "A Failure in Communication," Studies in Philosophy and Education, 3(Spring, 1964), 163-184., Edward Best

Annotation: Argues for the identification and examination of prescriptive premises in educational theories.

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

 

Best, Steven, and Douglas Kellner, Postmodern Theory: Critical Interrogations. New York: Guilford, 1991., Steven Best and Douglas Kellner

Annotation: Sets forth and critiques positions taken by various postmodern theorists; Foucault, Deleuze, Guattare, Baudrillard, Lyotard, Jameson, and Habermas; indicates how modernist and postmodernist weaknesses can be overcome in a new reconstructed critical social theroy.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum, Comparisons Among Inquiry Modes

 

Beyer, Landon E., "Aesthetic Curriculum and Cultural Reproduction," pp. 89-113 in Michael W. Apple and Lois Weis, eds., Ideology and Practice in Schooling . Philadelphia: Temple University Press, 1983., Landon E. Beyer

Annotation: Describes the CEMREL arts program, its content, and its ideological orientation.

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: Aesthetics and Curriculum, Ideology and School Knowledge, Art Education

 

Beyer, Landon E., "Aesthetic Theory and the Ideology of Educational Institutions," Curriculum Inquiry, 9(Spring, 1979), 13-26., Landon E. Beyer

Annotation: Discusses some issues in aesthetic theory in education focusing primarily upon ideology.

Broad Topical Focus: Curriculum Conceptions and Theories, Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism
Type of Study: Single Study
Narrow Topic: Aesthetics and Curriculum, Ideology and School Knowledge, Value Assumptions and Ideologies in Curriculum

 

Beyer, Landon E., "Art and Society: Toward New Directions in Aesthetic Education," Journal of Curriculum Theorizing, 7(No. 2, 1987), 72-98., Landon E. Beyer

Annotation: Outlines an alternative conception of curriculum theory and development in the arts based on the view that cultural production and social action must be a significant part of education.

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: Aesthetics Education

 

Beyer, Landon E., "Art and Society: Toward New Directions in Aesthetic Education," pp. 380-399 in William F. Pinar, ed., Contemporary Curriculum Discourses . Scottsdale, AZ: Gorsuch Scarisbrick, 1988., Landon E. Beyer

Annotation: Reviews classical and Marxist notions of art and art education; suggests six changes that must occur if art education is to be appropriately placed in the curriculum.

Broad Topical Focus: Curriculum Policies and Policy Making,Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry,Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Art Education, Value Assumptions and Ideologies in Curriculum

 

Beyer, Landon E., "Community, Identity, and a Sense of Hope." JCT: Journal of Curriculum Theorizing, 13(Winter, 1997), 50-52., Landon E. Beyer

Annotation: Gives a personal reflection on the value and meaning of participating in the "Bergamo Conference" on curriculum theorizing over the years from 1982-1997.

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

 

Beyer, Landon E., "Educational Reform: The Political Roots of National Risk," Curriculum Inquiry, 15(Spring, 1985), 37-56., Landon E. Beyer

Annotation: Analyzes the reports alleging risk in education and uncovers their political roots.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Ideology and School Knowledge, Criticism of Schooling

 

Beyer, Landon E., "Education and Cultural Reproduction," pp. 47 - 65 in his The Arts, Popular Culture, and Social Change. New York: Peter Lang, 2000.*, Landon E. Beyer

Annotation: Discusses in a critical framework how what is included (and excluded) in curriculum is determined by those in power.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Contexts and Societal Influences, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Ideology and School Knowledge

 

Beyer, Landon E., "Field Experience, Ideology, and the Development of Critical Reflectivity," Journal of Teacher Education, 35(May-June, 1984), 36-41., Landon E. Beyer

Annotation: Describes the Knox College elementary teacher preparation program that involves critical reflection and a different kind of field experience.

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

 

Beyer, Landon E., "Ideology and Aesthetic Education," Paper given at AERA, Boston, 1980, ERIC Document No. ED 194 395., Landon E. Beyer

Annotation: Analyzes the CEMREL aesthetics education program.

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: Aesthetics and Curriculum, Ideology and School Knowledge, Art Education

 

Beyer, Landon E., "Ideology, Social Efficiency and Curriculum Inquiry: An Essay Response to Franklin's 'The Social Efficiency Movement Reconsidered'," Curriculum Inquiry, 12(Fall, 1982), 305-316.*, Landon E. Beyer

Annotation: Takes issue with Franklin's view of the relation between curriculum theory and practice as stated in pp. 9-33, same volume of Curriculum Inquiry.

Broad Topical Focus: Curriculum Change, Relation of Curriculum Research to Practice, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Historical Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Social Efficiency/Control, Value Assumptions and Ideologies in Curriculum, Knowledge Generation

 

Beyer, Landon E., "Political Notes and Notices," Journal of Curriculum Theorizing, 2(Summer, 1985), 150-161.*, Landon E. Beyer

Annotation: Offers an argument for political activity by educators with several examples.

Broad Topical Focus: Curriculum Conceptions and Theories, 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 and Politics, Professionalization in Curriculum, Value Assumptions and Ideologies in Curriculum

 

Beyer, Landon E., "Schooling for the Culture of Democracy," pp. 219-238 in Landon E. Beyer and Michael W. Apple, eds., The Curriculum: Problems, Politics, and Possibilities . Albany, NY: State University of New York Press, 1988., Landon E. Beyer

Annotation: Examines the role of schools in a democracy, moral discourse, and changing views of democracy; discusses ways critical inquiry in curriculum has dominated the study of various inequalities in schools.

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: Curriculum Aims and Objectives, Democratic Education, Curriculum as Experience

 

Beyer, Landon E., "The Aims of Schooling: Marketization, Democracy, and the Public Good," Educational Foundations, 8(Fall, 1994), 43-58., Landon E. Beyer

Annotation: Contrasts aims of schooling based on market values and those based on democratic and public values.

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

 

Beyer, Landon E., The Arts, Popular Culture, and Social Change. New York: Peter Lang, 2000., Landon E. Beyer

Annotation: Contains seven essays on aesthetic theory, curriculum, school practice, and teacher education; makes the case for the critical perspective on the arts.

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

 

Beyer, Landon E., "The Curriculum, Social Context, and 'Political Correctness'," Journal of General Education, 43(No. 1, 1994), 1-31.*, Landon E. Beyer

Annotation: Argues against the contemporary conservative views of curriculum in higher education that accept a singular view of truth, reality, or certainty; critiques those views in terms of philosophical and contextual criteria.

Broad Topical Focus: 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: Ideology and School Knowledge, Liberal Education/General Education, Higher Education Curriculum, Curriculum and Politics, Multicultural Education, Knowledge Generation

 

Beyer, Landon E., "The Parameters of Educational Inquiry," Curriculum Inquiry, 16(Spring, 1986), 87-114., Landon E. Beyer

Annotation: Reviews Feinberg's Understanding Education and its multiple perspectives on educational inquiry.

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

 

Beyer, Landon E., "The Reconstruction of Knowledge and Educational Studies," Journal of Education, 168(No. 2, 1986), 113-135.*, Landon E. Beyer

Annotation: Traces the epistemological foundations of educational theory and the current reorientation in inquiry in teacher education and curriculum.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Conceptions and Theories, Curriculum Research and Inquiry-General, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry, Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teacher Education, Value Assumptions and Ideologies in Curriculum, Philosophical Schools, Curriculum Theory Creation and Uses

 

Beyer, Landon E., "The Value of Critical Perspective in Teacher Education," Journal of Teacher Education, 52(March, 2001), 151-163., Landon E. Beyer

Annotation: Discusses the role of critical theory in education and in teacher education in particular; describes the teacher education program at Indiana University within this critical perspective.

Broad Topical Focus: Curriculum Conceptions and Theories, 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: Teacher Education

 

Beyer, Landon E., and Michael W. Apple, "Values and Politics in the Curriculum," pp. 3-16 in Landon E. Beyer and Michael W. Apple, eds., The Curriculum: Problems, Politics, and Possibilities . Albany, NY: State University of New York Press, 1988. Also pp. 1-17 in second edition, 1998., Landon E. Beyer and Michael W. Apple

Annotation: Introduces the book's essays and places them historically within the curriculum field's perennial and complex questions.

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 and Politics, Value Assumptions and Ideologies in Curriculum

 

Beyer, Landon E., and Daniel P. Liston, Curriculum in Conflict: Social Visions, Educational Agendas, and Progressive School Reform. New York: Teachers College Press, 1996., Landon E. Beyer and Daniel P. Liston

Annotation: Analyzes the educational positions associated with the new right, modern liberals, radicals, and postmodernists and then develops a new position -- new progressivism -- with an associated view of curriculum.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Proposals in Coherent Form, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Value Assumptions and Ideologies in Curriculum, Philosophical Schools

 

Beyer, Landon E., and Daniel P. Liston, "Discourse or Moral Action? A Critique of Postmodernism," Educational Theory, 42(Fall,1992), 371-393., Landon E. Beyer and Daniel P. Liston

Annotation: Discusses criticisms of postmodern curriculum theory and the implications for curriculum deliberation.

Broad Topical Focus: Curriculum Decision-making Processes, Inquiry Language in Curriculum Research, 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 Deliberation, Value Assumptions and Ideologies in Curriculum

 

Beyer, Landon E., and George H. Wood, "Critical Inquiry and Moral Action in Education," Educational Theory, 36(Winter, 1986), 1-14., Landon E. Beyer and George H. Wood

Annotation: Addresses equality, democracy, and autonomy as key norms in education for moral action.

Broad Topical Focus: Curriculum Policies and Policy Making,Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Ethical Issues in Curriculum

 

Bhattacharya, Asoke, Paulo Freire: Rousseau of the Twentieth Century. Rotterdam: Sense Publishers, 2011., Asoke Bhattacharya

Annotation: Re-presents the various ideas and writings on education by Paulo Freire against the backdrop of Brazilian history and culture and of Freire's own life story; quotes and comments on several of Freire's published works; interprets them and his teachings both in Brazil, in Chile, and in his speaking around the world; offers commentaries on Freire by essayists from three recent book collections; provides a masterful, intelligible grasp of Freire and his ideas in one convenient volume.

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

 

Bhola, H. S., "Equivalent Curriculum Construction as Situated Discourse: A Case in the Context of Adult Education in Namibia," Curriculum Inquiry, 29(Winter, 1999), 459-484., H. S. Bhola

Annotation: Offers a model of curriculum development as the development of discourse in a situation as texts (as contrasted with outcomes-based education), illustrated in the context of adult education in Namibia.

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, Comparative Curriculum

Citations

 

Bialystok, Lauren, " 'My Child, My Choice'? Mandatory Curriculum, Sex, and the Conscience of Parents," Educational Theory, 68(No. 1, 2018), 11-29., Lauren Bialystok

Annotation: Analyzes the issues involved in parents' opting their children out of certain sex education topics vs the rights of civil society to support the rights of children to a comprehensive sex education curriculum.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry--Speculative Essay, Content Analysis, Philosopical Inquiry--Ampliative Criticism
Type of Study: SIngle Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Physical Education, Hidden Curriculum, Ethical Issues in Curriculum, Curriculum Aims and Objectives

Single Studies

 

Bickman, Martin, Minding American Education: Reclaiming the Tradition of Active Learning. New York: Teachers College Press, 2003., Martin Bickman

Annotation: Traces the antecedents in American thought on education of the contemporary view of what the author calls "active learning and thinking" (as opposed to forcing, filling, testing children with abstractions); treats Emerson, Thoreau, Dewey, etc.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Theorists, Curriculum Proposals in Coherent Form, Curriculum Development, Organization, Design, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Value Assumptions and Ideologies in Curriculum, Open Education

 

Biddle, Bruce J., "Better Ideas: Expanding Funding for Educational Research," Educational Researcher, 25 (December, 1996), 12-14. *, Bruce J. Biddle

Annotation: Makes the case for funding educational research.

Broad Topical Focus: 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 Utilization

 

Biesta, Gert, "Education and the Democratic Person: Toward a Political Conception of Democratic Education," Teachers College Record, 109(March, 2007), 740-769., Gert Biesta

Annotation: Distinguishes eduction "for" democracy from education "through" democracy and explicates the intellectual background for the latter as the preferred mode.

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

Citations

 

Biesta, Gert, "How Genreal Can Bildung Be? Reflections on the Future of a Modern Educational Ideal," British Journal of Philosophy of Education, 36(3,2002), 377-390.Reprinted pp. 23-38 In Gert Biesta, Obstinate Education. Boston: Brill Sense, 2019., Gert Biesta

Annotation: Explains the evolution of the term Bildung as a prelude for discussing the question stated in the title.

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

Single Studies

 

Biesta, Gert, "Pragmatising the Curriculum: Bringing Knowledge Back into the Curriculum Conversation, but Via Pragmatism," The Curriculum Journal, 25(No. 1, 2014), 29-49., Gert Biesta

Annotation: Analyzes Dewey's transactional theory of knowing; draws implications for curriculum decision-making; other related articles follow.

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

 

Biesta, Gert, "Why 'What Works' Won't Work: Evidence-Based Practice and the Democratic Deficit in Educational Research," Educational Theory, 57(No. 1, 2007), 1-22., Gert Biesta

Annotation: Critiques the arguments for limiting educational practices to those supported by evidence of success in achieving goals; explains why actions based on research require democratic deliberation.

Broad Topical Focus: Critique and Utilization of Curriculum Research and Inquiry, Curriculum Research and Inquiry-General, Curriculum Evaluation
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Government Role in Educational Research & Development, Knowledge Utilization

 

Biesta, Gert J. J., and Deborah Osberg,"Beyond Re/Presentation: A Case for Updating the Epistemology of Schooling," Interchange, 38(March, 2007), 15-29., Gert J. J. Biesta and Deborah Osberg

Annotation: Describes with careful analysis a presentational rather than a representational epistemology; ponders what schooling would be like if it relied upon the former rather than the latter; other articles follow on the implications of this thesis (p. 31 and p. 69).

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Knowledge Utilization, Value Assumptions and Ideologies in Curriculum, Content Selection and Organization, Curriculum Aims and Objectives

 

Binder, Amy J., Contentious Curricula: Afrocentrism and Creationism in American Public Schools. Princeton, NJ: Princeton University Press, 2002., Amy J. Binder

Annotation: Traces the challenges to and impact on the curriculum of these two group pressures; draws on cases in six states and one school district.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Curriculum and Politics

 

Blacker, David, "Fanaticism and Schooling in the Democratic State," American Journal of Education, 106(February, 1998), 241-272., David Blacker

Annotation: Defines a circumscribed view of fanaticismn and argues for excluding groups defined by fanaticism from participating in democractic school policy making.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Ideology and School Knowledge

 

Black, Susan, "Is Curriculum on Your Bargaining Table?" The American School Board Journal, 179(April, 1992), 30-33., Susan Black

Annotation: Suggests curriculum matters that can be dealt with in contract bargaining.

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

 

Blades, David W., Procedures of Power and Curriculum Change: Focault and the Quest for Possibilities in Science Education. New York: Peter Lang, 1997., David W. Blades

Annotation: Portrays the personal involvement of the author in changes in Alberta's science programs and shows how Foucault's views on power assist in revealing procedures of power in curriculum change; allegory in Ch. 5 captures the experience.

Broad Topical Focus: Curriculum Change, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Science, Comparative Curriculum, Curriculum and Politics

Article

 

Bleazby, Jennifer, "Why Some School Subjects Have a Higher Status from Others: The Epistemology of the Traditional Curriculum Hierarchy," Oxford Review of Education, 4(15, 2015), 671-689., Jennifer Bleazby

Annotation: Analyzes the sources of this dilemma and reviews alternatives; draws on Dewey's conception of "authentic curriculum."

Broad Topical Focus: Curriculum Develpment, 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

Single Studies

 

Bleich, David, Subjective Criticism . Baltimore, MD: Johns Hopkins University Press, 1978., David Bleich

Annotation: Challenges the assumption of objectivity in literary and aesthetic criticism and analyzes a number of related issues; reveiwed in Curriculum Inquiry 9(4), 1979.

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

 

Block, Alan, "Toward Objectives and Assessment: Means of Control," Journal of the American Association for the Advancement of Curriculum Studies, 8(Spring, 2012), 1-10., Alan Block

Annotation: Reviews the contributions of Ralph Tyler to the role of evaluation in curriculum and instruction as viewed by later curriculum theorists; briefly examines related assumptions.

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

 

Block, Alan A., "By Way of Introduction," pp. 5-31 in his Talmud, Curriculum, and the Practical: Joseph Schwab and the Rabbis. New York: Peter Lang, 2004., Alan A. Block

Annotation: Argues that Schwab's ideas on curriculum might be situated in Jewish Talmud practice.

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 Theory Creation and Uses, Curriculum Deliberation, Value Assumptions and Ideologies in Curriculum, Curriculum Professors

 

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