Type of Study - Single Study
Single Studies
Annotation: Reviews Dewey's theory of experience and argues for looking at students' experience in curriculum.
Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Theorists, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Knowledge Generation
Annotation: Describes the nature of experience in curriculum as defined by Dewey.
Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Experience
Citations
Annotation: Argues for including epistemic performance (aims, ideals, and practices) throughout the curriculum to facilitate the identification and evaluation of false or misleading information; recommends five instructional practices to accomplish this goal.
Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Critical Thinking
Single Studies
Chipley, Donald R., "Rule-Making and Educational Inquiry," Educational Theory, 22 (Spring, 1972), 181-191., Donald R. Chipley
Annotation: Discusses the relation of rule making in curriculum and possible inquiries.
Broad Topical Focus: Curriculum Research Domains and Structure,Curriculum Inquiry Guidelines,Defining Curriculum Research Questions
Source Discipline: Education
Mode of Inquiry in the Study: Normative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Chism, Nancy, Donald Sanders, and Connie Zitlow, "Observations on a Faculty Development Program Based on Practice-Centered Inquiry," Peabody Journal of Education, 64(Spring, 1987), 1-23., Nancy Chism, Donald Sanders, and Connie Zitlow
Annotation: Reports an action research study of a faculty development program in higher education departments.
Broad Topical Focus: Curriculum Inquiry Guidelines, Relation of Curriculum Research to Practice
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Higher Education Curriculum, In-service Teacher Development
Christensen, James E., Curriculum, Education, and Educology . Sydney: Educology Research Associates, 1981., James E. Christensen
Annotation: Employs eleven critical categories to distinguish curriculum, education, and knowledge about education.
Broad Topical Focus: Curriculum Definitions,Curriculum as a Field of Practice and Study,Inquiry Language in Curriculum Research,Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Education as a Field of Study, Educology
Christensen, James E., and James E. Fisher, Organization and Colleges of Education: An Educological Perspective . Sydney: Educology Research Associates, 1983., James E. Christensen and James E. Fisher
Annotation: Formulates a pattern of academic organization for colleges of education based on categories of knowledge about education (educology).
Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Teacher Education, Education as a Field of Study, Content Selection and Organization, Educology
Churchman, Charles West, The Design of Inquiring Systems: Basic Concepts of Systems and Organization . New York: Basic Books, 1971., Charles West Churchman
Annotation: Traces a whole reange of inquiry systems from simple to complex, critiques them, and poses alternatives.
Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Integrative Inquiry, Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Cizek, Gregory J., "Crunchy Granola and the Hegemony of the Narrative," Educational Researcher, 24(March, 1995), 26-28., Gregory J. Cizek
Annotation: Gives a perspective on qualitative research by a quantitative researcher.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Qualitative Research
Clandinin, D. Jean, Classroom Practice: Teacher Images in Action . Philadelphia: Falmer Press, 1986., D. Jean Clandinin
Annotation: Reports a study of teachers' images of classroom practice.
Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry, Action Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Knowledge, Self-Knowledge, Teacher Planning
Annotation: Explores the development of one first-year teacher's personal practical knowledge of teaching.
Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Practical Knowledge, Teacher Knowledge
Clandinin, D. Jean, "Personal Practical Knowledge: A Study of Teachers' Classroom Images," Curriculum Inquiry, 15(Winter, 1985), 361-385., D. Jean Clandinin
Annotation: Reports a study of teachers' personal practical knowledge in the classroom and the images used to characterize the classroom.
Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry, Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Knowledge, Practical Knowledge, Teaching/Learning Process
Clandinin, D. Jean, and F. Michael Connelly, "Inquiry into Schooling: Diverse Perspectives," Journal of Curriculum and Supervision, 2(Summer, 1987), 295-313., D. Jean Clandinin and F. Michael Connelly
Annotation: Describes six inquiry perspectives (analytic, portrait, intentional, structural, societal, narrative).
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Clandinin, D. Jean, and F. Michael Connelly, Narrative Inquiry: Experience and Story in Qualitative Research. San Francisco: Jossey-Bass, 2000., D. Jean Clandinin and F. Michael Connelly
Annotation: Describes what a narrative inquirer does and discusses and illustrates several dimensions of the process.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Qualitative Research
Clandinin, D. Jean, and F. Michael Connelly, "Stories to Live By: Narrative Understandings of School Reform," Curriculum Inquiry, 28(Summer, 1998), 149-164.*, D. Jean Clandinin and F. Michael Connelly
Annotation: Describes the development of the authors' views of narrative as a way of conceptualizing teacher's knowledge; identifies missing elements in prevailing views of school reform as seen by teachers; and conceptualizes a new story that accounts for these elements.
Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teacher Knowledge
Clandinin, D. Jean, and Jerry Rosiek, "Mapping a Landscape of Narrative Inquiry: Borderland Spaces and Tensions," pp. 35-75 in D. Jean Clandinin, ed., Handbook of Narrative Inquiry: Mapping a Methodology. Thousand Oaks, CA: Sage, 2007., D. Jean Clandinin and Jerry Rosiek
Annotation: Situates narrative inquiry within a Deweyan theory of experience; shows how its philosophical assumptions differ from post-positivism, Marxism, and post-structuralism while sharing some of their assumptions.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum
Clark, Charles, "The Necessity of Curricular Objectives," Journal of Curriculum Studies, 20( July-August, 1988), 339-349., Charles Clark
Annotation: Analyzes the role and purposes of curriculum objectives.
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 Aims and Objectives
Clark, David L., and Terry A. Astuto, "The Significance and Permanence of Changes in Federal Education Policy," Educational Researcher, 15(October, 1986), 4-13., David L. Clark and Terry A. Astuto
Annotation: Argues that federal educational policy changed significantly during the Reagan administration and will continue along these lines in the future; analyzes curriculum content, character education, and choice.
Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Education
Mode of Inquiry in the Study: Deliberative Inquiry, Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation
Annotation: Presents and describes a structure for reporting the results of a research synthesis or meta-analysis.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Clark, John A., "Objectivity, Subjectivity, and Relativism in Educational Research," Curriculum Inquiry, 24(Spring, 1994), 81-94., John A. Clark
Annotation: Critiques earlier articles by Eisner, Barone, and Guba in Curriculum Inquiry 22(1) on the subjects in the title; followed by responses by Eisner and Barone.
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, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Clements, Douglas H., "Curriculum Research: Toward a Framework for 'Research-based Curricula," Journal for Research in Mathematics Education, 38(January, 2007), 35-70., Douglas H. Clements
Annotation: Contrasts goals of curriculum development research and of science research; argues the case for curriculum research related to practice, policy, and theory; posits 10 phases for curriculum development research; applies the model to mathematics curriculum; gives ramifications and caveats.
Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research and Inquiry-General
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Development as Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum Development Strategies, Materials Development and Evaluation, Mathematics
Clements, Millard, "Performance Based Education: A Social Alchemy," The Educational Forum, 46(Spring, 1982), 315-325., Millard Clements
Annotation: Critiques performance-based education's behaviorist assumptions.
Broad Topical Focus: Curriculum Visions and Philosophies,Curriculum Evaluation,Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Value Assumptions and Ideologies in Curriculum
Clift, Renee, Mary Lou Veal, Marlene Johnson, and Patricia Holland, "Restructuring Teacher Education through Collaborative Action Research," Journal of Teacher Education, 41(March-April, 1990), 52-62., Renee Clift, Mary Lou Veal, Marlene Johnson, and Patricia Holland
Annotation: Describes an action research project at University of Houston in teacher education based on inquiry and reflection.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teacher Education
Clinchy, Evans, Rescuing the Public Schools: What It Will Take to Leave No Child Behind. New York: Teachers College Press, 2007., Evans Clinchy
Annotation: Offers an alternative model to NCLB; also describes programs in several progressive schools on which the author worked over the last 50 years.
Broad Topical Focus: Curriculum Proposals in Coherent Form, Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Value Assumptions and Ideologies in Curriculum, Criticism of Schooling
Annotation: Analyzes the effect on policy inquiry of three policy perspectives.
Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Deliberative Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum
Citations
Coburn, Cynthia E., William R. Penuel, and Caitlin C. Farrell, "Fostering Educational Improvement with Research-Practice Partnerships," Phi Delta Kappan, 102(April, 2021), 14-19., Cynthia E. Coburn, William R. Penuel, and Caitlin C. Farrell
Annotation: Points out examples of several research-practice partnerships and the various types of collaborative work they are doing; traces the development of these types of research-practice partnerships.
Broad Topical Focus: Relation of Curriculum Research to Practice, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Knowledge Linkage, Knowledge Utilization
Single Studies
Cochran-Smith, Marilyn, and Mary Kim Fries, "Sticks, Stones, and Ideology: The Discourse of Reform in Teacher Education," Educational Researcher, 30(November, 2001), 3-15., Marilyn Cochran-Smith and Mary Kim Fries
Annotation: Analyzes three warrants (evidentiary, accountability, political) employed in arguments by opposing groups on how to upgraded teachers and teacher education (the agenda of professionalization and the agenda of de-regulation).
Broad Topical Focus: Curriculum Change, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Teacher Education, Philosophical Schools
Cochran-Smith, Marilyn, and Susan L. Lytle, Inside/Outside: Teacher Research and Knowledge. New York: Teachers College Press, 1993., Marilyn Cochran-Smith and Susan L. Lytle
Annotation: Gives background of various processes by which teacher research is conducted and provides numerous examples of journals, oral inquiries, classroom and school studies, and essays.
Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teacher Research
Cochran-Smith, Marilyn, and Susan L. Lytle, "Research on Teaching and Teacher Research: The Issues that Divide," Educational Researcher, 19(March, 1990), 2-11. *, Marilyn Cochran-Smith and Susan L. Lytle
Annotation: Makes the case for teacher research and contrasts this approach with the approaches used in research on teaching.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teacher Research
Annotation: Explores the aesthetic dimensions of educational experience, curriculum and school culture, and personal knowledge and practical judgment.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Aesthetic Inquiry and Curriculum Criticism, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum, Curriculum and Politics, Practical Knowledge
Cohen, David K., "Dewey's Problem," The Elementary School Journal, 98(May, 1998). 427-446., David K. Cohen
Annotation: Offers a 100th anniversary review and critique of Dewey's essays in School and Society.
Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists, Curriculum Development, Organization, Design, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum History, Classics of Curriculum Literature
Annotation: Reviews the changing shape of education policy and the problems of resource allocation, place of race in policy, teacher quality, and access to school; discusses the role of research in policymaking and the gap between policymakers and practitioners.
Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation, Curriculum Implementation
Cohen, David K., and Susan L. Moffitt, "The Influence of Practice on Policy," pp. 63-80 in Douglas E. Mitchell, Robert L. Crowson, and Dorothy Shipps, eds., Shaping Educational Policy: Power and Process. New York: Routledge, 2011., David K. Cohen and Susan L. Moffitt
Annotation: Discusses the two-way influence of governing bodies and practice on educational policy; illustrates with the history of ESEA/NCLB; discusses paradoxes of coherence, capability, and excellence.
Broad Topical Focus: Curriculum Policies and Policy Making, Relation of Curriculum Research to Practice
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics
Cohen, David K., Susan L. Moffitt, and Simona Goldin, "Policy and Practice," pp. 63-85 in David K. Cohen, Susan H. Fuhrman, and Fritz Mosher, eds., The State of Education Policy Research. Mahwah, NJ: Lawrence Erlbaum, 2007., David K. Cohen, Susan L. Moffitt, and Simona Goldin
Annotation: Views the policy/practice dilemma as a problem of consistency among four factors: aims, capabilities among practitioners to implement them, instruments used to encourage revised practice, and resources available.
Broad Topical Focus: Curriculum Policies and Policy Making, Relation of Curriculum Research to Practice
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Implementation
Annotation: Reviews Schwab's view of deliberation, the incommensurability of theories, and their relationship; discusses continuity in negation and implications for curriculum decision making as constrained deliberation.
Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Decision-making Processes, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Deliberative Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum
Annotation: Advocates inclusion of this topic in schooling, reviews related contemporary practices, and suggests related action research; a related article by Noddings follows.
Broad Topical Focus: Curriculum Policies and Policy Making, 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 Aims and Objectives, Character Education, Citizenship Education, Democratic Education, Ethical Issues in Curriculum, Psychology and Curriculum, Curriculum as Experience
Cohen, Rosetta Marantz, "The Ordeal of Change: A True Story of High School Reform," Teachers College Record, 96(Winter, 1994), 148-166., Rosetta Marantz Cohen
Annotation: Reports on the process of change in one Coalition for Essential Schools school; three related responses follow this article.
Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Secondary School Curriculum
Annotation: Peresents a qualitative picture of medical education by a professor in the program.
Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism
Type of Study: Single Study
Narrow Topic: Higher Education Curriculum
Annotation: Argues that culture-free intelligence is a contradiction in terms; reviews IQ testing; discusses context-sensitive approaches.
Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Contexts and Societal Influences
Source Discipline: Education
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Psychology and Curriculum, Ideology and School Knowledge, Curriculum Standards and Testing
Collins, Allan, What's Worth Teaching? Rethinking Curriculum in the Age of Technology. New York: Teachers College Press, 2017., Allan Collins
Annotation: Sets forth a vision of curriculum based on trends in technology, literacy, mathematics, science, and educational policy; makes many specific recommendations for subject matter to be included and to be excluded; call the proposal a Passion Curriculum.
Broad Topical Focus: Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum Aims and Objectives
Commager, Harry Steele, "Some Problems of History," pp. 43-71 in his The Nature and the Study of History . Columbus, OH: Charles E. Merrill, 1965.*, Harry Steele Commager
Annotation: Indicates several cautions that should be exercised by the historian in seeking and interpreting historical evidence.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Common, Dianne L., "Curriculum Language," The Educational Forum, 48(Spring, 1984), 343-352., Dianne L. Common
Annotation: Shows the significance and place of assertive language (curriculum as imitation) and of emotive language (curriculum as imagination) in curriculum enactment.
Broad Topical Focus: Curriculum Enactment and Teaching, Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Teaching/Learning Process
Common, Dianne L., "The Practice of Curriculum Fixing and the Governance of Canada's Public Schools," Curriculum Perspectives, 6(October, 1986), 23-26., Dianne L. Common
Annotation: Gives cases of curriculum-fixes in Canadian education and their role in centralizing control of the curriculum.
Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Comparative Curriculum, Freedom/Authority and Curriculum
Common, Dianne L., and Kieran Egan, "The Missing Soul of Modes of Curriculum Implementation-Educational Theory," Curriculum Perspectives, 8(May, 1988), 1-10.*, Dianne L. Common and Kieran Egan
Annotation: Treats a non-technological conception of curriculum implementation.
Broad Topical Focus: Curriculum Change, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Implementation
Annotation: Points out similarities and differences in the research approaches used in these two efforts to establish curricular effectiveness in mathematics curricula.
Broad Topical Focus: Curriculum Evaluation, Curriculum Research and Inquiry-General
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Mathematics, Government Role in Educational Research & Development, Value Assumptions and Ideologies in Curriculum
Confrey, Jere, "The Lure of the Practical," Review Journal of Philosophy and Social Science, 7 (No. 1 & 2, 1982), 109-138.*, Jere Confrey
Annotation: Argues for merging theory and practice and draws implications that contrast with those derived from a separation of theory and practice.
Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum Inquiry Guidelines, Curriculum Research Domains and Structure, Curriculum Conceptions and Theories, Curriculum Theorists, Relation of Curriculum Research to Practice
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Action Inquiry
Type of Study: Single Study
Narrow Topic: Practical Knowledge, Teacher Education, Curriculum Theory Creation and Uses, Philosophical Schools
Conle, Carola, "An Anatomy of Narrative Curricula, Educational Researcher, 32(April, 2003), 3-15., Carola Conle
Annotation: Analyses narrative , story, and narrating in light of Schwab's commonplaces of curriculum--student, teacher, subject matter, and milieu; gives examples from the classroom and from research using narrative; notes four results of narrative curricula.
Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Connell, R. W., "Curricular Justice," pp. 43-54 in his Schools and Social Justice. Philadelphia: Temple University Press, 1993., R. W. Connell
Annotation: Discusses three design principles of a curriculum that leads to social justice; discusses what makes for an unjust curriculum; argues for a counter-hegemoic curriculum logic.
Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Visions and Philosophies, 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 Aims and Objectives, Curriculum and Politics, Ethical Issues in Curriculum
Connelly, F. Michael, "Curriculum Decision Making By Teachers," Bulletin: Canadian Society for the Study of Education, 3(January, 1975), 1-5., F. Michael Connelly
Annotation: Discusses the role of teachers in curriculum decision-making.
Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Action Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Knowledge, Practical Knowledge
Connelly, F. Michael, "Joseph Schwab, Curriculum, Curriculum Studies, and Educational Reform," Journal of Curriculum Studies, 45(No. 5, 2013), 622-639., F. Michael Connelly
Annotation: Explains Schwab's conceptualization of a dialectical way of relating theory and practice in curriculum (quite a different principle from that prevalent in Curriculum Studies at the time of Schwab's writings); discusses what has happened since Schwab's time to curriculum studies, to curriculum reform, and to curriculum policy; suggests educational reform requires entering a massive, on-going, narrative process.
Broad Topical Focus: Curriculum Theorists, Curriculum as a Field of Practice and Study, Relation of Curriculum Research to Practice, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Curriculum History, Curriculum and Politics, Curriculum Professors
Connelly, F. Michael, "Life in the Foothills of Curriculum," Journal of Curriculum Studies, 32(November-December, 2000), 743-748., F. Michael Connelly
Annotation: Gives personal reflections on his career and research contributions to the field of curriculum.
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
Connelly, F. Michael, "The Functions of Curriculum Development," Interchange, 3(No. 2/3, 1972), 161-177.*, F. Michael Connelly
Annotation: Presents the functional components of curriculum development and describes the teacher as choice-maker in curriculum development.
Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Decision-making Processes, Curriculum Development, Organization, Design, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Teacher Planning
Connelly, F. Michael, and Miriam Ben-Peretz, "Teachers' Roles in the Using and Doing of Research and Curriculum Development," Journal of Curriculum Studies, 12(April-June, 1980), 95-107. Reprinted pp. 624-636 in James R. Gress, ed., Curriculum: An Introduction to the Field. Berkeley, CA: McCutchan, 1988.*, F. Michael Connelly and Miriam Ben-Peretz
Annotation: Makes the case for teacher inquiry (action research) in developing new curricula, not just in implementing curricula.
Broad Topical Focus: Relation of Curriculum Research to Practice, Critique and Utilization of Curriculum Research and Inquiry, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Research, Teacher Planning, Curriculum Development Strategies
Connelly, F. Michael, and D. Jean Clandinin, "Narrative Inquiry: Storied Experience," pp. 121-153 in Edmund C. Short, ed., Forms of Curriculum Inquiry . Albany, NY: SUNY Press, 1991.*, F. Michael Connelly and D. Jean Clandinin
Annotation: Describes the processes of narrative inquiry in curriculum.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Connelly, F. Michael, and D. Jean Clandinin, "Narrative Understandings of Teacher Knowledge," Journal of Curriculum and Supervision, 15(Summer, 2000), 315-331., F. Michael Connelly and D. Jean Clandinin
Annotation: Presents a study of two different teacher's knowledge, understood narratively; shows differences in context and space (temporal, personal/existential, and place) and in professional knowledge landscape and personal practical knowledge of teachers.
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: Teacher Knowledge, Practical Knowledge
Connelly, F. Michael, and D. Jean Clandinin, "Personal Practical Knowledge and the Modes of Knowing: Relevance for Teaching and Learning," pp. 174-198 in Elliot W. Eisner, ed., Learning and Teaching the Ways of Knowing, 84th Yearbook of the NSSE, Part II. Chicago, University of Chicago Press, 1985., F. Michael Connelly and D. Jean Clandinin
Annotation: Stresses learning the modes of knowing within narrative unities; gives special attention to teachers' experiential modes of knowing and meaning-making.
Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Practical Knowledge, Teacher Knowledge
Connelly, F. Michael, and D. Jean Clandinin, "Perspectives on Inquiry into Schooling," pp. 1-19 in Geoffrey Milburn and Robin Ennis, eds., Curriculum Canada VI . Vancouver, BC: University of British Columbia, 1985., F. Michael Connelly and D. Jean Clandinin
Annotation: Gives an introduction and examples of six perspectives of inquiry into schooling.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Connelly, F. Michael, and D. Jean Clandinin, "Stories of Experience and Narrative Inquiry," Educational Researcher, 19(June-July, 1990), 2-14. A version in pp. 121-153 in Edmund C. Short, ed., Forms of Curriculum Inquiry.. Albany, NY: SUNY Press, 1991.*, F. Michael Connelly and D. Jean Clandinin
Annotation: Describes the nature and processes involved in doing narrative inquiry and writing the narrative.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Connelly, F. Michael, and Gerry Connelly, "Curriculum Policy Guidelines: Context, Structures, and Functions," pp. 54-73 in Allan Luke, Annette Woods, and Katie Weir, eds., Curriculum, Syllabus Design, and Equity: A Primer and Model. New York: Routledge, 2013., F. Michael Connelly and Gerry Connelly
Annotation: Analyzes types of curriculum policy, curriculum guidelines, and their functions; describes guidelines for writing curriculum guidelines; discusses role of support documents; discusses decision-points and provides practical examples (mostly from Ontario) of this work.
Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Guides, Plans, Documents, Materials
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Frameworks, Materials Development and Evaluation, School Subjects, Value Assumptions and Ideologies in Curriculum
Connelly, F. Michael, with Shijing Xu, "On the State of Curriculum Studies: A Personal Practical Inquiry," Curriculum and Teaching Dialogue, 9(Nos. 1 & 2, 2007). 3-19., F. Michael Connelly and Shijing Xu
Annotation: Traces the author's entry into and contributions to the field of Curriculum Studies; highlights the study of teacher's practical knowledge; two related articles follow.
Broad Topical Focus: Curriculum Theorists, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Professors, Teacher Knowledge
Conran, Patricia C., and George A. Beauchamp, "A Causal Model in Curriculum Research: An Aid to Theory Building," Educational Leadership, 32(March, 1975), 392-397., Patricia C. Conran and George A. Beauchamp
Annotation: Describes the role of causal investigations in building curriculum theory.
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, Curriculum Theory Creation and Uses
Conran, Patricia C., and George A. Beauchamp, "The Scientific-Aesthetic Evaluation Model Interface," Educational Leadership, 32(October, 1975), 35-40., Patricia C. Conran and George A. Beauchamp
Annotation: Discusses the connoisseur/critical model with the scientific/causal model of evaluation.
Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry, Aesthetic Inquiry and Curriculum Criticism, Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Constas, Mark A., "The Changing Nature of Educational Research and a Critique of Postmodernism," Educational Researcher, 27(March, 1998), 26-33.*, Mark A. Constas
Annotation: Explains postmodernism and its influence on educational research; discusses three problems it poses--distinction, expistemological genre, and procedural infomality; critiques its reluctance to arrive at conclusions, to suggest practical implications, and to fall victim to its own desire to free inquiry from oppressive conditions.
Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research and Inquiry-General
Source Discipline: Education
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum
Cook-Sather, Alison, "Authorizing Students' Perspectives: Toward Trust, Dialogue, and Change in Education," Educational Researcher, 31(May, 2002), 3-14., Alison Cook-Sather
Annotation: Argues for obtaining students' perspectives through educational research and sets forth implications of this position.
Broad Topical Focus: Curriculum Inquiry Guidelines, Defining Curriculum Research Questions, 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
Annotation: Examines five of the frequently offfered arguments against employing randomized experiments in educational policy research.
Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Policies and Policy Making
Source Discipline: Education
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Evaluative Inquiry, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Cook, Thomas D., Judith Levinson-Rose, and William E. Pollard, "The Misutilization of Evaluation Research," Knowledge: Creation, Diffusion, Utilization, 1(June, 1980), 477-498., Thomas D. Cook, Judith Levinson-Rose, and William E. Pollard
Annotation: Discusses the problem of utilizing evaluation research to alter policy and practice.
Broad Topical Focus: Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Utilization
Coombs, Jerrold R., and Le Roi B. Daniels, "Philosophical Inquiry: Conceptual Analysis," pp. 27-41 in Edmund C. Short, ed., Forms of Curriculum Inquiry . Albany, NY: SUNY Press, 1991.*, Jerrold R. Coombs and Le Roi B. Daniels
Annotation: Describes the processes involved in doing conceptual analysis in curriculum.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Annotation: Gives an alternative model of evaluation from a critical perspective.
Broad Topical Focus: Curriculum Evaluation, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry, Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Cooper, Donald, and Dane Ebbutt, "Participation in Action Research as an In-service Experience," Cambridge Journal of Education, 4(No. 2, 1977), 65-71.*, Donald Cooper and Dane Ebbutt
Annotation: Reports on the process engaged in by participants in an action research project in England.
Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: In-service Teacher Development, Comparative Curriculum
Cooper, Harris, Integrating Research: A Guide for Literature Reviews, 2nd Edition, Newbury Park, CA: Sage, 1989., Harris Cooper
Annotation: Modifies slightly the discussion found in the first edition (1984).
Broad Topical Focus:
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Cooper, Harris, Research Synthesis and Meta-Analysis: A Step-by-Step Approach, 5th ed. Los Angeles: Sage Publications, 2017., Harris Cooper
Annotation: Provides a detailed set of steps and procedures for combining the results of individual quantitative social science research studies into a meta-analysis of multiple studies through the use of a scientifically valid method of formal inquiry.
Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research Domains and Structure
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Cooper, Harris, and Larry V. Hedges,"Research Synthesis as a Scientific Process," pp. 3-16 in Harris Cooper, Larry V. Hedges, and Jeffrey C. Valentine, eds., The Handbook of Research Synthesis and Meta-Analysis, 2nd ed. New York: Russell Sage Foundation, 2009., Harris Cooper and Larry V. Hedges
Annotation: Presents an overview of a form of research known as research synthesis, outlines six stages of doing this kind of research, and introduces the chapters of the Handbook that follow.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Annotation: Posits components of a literature review (focus, goals, prespective, coverage, organization, audience) and uses them to analyze examples; suggests other uses for the taxonomy.
Broad Topical Focus: Curriculum Inquiry Guidelines, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry, Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Knowledge Utilization
Cooper, Harris M., "Organizing Knowledge Synthesis: A Taxonomy of Literature Reviews," Knowledge in Society, 1(Spring, 1988), 104-126., Harris M. Cooper
Annotation: Presents a framework for understanding and conducting research reviews.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Cooper, Harris M., The Integrative Research Review: A Systematic Approach . Beverly Hills, CA: Sage, 1984., Harris M. Cooper
Annotation: Describes the process of preparing integrative reviews in five stages (problem formulation, data collection, data evaluation, analysis and interpretation, and presentation).
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Corbett, H. Dickson, Differing Curriculum Changes within a School: Strategies and Structure. Philadelphia: Research for Better Schools, April, 1983., H. Dickson Corbett
Annotation: Reports a study of curriculum change in 14 schools involving four aspects: the social club, the professional group, administrative delight, and "egg crate".
Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry,Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Organization Theory
Corbett, H. Dickson, and Gretchen B. Rossman, "Three Paths to Implementing Change: A Research Note," Curriculum Inquiry, 19(Summer, 1989), 163-190., H. Dickson Corbett and Gretchen B. Rossman
Annotation: Reports studies of implementing school change that commingle technical, political, and cultural perspectives.
Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Implementation, Value Assumptions and Ideologies in Curriculum
Cormack, Phillip, and Bill GReen, "Re-reading the Historical Record: Curriculum History and the LInguistic Turn," pp. 223-236 in Bernadette Baker, ed., New Curriculum HIstory. Rotterdam: Sense Publishers, 2009., Phillip Cormack and Bill Green
Annotation: Reviews nature and place of linguistic (discourse) analysis in doing historical inquiry in curriculum.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Knowledge Generation
Annotation: Urges critical examination of the current approach to research in curriculum studies that does not take into account the student context of policy questions.
Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Policies and Policy Making, Curriculum Research and Inquiry-General
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Knowledge Generation, Curriculum and Politics
Cornbleth, Catherine, "Curriculum In and Out of Context," Journal of Curriculum and Supervision, 3(Winter, 1988), 85-96., Catherine Cornbleth
Annotation: Conceptualizes curriculum without isolating it from its structural and systemic contexts.
Broad Topical Focus: Curriculum Conceptions and Theories,Curriculum Change,Curriculum Contexts and Societal Influences,Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses
Annotation: Calls for studying curriculum research questions that examine relations among policies, politics, discourse, and practice in particular contexts; urges cross-case analysis and comparative curriculum research.
Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Policies and Policy Making, Curriculum Research and Inquiry-General
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Comparative Curriculum
Cornbleth, Catherine, "Echo Effects and Curriculum Change," Teachers College Record, 110(October, 2008), 2148-2171., Catherine Cornbleth
Annotation: Analyzes the effects on curriculum policy and practice of external social actions by use of the "echo" metaphor; gives illustrations and notes what contributes to weaker or stronger management of echo effects.
Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Administration, Leadership, Finance, 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, Discourse Analysis
Annotation: Notes tensions in curriculum politics, policy, and practice in two states--California and New York--between a common cultural curriculum versus a multicultural curriculum.
Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Freedom/Authority and Curriculum, Curriculum Standards and Testing, Curriculum and Politics, Multicultural Education
Cornbleth, Catherine, "Ritual and Rationality in Teacher Education Reform," Educational Researcher, 15(April, 1986), 5-14., Catherine Cornbleth
Annotation: Examines critically the nature and implications of recent calls for reform in teacher education along five dimensions.
Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Education
Cornbleth, Catherine, and Esther E. Gottlieb, "Reform Discourse and Curriculum Reform, " Educational Studies, 3(Fall, 1989), 63-78.*, Catherine Cornbleth and Esther E. Gottlieb
Annotation: Demonstrates the rise of discourse analysis (Foucault) in examining the Tyler rationale, Nation at Risk, Tommorow's Teachers, etc.
Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Hermeneutic Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Discourse Analysis
Cornett, Jeffrey W., "Utilizing Action Research in Graduate Curriculum Courses," Theory Into Practice, 29(Summer, 1990), 185-195., Jeffrey W. Cornett
Annotation: Gives a conceptual framework for a curriculum development action research project.
Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Programs of Study in Curriculum and Instruction
Costa, Arthur L., and Richard A. Loveall, "The Legacy of Hilda Taba," Journal of Curriculum and Supervision, 18(Fall, 2002), 56-62., Arthur L. Costa and Richard A. Loveall
Annotation: Gives contributions of Hilda Taba to the process of content selection and reports aspects of her professional career.
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, Content Selection and Organization
Costas, Mark A., "Deciphering Postmodern Educational Research," Educational Researcher, 27(December, 1998), 36-42.*, Mark A. Costas
Annotation: Characterizes various postmodern modes of educational research within a typology of educational inquiry dimensions.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum
Annotation: Identifies assumptions behind this tradition.
Broad Topical Focus: Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Education
Mode of Inquiry in the Study: Normative Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Knowledge Utilization
Coulter, Cathy A., and Mary Lee Smith, "The Construction Zone: Literary Elements in Narrative Research," Educational Researcher, 38(November, 2009), 577-590., Cathy A. Coulter and Mary Lee Smith
Annotation: Describes and illustrates ten literary elements used in constructing stories in narrative research; three articles providing comments and criticism of his article immediately follow as well as a response to these articles by the original authors.
Broad Topical Focus: Curriculum Inquiry Guidelines, Inquiry Language in Curriculum Research
Source Discipline: Education
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum
Coulter, David, "The Epic and the Novel: Dialogism and Teacher Research," Educational Researcher, 28(April,1999), 4-13., David Coulter
Annotation: Describes and illustrates the use of Bakhtin's concepts of language and dialogue in an action research study by teachers in Winnepeg of their school district's retention policy; explores the methodology of dialogic research and its use.
Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Policies and Policy Making
Source Discipline: Education
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Comparative Curriculum
Crabtree, Benjamin F., and William L. Miller, "Using Codes and Code Manuals: A Template Organizing Style of Interpretation," in Benjamin F. Crabtree and William L. Miller, eds., Doing Qualitative Research, 2nd ed. Thousand Oaks, CA: Sage, 1999., Benjamin F. Crabtree and William L. Miller
Annotation: Shows how to develop and use a template of codes to analyze qualitative data; gives an illustrative example.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Content Analysis, Phenomenological Inquiry, Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Qualitative Research, Knowledge Generation
Annotation: Gives via narrative inquiry a picture of the clash between an effort to introduce a top-down school reform (interdisciplinary curriculum) and teacher knowledge and self-understanding; two related articles follow.
Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Knowledge, Self-Knowledge, Curriculum Implementation
Citations
Craig, Cheryl J., and Maria Assuncao Flores, "Fifty Years of 'Life in Cleassrooms': An Inquiry into the Scholarly Contributions of Philip Jackson," Journal of Curriculum Studies, 52( 2, 2020), 161-176., Cheryl J. Craig and Maria Assuncao Flores
Annotation: Traces the life and scholarly work and influence of Philip W. Jackson in curriculum, teaching, and teacher education; this study uses the inquiry into inquiry approach.
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
Crain-Dorough, Mindy, and Adam C. Elder, "Absorptive Capacity as a Means of Undersatanding and Addressing the Disconnects Between Research and Practice," Review of Research in Education. March 2021. Vo. 45, pp. 67-100., Mindy Crain-Dorough and Adam C. Elder
Annotation: Reviews the research on the disconnects between research and practice, including 1) prior knowledge, 2) the view of the value that both communities place on research, 3) their methods of acquisition of new knowledge, 4) their ability to assimilate/transform new knowledge, and 5) contingent factors such as power relationships and social integration mechanisms; discusses ways that future research can deal with these disconnects and improve research use; employs an "absorptive capacity" framework derived from Todorova and Durisin, 2007.
Broad Topical Focus: Relation of Curriculum Research to Practice, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generartion, Knowledge Linkage, Knowledge Utilization
Single Studies
Annotation: Starts with the work of W. T. Harris, moves on to the progessive era, and compares these with curriculum-making in the 1950s and 1960s.
Broad Topical Focus: Curriculum Development, Organization, Design,Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies
Cremin, Lawrence A., "The Curriculum Maker and His Critics: A Persistent American Problem," Teachers College Record, 54(February, 1953), 233-245., Lawrence A. Cremin
Annotation: Examines the educational ideals of Mann and Parker and their critics and gives some prescriptions for action by curriculum makers.
Broad Topical Focus: Curriculum Development, Organization, Design,Curriculum Proposals in Coherent Form,Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism,Philosophical Inquiry-Speculative Essay,Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Curriculum Specialists in Schools
Annotation: Examines Committee of Ten Report (1893), the societal forces impinging upon curriculum from 1893-1918, and changing conceptions of schooling in this same period, and finally the Cardinal Principles Report (1918).
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, Classics of Curriculum Literature
Cronbach, Lee, "Tyler's Contribution to Measurement and Evaluation," Journal of Thought, 21(Spring, 1986), 47-52., Lee Cronbach
Annotation: Summarizes Tyler's contributions to the evaluation and measurement fields.
Broad Topical Focus: Curriculum Theorists,Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Evaluation of Instruction, Program Audit/Evaluation
Annotation: Reports a qualitative study of teachers' personal theorizing on curriculum and related practices.
Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Practical Knowledge, Teacher Knowledge, Curriculum Theory Creation and Uses