Type of Study - Single Study

 

Follow

Single Studies

Everhart, Robert B., "Classroom Management, Student Opposition, and the Labor Process," pp. 169-192 in Michael W. Apple and Lois Weis, eds., Ideology and Practice in Schooling . Philadelphia, PA: Temple University Press, 1983., Robert B. Everhart

Annotation: Addresses the social-political context of classroom management in a study of four schools (1973-1975); describes beating the system and student perceptions on opposition.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Teaching/Learning Process

Fairbanks, Colleen M., "Telling Stories: Reading and Writing Research Narratives," Journal of Curriculum and Supervision, 11 (Summer, 1996), 320-340.*, Colleen M. Fairbanks

Annotation: Describes the nature of narrative inquiry and its many facets; draws on the work of Reissman, Geertz, Bruner, and Atkinson, among others.

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

Citations

Faix, Thomas L, Toward a Science of Curriculum: Strutural-Functional Analysis as a Conceptual System for Theory and Research. Disssertation, University of Wisconsin, 1964., Thomas L. Faix

Annotation: Draws on structural-functional analysis from the social sciences to explicate an approach to creating scientific theory in the the field of curriculum; provides a thorough and lucid treatment of all topics addressed; serves as an historical summary of the status (as of 1964) of this type of analysis and its use as a model for curriculum; deals with concepts of curriculum phenomena, curriculum system, its elements, its structure, its functions, and its processes.

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

Fallace, Thomas. "American Educators' Confrontation with Fascism," Educational Researcher, 47(January/February, 2018), 46-52., Thomas Fallace

Annotation: Reports a study of the views of American educators about European Fascism between WW I and WW II and its conception of education; draws on the literature by key American educators from 1922-1941; treats propaganda, indoctrination, relativity, and fake news in the media of that period with implications for current circumstances.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: SIngle Study
Narrow Topic: Curriculum History, Citizenship Education, Curriculum Aims and Objectives, Curriculum and Politics, Social Studies, Democratic Education, Ideology and School Knowledge

Single Studies

Fallace, Thomas, "Did the Social Studies Really Replace History in American Secondary Schools?" Teachers College Record, 110(October, 2008) 2245-2270., Thomas Fallace

Annotation: Re-examines the question of what groups dominated the history/social studies curriculum design controversy during the early 20th century in the US; provides analyses of the Committee of 10, Committee of 7, and Committee on Social Studies reports.

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

Citations

Fallace, Thomas D., In the Shadow of Auithoritarianism: American Education in the Twentieth Century. New York: Teachers College Press, 2018., Thomas D. Fallace

Annotation: Traces several forms of authoritarianism from 1916 to 1983 and their impact on school curriculum in the United States.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Change, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Democratic Edcuation, Citizenship Education, Social Studies

Single Studies

Fallace, Thomas D., "The Origins of Classroom Deliberation: Democratic Education in the Shadow of Totalitarianism, 1938-1960," Harvard Educational Review, 86(Winter, 2016), 506-526., Thomas D. Fallace

Annotation: Traces references to the inclusion of social issues in the curriculum during this period; discusses the rationales put forth for such inclusion.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation, Curriculum History, Democratic Education, Social Studies, Content Selection and Organization

Fallace, Thomas D., "Tracing John Dewey's Influence on Progressive Education, 1903-1951: Toward a Received Dewey," Teachers College Record, 113(March, 2011), 463-492., Thomas D. Fallace

Annotation: Focuses on what Dewey's peers took from his ideas and used for their own purposes in shaping thought and practice in civic and social education--often in ways that conflicted with Dewey's actual statements; challenges the conventional understandings of social efficiency and social justice.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Social Studies, Materials Development and Evaluation, Social Efficiency/Control

Fallace, Thomas, and Victoria Fantozzi, "The Dewey School as Triumph, Tragedy, and Misunderstood: Exploring the Myths and Historiography of the University of Chicago Laboratory School," Teachers College Record, 119(No. 2, 2017),1-32., Thomas Fallace and Victoria Fantozzi

Annotation: Presents a review of first-hand accounts of the school and studies made of it since its existence ended; one of the several dimensions of the review is the rationale for its curriculum; three myths are also analyzed.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum History

Fallace, Thomas, and Victoria Fantozzi, "Was There Really a Social Efficiency Doctrine? The Uses and Abuses of an Idea in Educational History," Educational Researcher, 42(April, 2013) 142-150., Thomas Fallace and Victoria Fantozzi

Annotation: Reviews the rise of the social efficiency doctrine in the field of history of curriculum; identifies problems in the use of the concept in this field; attempts a clarification thereof.

Broad Topical Focus: Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum History, Social Efficiency/Control

Farrell, Joseph P., "Cultural Differences and Curriculum Inquiry," Curriculum Inquiry, 17 (Spring, 1987), 1-8., Joseph P. Farrell

Annotation: Explores issues in studying cultural differences as an introduction to the articles in this issue of the journal.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Multiethnic Adaptation

Fay, Brian, Critical Social Science: Liberation and Its Limits . Ithaca, NY: Cornell University Press, 1987., Brian Fay

Annotation: Provides a thorough-going primer on critical social science including its politics.

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, Curriculum and Politics

Fay, Brian, "How People Change Themselves: The Relationship Between Critical Theory and Its Audience," pp. 200-233, 266-269 in T. Ball, ed., Political Theory and Praxis: New Perspectives . Minneapolis, MN: University of Minnesota Press, 1977. Reprinted pp. 55-92 in John W. Smyth, ed., Reflection in Action . Victoria: Deakin Univeristy, 1986., Brian Fay

Annotation: Describes how critical theory differs from instrumentalist theory; poses and answers objections to an educative model of how change can be brought about.

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

Feiman-Nemser, Sharon, "From Preparation to Practice: Designing a Continuum to Strengthen and Sustain Teaching," Teachers College Record, 103(December, 2001), 1013-1055., Sharon Feiman-Nemser

Annotation: Proposes a curriculum continuum for teacher education including central tasks for preservice education (5), induction (5), and continuing professional development (4); appraises current practices in light of these proposals and cites exemplary programs in each of these three phases.

Broad Topical Focus: Curriculum Proposals in Coherent Form, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Education, In-service Teacher Development

Feinberg, Paul R., "Four Curriculum Theorists: A Critique in the Light of Martin Buber's Philosophy of Education," The Journal of Curriculum Theorizing, 6(Spring, 1985), 5-164., Paul R. Feinberg

Annotation: Places curriculum theorists Macdonald, Huebner, Greene, and Pinar in relation to the thought of Martin Buber.

Broad Topical Focus: Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum

Feinberg, Walter, "Education Manifestos and the New Fundamentalism," Educational Researcher, 26(November, 1997), 27-35.*, Walter Feinberg

Annotation: Presents a thorough critique of E. D. Hirsch's The Schools We Need and Why We Don't Have Them (1996), including his views on progessive education, his emphasis on facts and subject -specific skills, and his drive to control the curriculum in his Core Knowledge Curriculum.

Broad Topical Focus: Curriculum Proposals in Coherent Form, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Freedom/Authority and Curriculum

Feinberg, Walter, For Goodness Sake: Religious Schools and Education for Democratic Citizenship. New York: Routledge, 2006., Walter Feinberg

Annotation: Analyzes the relationship between religious schooling and public schooling in terms of the ways they educate for citizenship in a democracy; cites examples from several religious schools; argues for oversight of religious schools by the public with respect to their fostering educative and democratic values that acknowledge human development studies and what diverse religions believe; calls for requiring religious educators to have preparation in these matters as an expression of the public interest in religious schooling.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Conceptions and Theories, Curriculum Contexts and Societal Influences, Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Religious & Private Schooling, Teacher Education, Citizenship Education, Democratic Education, Values in the Classroom

Feinberg, Walter, Understanding Education: Toward a Reconstruction of Educational Inquiry . New York: Cambridge University Press, 1983., Walter Feinberg

Annotation: Explains various modes of inquiry used in understanding education.

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

Feinberg, Walter, and Jonas F. Soltis, "The Hidden Curriculum Revisited," pp. 59-71 in Walter Feinberg and Jonas F. Soltis, School and Society . New York: Teachers College Press, 1985., Walter Feinberg and Jonas F. Soltis

Annotation: Examines the nature and practice of the hidden curriculum.

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

Fenstermacher, Gary D., "On Knowledge and Its Place in the Human Conversation," pp. 73-104 in Wilma F. Smith and Gary D. Fenstermacher, eds., Leadership for Educational Renewal: Developing a Cadre of Leaders. San Francisco: Jossey-Bass, 1999.*, Gary D. Fenstermacher

Annotation: Describes shifts in thinking on the nature of knowledge from modernist to postmodernist views; discusses the implications for the role of knowledge in curriculum.

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

Fenstermacher, Gary D., and David C. Berliner, "Determining the Value of Staff Development," The Elementary School Journal, 85(January, 1985), 281-314., Gary D. Fenstermacher and David C. Berliner

Annotation: Establishes evaluation criteria on worth, merit, and success; presented in the context of a staff development evaluation project.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Conceptions and Theories, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Evaluative Inquiry, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, In-service Teacher Development

Ferrara, Steven F., and Stephen J. Thornton, "Using NAEP for Interstate Comparisons: The Beginnings of a 'National Acheivement Test' and 'National Curriculum'," Educational Evaluation and Policy Analysis, 10(Fall, 1980), 202-211., Steven F. Ferrara and Stephen J. Thornton

Annotation: Discusses technical issues related to using national test data in making interstate comparisons.

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

Ferrero, David, "Does 'Research Based' Mean 'Value Neutral'?" Phi Delta Kappan, 86(February, 2005). 425-432., David Ferrero

Annotation: Shows how value judgments play a role in translating educational research into practice; presents a typology of traditional and progressive philosophies of education.

Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum Proposals in Coherent Form, Curriculum Visions and Philosophies, Curriculum Policies and Policy Making, Curriculum Conceptions and Theories
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Knowledge Generation, Philosophical Schools

Fetterman, David M., Ethnography: Step by Step. Newbury Park, CA: Sage, 1989., David M. Fetterman

Annotation: Provides a short handbook of procedures for engaging in ethnographic research.

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

Fetterman, David M., "Qualitative Approaches to Evaluating Education," Educational Researcher, 17(November, 1988), 17-23.*, David M. Fetterman

Annotation: Describes steps in conducting qualitative evaluation in education.

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

Feuer, Michael J., Lisa Towne, and Richard J. Shavelson, "Scientific Culture and Educational Research," Educational Researcher, 31(November, 2002), 4-14., Michael J. Feuer, Lisa Towne, and Richard J. Shavelson

Annotation: Conveys substantive elements of the National Research Council's report, Scientific Research in Education (2002), addresses issues to the educational research community that the report highlights, and notes the narrow view of research embedded in recent federal education legislation; several commentaries follow.

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, Government Role in Educational Research & Development

Fiala, Robert, "Educational Ideology and the School Curriculum," pp 15-34 in Aaron Benavot and Cecilia Braslavsky, eds., School Knowledge in Comparative and Historical Perspective: Changing Curricula in Primary and Secondary Education. Dordrecht, Netherlands: Springer, 2007., Robert Fiala

Annotation: Reports a study of eighteen aims of education by world regions post WWII-2000.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Comparative Curriculum, Ideology and School Knowledge

Field, Sherry L., "Teaching the Peace: Teachers and Curriculum, 1942-1945," pp. 363-386 in Lynn M. Burlbaw and Sherry L. Field, eds., Explorations in Curriculum History Research. Greenwich, CT: Information Age Publishing, 2005., Sherry L. Field

Annotation: Describes ways schools during World War II taught about peace, democracy, international unity, and tolerance.

Broad Topical Focus: 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, Social Studies, Citizenship Education, Democratic Education, Value Assumptions and Ideologies in Curriculum

Finder, Morris, Educating America: How Ralph W. Tyler Taught America to Teach. Westport, CT: Praeger, 2004., Morris Finder

Annotation: Gives personalized sketches of Tyler's life and work as school and university teacher, on the Eight-Year Study, on the Tyler Rationale, on NEAP, on his roles as consultant and evaluator for schools and government agencies worldwide, and as a mentor to his students; includes seven interviews with Tyler and 50 pages listing his publications.

Broad Topical Focus: Curriculum Theorists, Curriculum Evaluation, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Professors, Curriculum Standards and Testing, Curriculum Development Strategies, Literature of Curriculum, Classics of Curriculum Literature, Student Assessment, Program Audit/Evaluation

Citations

Fine, Michelle, Just Research in Contentious Times: Widening the Methodological Imagination. New York: Teachers College Press, 2018., Michelle Fine

Annotation: Reviews research done by the author over the past thirty years using critical action research methods; makes the case for this kind of research in giving voice to change needed in the education of the oppressed and marginalized.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry, Action Inquiry
Type of Study: SIngle Study
Narrow Topic: Knowledge Generation, Ethical Issues in Curriculum, Qualitative Research, Needs Assessment

Single Studies

Finklestein, Barbara, Governing the Young: Teacher Behavior in Popular Primary Schools in 19th Century United States. Philadelphia: Falmer, 1989., Barbara Finklestein

Annotation: Covers the history of primary teaching in the U. S. from 1820-1880.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Early Childhood Curriculum

Finser, Torin M., Silence is Complicity: A Call to Let Teachers Improve our Schools through Action Research -- Not NCLB. Great Barrington, MA: Steiner Books, 2007., Torin M. Finser

Annotation: Gives practical guidance for teachers doing action research; illlustrates work done in Waldorf schools

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

Firestone, William A., "Alternative Arguments for Generalizing from the Data as Applied to Qualitative Research," Educational Researcher, 22(May, 1993), 16-23., William A. Firestone

Annotation: Discusses three types of generalizations that can be made from qualitative case studies and the logic and merits of each type.

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

Firestone, William A., "Meaning in Method: The Rhetoric of Quantitative and Qualitative Research," Educational Researcher, 16(October, 1987), 16-21.*, William A. Firestone

Annotation: Compares two studies of the effect of leadership on organizational outcomes on selected variables of the research methods used.

Broad Topical Focus: Curriculum Inquiry Guidelines, Inquiry Language in Curriculum Research
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

Firestone, William A., and Gretchen B. Rossman, "Exploring Organizational Approaches to Dissemination and Training," Knowledge: Creation, Diffusion, Utilization, 7(March, 1986), 303-330., William A. Firestone and Gretchen B. Rossman

Annotation: Reports how schools disseminate changes and provide related training.

Broad Topical Focus: Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Education
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Linkage, Organization Theory, In-service Teacher Development

Fischman, Gustavo E., "Reflections about Images, Visual Culture, and Educational Research," Educational Researcher, 30(November, 2001), 28-33., Gustavo E. Fischman

Annotation: Urges that the much neglected visual aspects of culture become a focus for educational research.

Broad Topical Focus: Curriculum Research Domains and Structure, Curriculum Contexts and Societal Influences, Defining Curriculum Research Questions
Source Discipline: Education
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

Fisher, Carol M., "Curriculum Problems Facing the Schools: Now and in the Future," pp. 67-72 in Edmund C. Short, ed., A Search for Valid Content for Curriculum Courses: Educational Comment, 1970 . Toledo, OH: College of Education, University of Toledo, 1970., Carol M. Fisher

Annotation: Identifies the questions that should be addressed about the current world of children and teachers.

Broad Topical Focus: Curriculum Enactment and Teaching, 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 as Environment, Content Selection and Organization

Fisher, Charles W., and David C. Berliner, "Clinical Inquiry in Research on Classroom Teaching and Learning," Journal of Teacher Education, 30 (November-December, 1979), 42-48., Charles W. Fisher and David C. Berliner

Annotation: Describes inquiry done in clinical settings to identify knowledge about teaching.

Broad Topical Focus: Curriculum Enactment and Teaching, Defining Curriculum Research Questions, Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teacher Education, Teacher Knowledge, Practical Knowledge

Fishman, Barry J., "Adapting Innovations to Particular Contexts of Use," pp. 48-66 in Chris Dede, James P. Honan, and Lawrence C. Peters, eds., Scaling Up Success: Lessons Learned from Technology-Based Educational Improvement. San Francisco: Jossey-Bass, 2005., Barry J. Fishman

Annotation: Gives a theoretical framework for evaluating the usabiltity of innovations; presents an example of an innovation in learning technology scaled up from a local to a broader context; analyzes usability gaps related to the fromework.

Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry, Development as Inquiry, Evaluative Inquiry, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Implementation, Knowledge Utilization, Media and Computers in Curriculum Development

Fleener, M. Jayne, "Curriculum Dynamics," pp. 163-180 in her Curriculum Dynamics: Recreating Heart. New York: Peter Lang, 2002., M. Jayne Fleener

Annotation: Draws implications from postmodern logics for ways of seeing curriculum in line with Doll's (1993) conceptions; a following chapter deals with related issues in curriculum studies and research.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Proposals in Coherent Form, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Value Assumptions and Ideologies in Curriculum

Fletcher, Scott, Education and Emancipation: Theory and Practice in a New Constellation. New York: Teachers College Press, 2000., Scott Fletcher

Annotation: Analyzes and critiques four classes of emancipatory educational theories (liberalism, critical theory, postmodernism, and care-based theories) and advocates a new constellation theory that mixes elements of the four.

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

Flinders, David J., "Qualitative Research in the Foreseeable Future: No Study Left Behind," Journal of Curriculum and Supervision, 18(Summer, 2003), 380-390., David J. Flinders

Annotation: Argues against narrowing the form of studies in educational research to those using randomized experimental design.

Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum Policies and Policy Making, Curriculum Research Domains and Structure, Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Comparisons Among Inquiry Modes, Qualitative Research, Knowledge Generation, Value Assumptions and Ideologies in Curriculum, Government Role in Educational Research & Development

Flinders, David J., "Teaching for Cultural Literacy: A Curriculum Study," Journal of Curriculum and Supervision , 11 (Summer, 1996), 351-366.*, David J. Flinders

Annotation: Gives an artistic criticism (a la Eisner) of two cases (poetry and social studies) of curriculum enactments.

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: Social Studies, English

Flinders, David J., "The Failings of NCLB," Curriculum and Teaching Dialogue, 7(No. 1 & 2, 2005), 1-9., David J. Flinders

Annotation: Critiques the flawed accountability assumptions undelying NCLB and offers alternative policy strategies.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Government Role in Educational Research & Development, Curriculum Standards and Testing, Program Audit/Evaluation

Flinders, David J., Nel Noddings, and Stephen J. Thornton, "The Null Curriculum: Its Theoretical Basis and Practical Applications," Curriculum Inquiry, 16(Spring, 1986), 33-42.*, David J. Flinders, Nel Noddings, and Stephen J. Thornton

Annotation: Analyzes the various meanings, forms, and uses of the null curriculum.

Broad Topical Focus: Curriculum Conceptions and Theories,Curriculum Development, Organization, Design,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: Hidden Curriculum, Content Selection and Organization

Floden, Robert E., "Philosophical Issues in Educational Policy Research," pp. 3-15 in David K. Cohen, Susan H. Fuhrman, and Fritz Mosher, eds., The State of Education Policy Research. Mahwah, NJ: Lawrence Erlbaum, 2007., Robert E. Floden

Annotation: Addresses epistemological and political issues related to three approaches to educational policy research (economic, organizational, and critical).

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

Floden, Robert E., "What Knowledge Users Want," pp. 23-35 in Clifton F. Conrad and Ronald C. Serlin, eds., The Sage Handbook for Research in Education. Thousand Oaks, CA: Sage, 2006., Robert E. Floden

Annotation: Analyzes the multiple audiences for educational research and how they use research; draws out implications for authors of educational research.

Broad Topical Focus: Critique and Utilization of Curriculum Research and Inquiry, 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: Knowledge Utilization

Floden, Robert E., Andrew C. Porter, William H. Schmidt, Donald J. Freeman, and John R. Schiville, "Responses to Curriculum Pressures: A Policy Capturing Study of Teacher Decision About Content," Journal of Educational Psychology, 73(April, 1981), 129-141.*, Robert E. Floden, Andrew C. Porter, William H. Schmidt, Donald J. Freeman, and John R. Schiville

Annotation: Reports an empirical study of teachers' responses to several types of curriculum pressures.

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

Flower, Elizabeth, "Fundamental Principles of the Metaphysic of Curriculum," pp. 284-291 in Brian Crittenden, ed., Philosophy of Education 1973 : Proceedings of the Twenty-Ninth Annual Meeting of the Philosophy of Education Society. Edwardsville, IL: S. Illinois University at Edwardsville, Studies in Philosophy and Education, 1973., Elizabeth Flower

Annotation: Examines ontological and cosmological beliefs behind curriculum.

Broad Topical Focus: Curriculum Policies and Policy Making,Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum

Flowers, Ronald B., "Religion in Public Schools," pp, 99-128 in Ronald B. Flowers, The Godless Court? Supreme Court Decisions on Church-State Relationships, 2nd ed. Louisville, KY: Westminster John Knox Press, 2005., Ronald B. Flowers

Annotation: Gives detailed history of Supreme Court decisions related to religion and public schools (and on aid to church-related schools in a preceding chapter).

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Religious & Private Schooling, Freedom/Authority and Curriculum

Fogarty, James S., "The Tyler Rationale: Support and Criticism," Educational Technology, 16(March, 1976), 28-32., James S. Fogarty

Annotation: Reviews the pros and cons of the Tyler rationale, including Tyler's own views in later years.

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

Foshay, Arthur W., "Action Research: An Early History in the United States," Journal of Curriculum and Supervision, 9(Summer, 1994), 317-325. A version of this article also appears in pp. 73=80, Lynn M. Burlbaw and Sherry L. Field, eds., Explorations in Curriculum History. Greenwich,CT: Information Age Publishing, 2005., Arthur W. Foshay

Annotation: Reports work initiated in the 1940s and 1950s in cooperative action research and draws lessons from that era for today.

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 History

Foshay, Arthur W., "Aesthetics and History," Journal of Curriculum and Supervision, 20(Spring, 1995), 191-206., Arthur W. Foshay

Annotation: Points out the features of history that have aesthetic dimensions of consequence for instruction in the history 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: Content Selection and Organization, Social Studies, Curriculum Integration, Curriculum Aims and Objectives, Aesthetics Education

Foshay, Arthur W., "Hollis Leland Caswell: An Appreciation," Teaching Education, 1(February, 1987), 76-79., Arthur W. Foshay

Annotation: Gives a tribute to Caswell by a former student and colleague.

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

Foshay, Arthur W., "Scientific Inquiry: Explanations and Limits," pp. 89-99 in Edmund C. Short, ed., Forms of Curriculum Inquiry . Albany, NY: SUNY Press, 1991.*, Arthur W. Foshay

Annotation: Describes the processes of scientific inquiry in curriculum.

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

Foshay, Arthur, W. "The Curriculum Matrix - Further Thoughts," Thresholds in Education, 14(August, 1988), 8-10.*, Arthur W. Foshay

Annotation: Modifies his earlier (1987) essay on the curriculum matrix.

Broad Topical Focus: Curriculum Definitions, Curriculum Conceptions and Theories, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum Theory Creation and Uses

Foshay, Arthur W., "The Curriculum Matrix," pp. 11-15 in Arthur W. Foshay, The Curriculum: Purpose, Substance, Practice. New York: Teachers College Press, 2000.*, Arthur W. Foshay

Annotation: Presents an updated description of a three dimensional matrix representing the interactions in curriculum among purposes, substance, and practical aspects; six chapters follow, each taking up the curriculum related to one of the six purposes given in the matrix.

Broad Topical Focus: Curriculum Definitions, Curriculum Conceptions and Theories, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum Theory Creation and Uses

Foshay, Arthur W., "The Curriculum Matrix," The Educational Forum, 51(Summer, 1987), 341-353.*, Arthur W. Foshay

Annotation: Posits a curriculum matrix composed of three parts-- substance, purpose, and practice--each with several subparts.

Broad Topical Focus: Curriculum Definitions, Curriculum Conceptions and Theories, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum Theory Creation and Uses

Foshay, Arthur W., "The Curriculum Matrix: Transcendence and Mathematics," Curriculum , 11 (Autumn, 1990), 100-111. Reprinted in Journal of Curriculum and Supervision, 6(Summer, 1991), 277-293.*, Arthur W. Foshay

Annotation: Traces the potential of the relationship between mathematics and transcendental and spiritual experience for curriculum content.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Religious Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Mathematics, Curriculum Aims and Objectives, Curriculum Integration, Values in the Classroom

Foshay, Arthur W., "What Have Been the Contributions of Curriculum Research?" Speech at ASCD, March 17, 1975. Pp. 172-185 in Arthur Foshay, ed., Essays on Curriculum . Rowe, MA: The Author, 1975., Arthur W. Foshay

Annotation: Summarizes the author's views on curriculum research and its significance.

Broad Topical Focus: Curriculum Research Domains and Structure,Curriculum Theorists,Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay,Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History

Foshay, Arthur Wellesley, "Action Research in the Nineties," The Educational Forum, 62(Winter, 1998), 108-112., Arthur Wellesley Foshay

Annotation: Reviews the historical development of action research in education, describes its key steps, and briefly evaluates its role in improving practice.

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 History

Foshay, Arthur Wellesley, "Problem Solving and the Arts," Journal of Curriclulum and Supervision, 13(Summer, 1998), 328-338.*, Arthur Wellesley Foshay

Annotation: Shows how problem solving objectives can be integrated into 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: Content Selection and Organization, Curriculum Aims and Objectives, Art Education, Curriculum Integration

Foshay, Arthur Wellesley, "The Physical Self and Literature," Journal of Curriculum and Supervision, 11(Summer, 1996), 341-350.*, Arthur Wellesley Foshay

Annotation: Examines literature that can be explored for its help in forming an understanding of the physical self.

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: Content Selection and Organization, Curriculum Aims and Objectives, Literature, Curriculum Integration

Foshay, Arthur Wellesley, "The Social Self and the Human Side of Science," Journal of Curriculum and Supervision, 12 (Spring, 1997), 246-255., Arthur Wellesley Foshay

Annotation: Relates the socializing purposes of education to the content of science; a sub-topic within the author's 1987 curriculum matrix.

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: Content Selection and Organization, Science, Curriculum Integration, Curriculum Aims and Objectives

Foshay, Arthur Wellsley, "The Emotions and Social Studies," Journal of Curriculum and Supervision, 12(Summer, 1997), 356-366.*, Arthur Wellsley Foshay

Annotation: Shows how social studies can contribute to the development of mature emotions.

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: Content Selection and Organization, Curriculum Aims and Objectives, Social Studies, Curriculum Integration, Psychology and Curriculum

Foster, Stuart, James W. Morris, and O. L. Davis, Jr., "Prospects for Teaching Historical Analysis and Interpretations: National Curriculum Standards for History Meet Current Curriculum Textbooks," Journal of Curriculum and Supervision, 11(Summer, 1996), 367-385.*, Stuart Foster, James W. Morris, and O. L. Davis Jr.

Annotation: Reports an analysis of four world history texts using standards of National Center for History in the Schools.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Content Analysis
Type of Study: Single Study
Narrow Topic: Curriculum and the Disciplines, Textbooks, Social Studies, Curriculum Standards and Testing

Fox, Seymour, "The Vitality of Theory in Schwab's Conception of the Practical," Curriculum Inquiry , 15(Spring, 1985), 63-89.*, Seymour Fox

Annotation: Reviews and elucidates Schwab's conception of the practical, and critiques and amplifies various aspects of his conception.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation

Fox, Thomas G., "Generating Knowledge from Field Experience: Two Competing Conclusions about Teacher Center Support," High School Journal, 61(January, 1978), 186-209., Thomas G. Fox

Annotation: Shows how teachers' research can generate knowledge on the topic.

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, Teacher Research, In-service Teacher Development

Franklin, Barry, "Dialogue: Reply to Landon Beyer's 'Ideology, Social Efficiency and Curriculum Inquiry'," Curriculum Inquiry, 12(Winter, 1982), 411-417., Barry Franklin

Annotation: Responds to Beyer's article regarding its historical basis.

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

Franklin, Barry M., "American Curriculum Theory and the Problem of Social Control, 1918-1938." Paper presented at AERA, Chicago, 1974. ERIC Document No. ED 092 419., Barry M. Franklin

Annotation: Reviews history of social control in U. S. curriculum.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Social Efficiency/Control

Franklin, Barry M., "Building a Cooperative Community: Social Control and Curriculum Thought, 1930-1955," pp. 119-137 in his Building the American Community: The School Curriculum and the Search for Social Control . Philadelphia: Falmer, 1986., Barry M. Franklin

Annotation: Discusses Caswell's relation to social control tendencies in 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, Social Efficiency/Control

Franklin, Barry M., "Building an Efficient Community: The Origins of the Idea of Social Control in Curriuclum Thought," pp. 83-118 in his Building the American Community: The School Curriculum and the Search for Social Control . Philadelphia: Falmer, 1986., Barry M. Franklin

Annotation: Describes the role of Finney, Bobbitt, and Charters in the social efficiency movement in 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, Social Efficiency/Control

Franklin, Barry M., Building the American Community: The School Curriculum and the Search for Social Control . Philadelphia: Falmer, 1986., Barry M. Franklin

Annotation: Traces the history of social control through the curriculum.

Broad Topical Focus: Curriculum Policies and Policy Making,Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry,Critical Inquiry
Type of Study: Single Study
Narrow Topic: Social Efficiency/Control, Curriculum History

Franklin, Barry M., "Curriculum History: Its Nature and Boundaries," (An Essay Review of the 1976 Yearbook of the ASCD), Curriculum Inquiry, 7(Spring, 1977), 67-79.*, Barry M. Franklin

Annotation: Reviews the 1976 ASCD Yearbook from the perspective of its historical research methods.

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

Franklin, Barry M., "Curriculum Thought and Social Meaning: Edward L. Thorndike and the Curriculum Field," Educational Theory, 26(Summer, 1976), 298-309., Barry M. Franklin

Annotation: Explores the impact of Thorndike's views on the curriculum.

Broad Topical Focus: Curriculum Policies and Policy Making,Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Social Efficiency/Control

Franklin, Barry M., "George Herbert Mead, Curriculum Theorist: The Curriculum Field and the Problem of Social Control," Paper presented at annual meeting of American Educational Research Association, "Historical Studies within the Curriculum Field," Washington, DC: March 30-April 3, 1975. ERIC Document ED 103 976, Barry M. Franklin

Annotation: Describes Mead's views as they related to social control 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, Social Efficiency/Control

Franklin, Barry M., "Herbert M. Kliebard's Intellectual Legacy," pp. 1-12 in Barry M. Franklin, ed., Curriculum and Consequences: Herbert M. Kliebard and the Promise of Schooling. New York: Teachers College Press, 2000., Barry M. Franklin

Annotation: Assesses the body of historical scholarship produced by Kliebard, introduces his writings, and previews the essays that follow in honor of Kliebard.

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

Franklin, Barry M., "Self Control and the Psychology of School Discipline," The Journal of Curriculum Theorizing, 1(Summer, 1979), 238-254., Barry M. Franklin

Annotation: Examines self control as an alternative to coersive forms of school discipline.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Self-Knowledge, Psychology and Curriculum, Curriculum History

Franklin, Barry M., "Technological Models and the Curriculum Field," Educational Forum, 40(March, 1976), 303-312.*, Barry M. Franklin

Annotation: Examines the history of technological models of curriculum.

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

Franklin, Barry M., "The Social Efficiency Movement and Curriculum Change: 1939-1976," pp. 239-268 in Ivor F. Goodson, ed., Social Histories of the Secondary Curriculum: Subjects for Study . London: Falmer, 1985., Barry M. Franklin

Annotation: Examines a change in the middle years of the 20th century and social control influences.

Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Social Efficiency/Control

Franklin, Barry M., "Whatever Happened to Social Control? The Muting of Coercive Authority in Curriculum Discourse," The Journal of Curriculum Theorizing, 3 (Winter, 1981), 252-258. Reprinted pp. 80-90 in William F. Pinar, ed., Contemporary Curriculum Discourses. Scottsdale,AZ: Gorsuch Scarisbrick, 1988., Barry M. Franklin

Annotation: Examines the persistence of coersive authority in curriculum.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Social Efficiency/Control, Freedom/Authority and Curriculum

Franklin, Barry M., and Carla C. Johnson, "What the Schools Teach: A Social History of the American Curriculum since 1950," pp. 460-477 in F. Michael Connelly, Ming Fang He, and JoAnn Phillion, eds., The SAGE Handbook of Curriculum and Instruction. Los Angeles: Sage Publications, 2008., Barry M. Franklin and Carla C. Johnson

Annotation: Examines ways schools have specified content for teaching in response to social pressures; cites school districts exemplifying life-adjustment, discipline-centered, basic skills, New Basics, and content area standards-based curricula at various times over the last half century.

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

Franklin, Barry N., Curriculum, Community, and Urban School Reform. New York: Palgrave Macmillan, 2010., Barry N. Franklin

Annotation: Contains a collection of ethnographic/history reports of concrete urban school settings that attempted various curricular and educational reforms form the 1960s to the 2000s; analyzes them within the framework of certain concepts of community and curriculum.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Secondary School Curriculum, Curriculum and Politics

Fraser, Barry J., "An Historical Look at Curriculum Evaluation," pp. 114-128 in Craig Kridel, ed., Curriculum History. Lanham, MD: University Press of America, 1989., Barry J. Fraser

Annotation: Reviews the history of progress in curriculum evaluation from 1960-1980, based on his published bibliography (1982).

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

Fraser, Barry J., "Promising Directions in Curriculum Knowledge: An Environmental Perspective," pp. 31-36 in William H. Schubert and Ann L. Schubert, eds., Conceptions of Curriculum Knowledge: Focus on Students and Teachers . University Park, PA: College of Education, Penn State University, 1982., Barry J. Fraser

Annotation: Reports a study of student feedback used in improving classroom environments.

Broad Topical Focus: Defining Curriculum Research Questions, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Environment

Freedman, Kerry, and Thomas S. Popkewitz, "Art Education and Social Interests in the Development of American Schooling: Ideological Origins of Curriculum Theory," Journal of Curriculum Studies, 20(September-October, 1988), 387-405., Kerry Freedman and Thomas S. Popkewitz

Annotation: Presents a history of art education from 1870-1900 and its ideological origins; shows antecedents of current curriculum thought.

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

Freedman, Sara E., "Teaching, Gender, and Curriculum," pp. 204-218 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. 230-244 in the Second Edition, 1998., Sara E. Freedman

Annotation: Discusses curriculum developed within the classroom rather than based on outside knowledge; examines arguments for using the teacher's personal knowledge.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Value Assumptions and Ideologies in Curriculum, Teacher Knowledge

Freeman, Jeanne, "A Burkean Analysis of the Classroom," Paper presented at AERA meeting, Chicago, IL, April, 1974. ERIC Document ED 094 494, Jeanne Freeman

Annotation: Gives techniques of literary criticism applied to curriculum theory; uses Kenneth Burke's dramatistic system--purpose, agency, scene, agent, act.

Broad Topical Focus: Curriculum Inquiry Guidelines, 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: Knowledge Generation

Freeman, Melissa, Kathleen de Marrais, Judith Preissle, Kathryn Roulston, and Elizabeth A. St. Pierre, "Standards of Evidence in Qualitative Research: An Incitement to Discourse," Educational Researcher, 36(January/February, 2007), 25-32., Melissa Freeman, Kathleen de Marrais, Judith Preissle, Kathryn Roulston, and Elizabeth A. St. Pierre

Annotation: Addresses questions related to standards of evidence in qualitative research in education.

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

Frein, Mark, "Strange Bedfellows?: Critical Curriculum Theory and the Analysis of Concepts in Education," Philosophy of Education Society Yearbook, 1998. Champaign, IL: Philosophy of Education Sociey, University of Illinois at Urbana-Champaign, 1998.*, Mark Frein

Annotation: Contrasts conceptual analysis with critical theory as approaches to research in curriculum theory; urges that the former take on the perspective of the latter; shows how this combination can be useful in curriculum practice.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Critical Inquiry, Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Knowledge Generation, Knowledge Utilization

Frelin, Anneli, "Curriculum, Didaktik, and Professional Teaching: Conceptual Contributions from the Intersections of Curriculum Studies in an Age of 'Crisis' in Education," pp 645-662 in Joao M. Paraskeva and Shirley R. Steinberg, eds., Curriculum: Decanonizing the Field. New York: Peter Lang, 2016., Anneli Frelin

Annotation: Discusses both the Anglo-Saxon conception of Curriculum Studies and the German/European conception of the Didaktik tradition; notes the role of the teacher in these two traditions; raises questions regarding the teaching profession in light of these traditions.

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: Comparative Curriculum, Conceptions of Teaching, Curriculum Theory Creation and Uses, Professionalization in Curriculum, Teacher Education

French, William M., America's Educational Tradition, An Interpretive History. Boston: Heath, 1964., William M. French

Annotation: Provides a curriculum-oriented description of American educational institutions.

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

Frey, Karl, Alfons Frei, and Rolf Langeheine, "Do Curriculum Development Models Really Influence the Curriculum?" Journal of Curriculum Studies, 21(November- December, 1989), 553-559.*, Karl Frey, Alfons Frei, and Rolf Langeheine

Annotation: Provides experimental data on 17 categories from a study of three curriculum development models' influence on the resulting curriculum.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies

Frey, Karl, Kleoniki Malliou, Rolf Langeheine, and Gillian Horton-Kruger, "Studies of the Quality of the Curriculum Process in the Curriculum Conference," Journal of Curriculum and Supervision, 7(Fall, 1991), 36-61.*, Karl Frey, Kleoniki Malliou, Rolf Langeheine, and Gillian Horton-Kruger

Annotation: Reports questionnaire study of four curriculum deliberations by component and elements.

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

Friesen, John W., Robert B. Carson, and F. T. Johnson, The Teacher's Voice: A Study of Teacher Participation in Three Alberta Communities . Lanham, MD: University Press of America, 1983., John W. Friesen, Robert B. Carson, and F. T. Johnson

Annotation: Reports a study of teachers' participation in curriculum decision-making.

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

Frymier, Jack, "After Thirty Years of Thinking About Curriculum," Theory Into Practice, 25(Winter, 1986), 58-63., Jack Frymier

Annotation: Shows how the author's beliefs about many aspects of curriculum have changed.

Broad Topical Focus: Curriculum Theorists,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

Frymier, Jack, "A Study of Children's Interests in Words," Journal of Curriculum and Supervision, 2(Winter, 1987), 128-151., Jack Frymier

Annotation: Reports a study of the Macmillan spelling series and children's interests in words.

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

Frymier, Jack, "Legislating Centralization," Phi Delta Kappan, 67(May, 1986), 646-648., Jack Frymier

Annotation: Argues that the detailed curriculum specifications set forth in Texas by the legislature are dangerous.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Local Control of Schooling, Social Efficiency/Control, Curriculum Development Strategies

Frymier, Jack, Larry Barber, Bruce Gansneder, and Neville Robertson, "Simultaneous Replication: A Technique for Large-Scale Research," Phi Delta Kappan , 71(November, 1989), 228-231., Jack Frymier, Larry Barber, Bruce Gansneder, and Neville Robertson

Annotation: Reports Phi Delta Kappa's Study of Schools at Risk done by the technique of simultaneous replication.

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

Frymier, Jack R., A School for Tomorrow. Berkeley, CA: Mc Cutchan, 1973., Jack R. Frymier

Annotation: Advocates a curriculum designed to diagnose and prescribe progress toward individual students' learning goals with the aid of predesigned modules of instruction and intense teacher-pupil support.

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: Classics of Curriculum Literature