Type of Study - Single Study | University of Central Florida

Type of Study - Single Study

Single Studies Single Studies

Abiko, Tadahiko, "Developmental Stages and Curriculum: A Japanese Perspective," Journal of Curriculum and Supervision, 17(Winter, 2002), 160-170., Tadahiko Abiko

Annotation: Offers a new set of developmental stages based on children's interests and proposes a curriculum framework based on them.

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: Psychology and Curriculum, Comparative Curriculum

Abramir, Philip C., Peter A. Cohen, and Sylvia d'Apollonia, "Implementation Problems in Meta-Analysis," Review of Educational Research, 58(Summer, 1988), 151-179., Philip C. Abramir, Peter A. Cohen, and Sylvia d'Apollonia

Annotation: Identifies and explores the resolution of problems faced in doing meta-analyses of quantitative reviews of research.

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

Adams, Jacob E., Jr., Taking Charge of Curriculum: Teacher Networks and Curriculum Implementation. New York: Teachers College Press, 2000., Jacob E. Adams Jr.

Annotation: Reports on implementation of Math A curriculum in 3 districts (12 classrooms) in California by teachers involved in teacher professional networks and by those not involved; presents detailed statements of teacher experiences, adaptations, and classroom strategies as well as views of other parties.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: In-service Teacher Development, Mathematics

Adams, Raymond S., "Curriculum Development and Research - A Question of Fit," Journal of Curriculum Studies, 1(November, 1969), 260-208.*, Raymond S. Adams

Annotation: Explores a four-pronged model for studying curriculum enactment.

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

Adler, Susan, and Jesse Goodman, "Critical Theory as a Foundation for Methods Courses," Journal of Teacher Education, 37(July-August, 1986), 2-8., Susan Adler and Jesse Goodman

Annotation: Describes efforts to develop a social studies methods course linked to critical theory.

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: Teacher Education, Social Studies

Ahwee, Suzette, et al., "The Hidden and Null Curriculum: An Experiment in Collective Educational Biography," Educational Studies, 35(February, 2004), 25-43., Suzette Ahwee

Annotation: Gives examples from schooling of the hidden and the null curriculum along with a literature summary of the two topics.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Hidden Curriculum, Ideology and School Knowledge

Citations Citations

Alkan, Sinem Hizll, and Mark Priestley, "Teacher Mediation of Curriculum Making: The Role of Refexivity," Journal of Curriclum Studies, 51(5, 2019), 751-754., Sinem Hizll Aikan and Mark Priestley

Annotation: Reports a study of how teachers in Scotland and Wales shaped their curriculum making through processes of reflexivity upon their own perspectives and upon contextual factors, such as structural and cultural; various modes of reflexivity are shown to be at work in these teachers; it is suggest that the research framework used in this study can be a useful way of studying teachers' involvement in curriculum making.

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

Akkerman, Sanne F., Arthur Bakker, and William R. Penuel, "Relevance of Educational Research: An Ontological Conceptualization," Educational Researcher, 50(No. 6, 2021), 416-424., Sanne F. Akkerman, Arthur Bakker, and William R. Penuel

Annotation: Argues for an ontological synchronization orientation in educational research that honors the principles of "authenticity" and "generativity" to gain relevance; explicates thee concept over against prevailing concepts of research.

Broad Topical Focus: Relation of Curriculum Research to Practice
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry - Speculative Essay, Philosophical Inquiry - Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Knowledge Utilizaiton, Ethical Issues in Curriculum, Knowledge LInkage

Single Studies Single Studies

Alexander, Christopher, Notes on the Synthesis of Form. Cambridge, MA: Harvard University Press, 1964., Christopher Alexander

Annotation: Describes the generic design process in terms of form and content, procedures and criteria.

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

Alexander, Don, "Curriculum Turmoil in Liberal Democracies," Journal of Curriculum Studies, 23(January-February, 1991), 71-78., Don Alexander

Annotation: Discusses two views of liberal democracy found in liberal education.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Liberal Education/General Education, Ideology and School Knowledge

Alexander, H. A., "Eisner's Aesthetic Theory of Evaluation," Educational Theory, 36(Summer, 1986), 259-270.*, H. A. Alexander

Annotation: Identifies several problems with Eisner's aesthetic theory of evaluation.

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

Alexander, H. A., "Elliot Eisner's Artistic Model of Education," Religious Education, 81(Winter, 1986), 45-58., H. A. Alexander

Annotation: Reviews Eisner's The Educational Imagination and suggests several crticisms.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists, 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: Aesthetics and Curriculum

Alexander, Hanan A., "Education as Spiritual Critique: Dwayne Huebner's Lure of the Transcendent," Journal of Curriculum Studies, 35(March, 2003), 231-245., Hanan A. Alexander

Annotation: Gives a critique of Huebner's views on education from philosophical and theological perspectives.

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

Citations Citations

Alexander, Patricia A., "The Art and Science of Quality Systematic Reviews," Review of Research in Education, 90(1, 2020), 6-23., Patricia A. Alexander

Annotation: Reviews challenges to doing systematic reviews pertaining to all phases of the process.

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 Generartion, Knowledge Linkage

Single Studies Single Studies

Alexander, Patricia A., Diane L. Schallert, and Victoria C. Hare, "Coming to Terms: How Researchers in Learning and Literacy Talk About Knowledge," Review of Educational Research, 61 (Fall, 1991), 315-343.*, Patricia A. Alexander, Diane L. Schallert, and Victoria C. Hare

Annotation: Analyzes various uses of the term "knowledge".

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

Alexander, William M., "Hollis L. Caswell," Kappa Delta Pi Record, 22(Fall, 1985), 11-13., William M. Alexander

Annotation: Gives a personal view of Caswell's contributions to education.

Broad Topical Focus: Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Middle School Curriculum

Alkin, Marvin C., "Evaluating 'Curriculum' and 'Instruction,'" Curriculum Theory Network, 4(No. 1, 1973/74), 43-51., Marvin C. Alkin

Annotation: Proposes a theoretical framework that distinguishes evaluation of curriculum and instruction into a six-type/three-stage matrix.

Broad Topical Focus: Curriculum Evaluation,Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Evaluation of Instruction

Alkin, Marvin C. "Theoretical Framework for the Analysis of Curriculum and Instructional Reform." International Review of Education, 19(June 1973), 195-206., Marvin C. Alkin

Annotation: Posits a model of elements for curriculum and instruction reform.

Broad Topical Focus: Curriculum Evaluation,Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Criticism of Schooling

Allan, Karen Kuelthau, and Margery Staman Miller, "Teacher-Researcher Collaboratives: Cooperative Professional Development," Theory Into Practice, 29(Summer, 1990), 196-202., Karen Kuelthau Allan and Margery Staman Miller

Annotation: Describes three stages in a cooperative staff development project.

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, In-service Teacher Development, Teacher Research

Alpren, Morton, and Bruce G. Baron, "Procedural Options in Developing Curriculum," Curriculum Theory Network, 11(Spring, 1973), 65-76., Morton Alpren and Bruce G. Baron

Annotation: Reviews seven options for designing curricula.

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

Altrichter, Herbert, "The Concept of Quality in Action Research: Giving Practitioners a Voice in Educational Research," pp. 40-55 in Michael Schratz, ed., Qualitative Voices in Educational Research. London: Falmer, 1993.*, Herbert Altrichter

Annotation: Presents six criteria of quality for action research.

Alvik, Trond, "Some Terminological and Conceptual Considerations Concerning Curriculum Problems," Curriculum Theory Network, 5(Spring, 1970), 58-68.*, Trond Alvik

Annotation: Distinguishes between curriculum and didactics and betweeen curriculum and instruction, among other concepts, from a Danish perspective.

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

Anderson, Digby C., Evaluating Curriculum Proposals: A Critical Guide. New York: John Wiley and Sons, 1981., Digby C. Anderson

Annotation: Provides guidelines for the rhetorical analysis of curriculum proposals and suggests foci for curriculum inquiry; illustrates this by reference to four British curriculum projects.

Broad Topical Focus: Curriculum Policies and Policy Making,Curriculum Proposals in Coherent Form,Curriculum Evaluation,Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism,Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Comparative Curriculum, Knowledge Generation

Anderson, Digby C., "Research as a Basis for Curriculum Policy-Making: A Cautionary Note," Journal of Curriculum Studies, 14(January-March, 1982), 69-78., Digby C. Anderson

Annotation: Points out that rhetoric plus research are often the basis for research-based policy pronouncements; discusses eight virtues of a good research-text.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Research and Inquiry-General
Source Discipline: Curriculum
Mode of Inquiry in the Study: Deliberative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation

Anderson, Gary J., Herbert J. Walberg, and Wayne W. Welch, "Curriculum Effects on the Social Climate of Learning: A New Representation of Discriminant Functions," American Educational Research Journal, 6(May, 1969), 315-328.*, Gary J. Anderson, Herbert J. Walberg, and Wayne W. Welch

Annotation: Tests several hypotheses about the social climate of learning and Harvard Project Physics.

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

Anderson, Gary L., "Reflecting on Research for Doctoral Students in Education," Educational Researcher, 31(October, 2002), 22-25., Gary L. Anderson

Annotation: Makes the case for practitioner research in education and its usefulness.

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

Citations Citations

Anderson, Gary L., and Liliana Nontoro Donchik, "The Privatization of Education and Policy-making: The American Legislative Exchange Council (ALEC): New Political and Discourse Strategies of Education Governance," Educational Policy, 30(March, 2016), 322-364., Gary L. Anderson and Liliana Nontoro Donchik

Annotation: Traces the purposes, objectives, alliances, ideologies, and political strategies of ALEC; analyzes model legislative bills promoted by ALEC and discusses the strategies used by ALEC; shows how the public policy process has been privatized by actions of ALEC: suggests implications for policy-making and research in education.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Education
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: SIngle Study
Narrow Topic: Curriculum and Politics, Curriculum History, Democratic Education, Discourse Analysis, Freedom/Authority and Curriculum, Local Control of Schooling, Value Assumptions and Ideologies in Curriculum

Single Studies Single Studies

Anderson, Gary L., & Kathryn Herr, "The New Paradigm Wars: Is There Room for Rigorous Practitioner Knowledge in Schools and Universities? Educational Researcher, 28(June-July, 1999), 12-21; 40.*, Gary L. Anderson and Kathryn Herr

Annotation: Discusses the question of legitimacy of practitioner research in academia and schools and raises several related issues.

Andrews, Richard, "The Place of Systematic Reviews in Educational Research," British Journal of Educational Studies, 53(December, 2005), 399-416., Richard Andrews

Annotation: Proposes a model of educational research incorporating systematic reviews.

Anfara, Vincent A., Jr., and Leonard Waks, "Resolving the Tension Between Academic Rigor and Developmental Appropriateness: Part I," Middle School Journal, 32(November, 2000), 46-51.*, Vincent A. Anfara Jr. and Leonard Waks

Annotation: Demonstates that there need not be a dualism between developmentally appropriate curriculum and subject-centered academic knowledge; Part II [MSJ, 32(January,2001), 25-30] describes the difference between adult patterns of academic knowledge and youth's knowledge-in-use; implications are drawn for middle school education.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum and the Disciplines, Middle School Curriculum, Knowledge Utilization, Practical Knowledge, Psychology and Curriculum, Curriculum Integration, Content Selection and Organization

Angulo Rasco, Jose Felix, "In Search of the Lost Curriculum," pp. 137-155 in Joao M. Paraskeva and Shirley R. Steinberg, eds., Curriculum: Decanonizing the Field. New York: Peter Lang, 2016., Rasco Angulo and Jose Felix

Annotation: Reviews concepts and rationales related to curriculum, curriculum purposes, and curriculum content; raises questions about the concept of a curriculum canon.

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

Angus, David L., and Jeffrey E. Mirel, "Equality, Curriculum, and the Decline of the Academic Ideal: Detroit, 1930-68," History of Education Quarterly, 33(Summer, 1993),177-207., David L. Angus and Jeffrey E. Mirel

Annotation: Reports the distribution of courses in various academic and non-academic subjects in Detroit from 1930-1968 and notes the decline of the former.

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: School Subjects, Curriculum and the Disciplines, Enrollment Changes-Implications

Antonelli, George A., "Ralph W. Tyler and the Curriculum Arena," Journal of General Education, 24(July, 1972), 123-131., George A. Antonelli

Annotation: Gives a review of Tyler's contributions to curriculum.

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

Antonelli, George A., "Ralph W. Tyler: The Man and His Work," Peabody Journal of Education, 50(October, 1972), 68-74., George A. Antonelli

Annotation: Gives a summary of Tyler's contributions to education.

Anyon, Jean, "Adequate Social Science, Curriculum Investigations, and Theory," Theory into Practice, 21(Winter, 1982), 34-37., Jean Anyon

Annotation: Argues that social science should be empirically grounded, theoretically explanatory, and socially critical; sets criteria for adequate curriculum theory.

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

Anyon, Jean, "Elementary Schooling and Distinctions of Social Class," Interchange, 12(Nos. 2/3, 1981), 118-132., Jean Anyon

Annotation: Notes social class distinctions in elementary classrooms.

Broad Topical Focus: Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Elementary School Curriculum

Anyon, Jean, "Ideology and United States History Textbooks," Harvard Educational Review, 49(August, 1979), 361-386., Jean Anyon

Annotation: Examines seventeen secondary level history textbooks and finds an ideology that serves the interests of only particular groups in society.

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

Anyon, Jean, "Schools as Agencies of Social Legitimation," The Journal of Curriculum Theorizing, 3(Summer, 1981), 86-103. Reprinted pp. 175-200 in William F. Pinar, ed., Contemporary Curriculum Discourses . Scottsdale, AZ: Gorsuch Scarisbrick, 1988., Jean Anyon

Annotation: Documents social and economic stratification in students' experiences of school and in the content of the curriculum; draws implications.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Social Studies, Curriculum as Experience, Content Selection and Organization

Anyon, Jean, "Social Class and School Knowledge," Curriculum Inquiry, 11(Spring, 1981), 3-42., Jean Anyon

Annotation: Reports a study of the stratification of school knowledge in five elementary schools in two districts in New Jersey.

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

Anyon, Jean, "Social Class and the Hidden Curriculum of Work," Journal of Education (Boston University), 162(Winter, 1980), 67-92. Reprinted pp. 366-389 in James R. Gress, ed., Curriculum: An Introduction to the Field. Berkeley, CA: McCutchan, 1988., Jean Anyon

Annotation: Examines contrasting schools differentiated by social class and finds reproduction of economic relationship in each.

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

Anyon, Jean, "The Retreat of Marxism and Socialist Feminism: Postmodern and Poststructural Theories in Education," Curriculum Inquiry, 24(Summer, 1994), 115-133.*, Jean Anyon

Annotation: Critiques work of Cherryholmes, Lather, Ellsworth, Giroux, and McLaren with respect to the lack of empirical basis for their critical theories and offers an alternative approach of her own. Cherryholmes responds in a related article that follows.

Broad Topical Focus: Curriculum Contexts and Societal Influences
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Ideology and School Knowledge, Philosophical Schools

Anyon, Jean, "Workers, Labor, and Economic History, and Textbook Content," pp. 37-60 in Michael W. Apple and Lois Weis, eds., Ideology and Practice in Schooling. Philadelphia: Temple University Press, 1983., Jean Anyon

Annotation: Examines ideology present in history textbooks.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Textbooks, Social Studies, Ideology and School Knowledge

Aoki, Ted, "Interests, Knowledge and Evaluation: Alternative Approaches to Curriculum Evaluation," Journal of Curriculum Theorizing, 6(Spring, 1986), 27-44. Reprinted pp. 137-150 in William F. Pinar and Rita L. Irwin, eds., Curriculum in a New Key: The Collected Works of Ted T. Aoki. Mahwah, NJ: Lawrence Erlbaum, 2005., Ted Aoki

Annotation: Discusses technical, situational interpretive, and critical theoretic evaluation in the context of an evaluation of British Columbia Social Studies.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Evaluative Inquiry, Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum, Comparative Curriculum

Aoki, Ted, "Towards a Reconceptualization of Curriculum Implementation," pp. 107-118 in David Hopkins and Marvin Wideen, eds., Alternative Perspectives on School Improvement . Philadelphia: Falmer Press, 1984.*, Ted Aoki

Annotation: Contrasts curriculum implementation as instrumental action and as practical action.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Implementation

Aoki, Ted T., "Curriculum Inquiry from a Critical Perspective," pp. 10-20 in Walter Werner, ed., Curriculum Canada . Vancouver: Centre for the Study of Curriculum and Instruction, University of British Columbia, 1979.*, Ted T. Aoki

Annotation: Descrbes briefly the critical perspective in curriculum inquiry.

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

Aoki, Ted T., "Signs of Vitality in Curriculum Scholarship," CSSE News, 13(January, 1986), 2-5., Ted T. Aoki

Annotation: Gives remarks made May 28, 1985, at CACS/CSSE Conference, Montreal, upon receipt of CACS's Award for Distinguished Contributions to Canadian Curriculum Theory and Practice.

Broad Topical Focus: 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: Curriculum Theory Creation and Uses

Aoki, Ted T., "Toward Curriculum Inquiry in a New Key," Presentations on Art Education Research, (No. 2, 1978), 47-69. Reprinted in J. J. Victoria and E. J. Sacca, eds., Phenomenlogical Description: Potential for Research in Art Education . Montreal: Concordia University, 1978. Reprinted pp. 89-110 in William F. Pinar and Rita L. Irwin, eds., Curriculum in a New Key: The Collected Works of Ted T. Aoki. Mahwah, NJ: Lawrence Erlbaum, 2005.*, Ted T. Aoki

Annotation: Describes three curriculum inquiry orientations--empirical analytic, situational interpretive, and critical theoretical.

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

Aoki, Ted T. "Toward Understanding 'Computer Application,' "Journal of Curriculum Theorizing, 7(No. 2, 1987), 61-71. Reprinted pp. 151-158 in Willliam F. Pinar and Rita L. Irwin, eds., Curriculum in a New Key: The Collected Works of Ted T. Aoki. Mahwah, NJ: Lawrence Erlbaum, 2005., Ted T. Aoki

Annotation: Discusses computer as technology (after Heidegger), computer as technical reproduction, and computer as a hermenuetic problem.

Broad Topical Focus: Curriculum Development, Organization, Design,Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Normative Inquiry,Hermeneutic Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Media and Computers in Curriculum Development

Aoki, Ted Tetsuo, "Towards a Dialectic Between the Conceptual World and the Lived World: Transcending Instrumentalism in Curriculum Orientation," Journal of Curriculum Theorizing, 5(Fall, 1983), 4-21. Reprinted pp. 402-416 in William F. Pinar, ed., Contemporary Curriculum Discourses . Scottsdale, AZ: Gorsuch Scarisbrick, 1988., Ted Tetsuo Aoki

Annotation: Calls for attention to phenomenological studies of curriculum (situational interpretive studies) in contrast to empirical analytic studies.

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

Applebaum, Barbara, "Is Teaching for Social Justice a Liberal Bias?" Teachers College Record, 111(February, 2009), 376-408., Barbara Applebaum

Annotation: Explores the meaning of "liberal bias" and of "ideology" in relation to the curriculum issue of their potential imposition on students through teaching for social justice.

Broad Topical Focus: Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Curriculum Aims and Objectives, Ideology and School Knowledge

Applebee, Arthur N., Curriculum as Conversation: Transforming Traditions of Teaching and Learning. Chicago: The University of Chicago, 1996., Arthur N. Applebee

Annotation: Proposes a conception of curriculum as conversation with attendent options for alternative patterns of design and related pedogogy; examples are from models in the curriculum of English but principles are applicable more generally.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Teaching/Learning Process, English, Content Selection and Organization

Apple, Michael W., "Analyzing Determinations: Understanding and Evaluating the Production of Social Outcomes in Schools," Curriculum Inquiry, 10(Spring, 1980), 55-76.*, Michael W. Apple

Annotation: Presents an analysis of ideological and practical tendencies for and against reproduction and socialization in a school and suggests how this may be used in evaluating and explaining outcomes.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Contexts and Societal Influences, Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Evaluative Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum, Hidden Curriculum

Apple, Michael W., "Away with All Teachers: The Cultural Politics of Home Schooling," pp. 149 -173 in David M. Callejo Perez, Stephen M. Fain, and Judith J.Slater, eds., Pedagogy of Place: Seeing Space as Cultural Education. New York: Peter Lang, 2004., Michael W. Apple

Annotation: Analyzes the motives for home schooling and its advantages and disadvantages along with policy implications.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Visions and Philosophies, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Alternatives in Education, Criticism of Schooling, Curriculum Aims and Objectives, Curriculum and Politics, Ethical Issues in Curriculum, Hidden Curriculum, Value Assumptions and Ideologies in Curriculum, Religious & Private Schooling, Values in the Classroom

Apple, Michael W., "Beyond Ideological Reproduction," pp. 154-166; 193-195 in his Ideology and Curriculum , 1st ed. Boston: Routledge and Kegan Paul, 1979. 2nd ed., New York; Routledge, 1990., Michael W. Apple

Annotation: Discusses the sociology and economics of school knowledge and argues for a critical examination of the relation between ideology and curriculum needs; uses the language of distribution and reproduction in the analysis.

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

Apple, Michael W., "Can Critical Pedagogy Interrupt Rightist Policies?" Educational Theory, 50(Spring, 2000), 229-254.*, Michael W. Apple

Annotation: Challenges the market ideology that now dominates schooling and curriculum; reports on the effects of policy decisions resting on this ideology rather than on educational criteria; shows how national curriculum and national testing (in UK and in US) are reducing equality of educational opportunity; gives examples of efforts to counter current tendencies.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Curriculum Standards and Testing, Value Assumptions and Ideologies in Curriculum, Comparative Curriculum

Apple, Michael W., Can Education Change Society? New York: Routledge, 2013., Michael W. Apple

Annotation: Treats in previously unpublished essays the question in the title in light of the work of Freire, Counts, DuBois, Woodson , and others with examples both positive (Porto Alegre - Citizen Schools) and negative (Wal-Mart - Christian Conservative) influences; gives examples of the author's personal action in keeping with his commitment to critical education and action.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Comparative Curriculum, Curriculum and Politics, Democratic Education, Value Assumptions and Ideologies in Curriculum

Apple, Michael W., "Common Curriculum and State Control," Discourse, 2(No. 2, 1982), 1-10., Michael W. Apple

Annotation: Explores the role of state control of curriculum in relation to proposals for a common curriculum for all students.

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

Apple, Michael W., "Commonsense Categories and Curriculum Thought," pp. 116-148 in James B. Macdonald and Esther Zaret, eds., Schools in Search of Meaning . Washington, DC: Association for Supervision and Curriculum Development, 1975. Reprinted in Roger Dale, et al., eds., Schooling and Capitalism: A Sociological Reader. London: Routledge & Kagan Paul, 1976., Michael W. Apple

Annotation: Examines the history of reforms in education and asks "Are things as they seem?" ; exposes "labeling" for its hidden ideology.

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

Apple, Michael W., "Creating Difference: Neo-Liberalism, Neo-Conservatism, and the Politics of Educational Reform," Educational Policy, 18(January and March, 2004)., 12-44., Michael W. Apple

Annotation: Analyes how market proposals and regulatory proposals are joined in recent educational reforms in several countries, including the U. S., and reflect power blocks supporting standards, testing, and a national curriculum.

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

Citations Citations

Apple, Michael W., "Critical Curriculum Studies and the Concrete Problems of Curriculum Policy and Practice," Journal of Curriculum Studies, 50(6,2018), 85-690., Michael W. Apple

Annotation: Sums up the author's concerns about how critical analysis has waxed and waned in the curriculum field and about the way the field has lost its way and its voice.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum and Politics, Curriculum Profesors, Criticism of Schooling

Single Studies Single Studies

Apple, Michael W., "Curricular Form and the Logic of Technical Control," Economic and Industrial Democracy, 2(August, 1981), 293-319. Reprinted pp. 143-165 in Michael W. Apple and Lois Weis, eds., Ideology and Practice in Schooling . Philadelphia, PA: Temple University Press, 1983., Michael W. Apple

Annotation: Argues that ideologies are embedded in our commonsense meanings and practices; examines curriculum form (not content) to reveal its use in service to ideology; describes the logic of technical control in curriculum and related issues.

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

Apple, Michael W., "Curriculum and Reproduction," Curriculum Inquiry, 9(Fall, 1979), 251-257., Michael W. Apple

Annotation: Presents a review of Basel Berstein's book, Class, Codes, and Controls, Vol. 3.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Theorists, Curriculum Conceptions and Theories
Source Discipline: All Fields
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Philosophical Inquiry-Ampliative Criticism, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge

Apple, Michael W., "Curriculum as Ideological Selection," Comparative Education Review, 20(June, 1976), 209-215., Michael W. Apple

Annotation: Presents an essay review of Knowledge and Control (Young, 1971) and Educability, Schools, and Ideology (Flude and Ahier,1974).

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Philosophical Inquiry-Ampliative Criticism, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Comparative Curriculum

Apple, Michael W., "Curriculum in the Year 2000: Tensions and Possibilities," Phi Delta Kappan, 64(January, 1983), 321-326., Michael W. Apple

Annotation: Projects increasing conflict in curriculum requiring coordinated efforts between educators and society.

Apple, Michael W., Educating the 'Right' Way: Markets, Standards, God, and Inequality. New York: Routledge, 2001. 2nd ed., 2006., Michael W. Apple

Annotation: Gives an elaborate analysis of four movements that have been combined by the political right to capture the discourse on recent educational policy and practice (neoliberalism, neoconservatism, authoritarian populism, and managerialism). Second edition adds new material on No Child Left Behind Act and on home schooling.

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: Curriculum and Politics, Value Assumptions and Ideologies in Curriculum

Apple, Michael W., "Educational and Cultural Reproduction: A Critical Assessment of Programs of Choice," pp. 503-541 in Robert B. Everhart, ed., The Public School Monopoly: A Critical Analysis of Education and the State in American Society . San Francisco: Pacific Institute for Public Policy Research, 1982.*, Michael W. Apple

Annotation: Discusses proposals for choice in education in the context of a cultural reproduction critique.

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

Apple, Michael W., "Education, Culture, and Class Power," Educational Theory, 42(Spring, 1992), 127-145. Revised as Ch. 8 in his Power, Meaning, and Identity. New York: Peter Lang, 1999., Michael W. Apple

Annotation: Discusses class and its relation to education with emphasis on the work of Basil Bernstein.

Broad Topical Focus: Curriculum Contexts and Societal Influences
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum and Politics

Apple, Michael W., "Humanism and the Politics of Educational Argumentation," pp. 315-330 in Richard Weller, ed., Humanistic Education: Vision and Realities . Berkeley, CA: McCutchan, 1977., Michael W. Apple

Annotation: Critiques the book The Anti-Man Culture (1972) in the context of political rationality.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Value Assumptions and Ideologies in Curriculum

Apple, Michael W., "Ideology and Form in Curriculum Evaluation," pp. 495-521 in George Willis, ed., Qualitative Evaluation . Berkeley, CA: McCutchan, 1978., Michael W. Apple

Annotation: Critiques evaluation case studies and the value of phenomenological studies of individuals' responses to schooling.

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

Apple, Michael W., "Ideology, Reproduction, and Educational Reform," Comparative Education Review, 22(October, 1978), 367-387., Michael W. Apple

Annotation: Describes the sociology and economics of school knowledge, the problem of high status knowledge, and their relation to reproduction theory.

Apple, Michael W., "Is There a Curriculum Voice to Reclaim?" Phi Delta Kappan, 71(March, 1990), 526-530. Revised version appears in "The Politics of Official Knowledge in the United States," Journal of Curriculum Studies, 22(July-August, 1990), 377-383. Revised again as Chapter 2 in his Power, Meaning, and Identity. New York: Peter Lang, 1999.*, Michael W. Apple

Annotation: Traces the conservative political influence in curriculum in the 1980s and urges the restoration of curriculum scholars' voices in the contemporary debates over curriculum.

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

Apple, Michael W., "Ivan Illich and Deschooling Society : The Politics of Slogan Systems," pp. 337-360 in Nobuo Kenneth Shimahara and Aslam Scrupski, eds., Social Forces and Schooling: An Anthropological and Sociological Perspective . New York: David McKay Co., 1975., Michael W. Apple

Annotation: Discusses Illich's book and the political slogans at work in it.

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

Apple, Michael W., "Making Curriculum Problematic," The Review of Education, 1(January-February, 1976)., Michael W. Apple

Annotation: Reviews a series of current curriculum books including ones by Eisner & Vallance, Payne, and Young.

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

Apple, Michael W. , Official Knowledge: Democatic Education in a Conservative Age , 1st ed. New York: Routledge, 1993. 2nd ed., 2000. 3rd ed., 2014., Michael W. Apple

Annotation: Explains the politics of official knowledge in the curriculum, textbooks, state regulations, industry-provided TV news, and packaged curricula; offers personal examples of activist work. 3rd edition has new front material and two new chapters.

Apple, Michael W., "Old Humanists and New Curricula: Politics and Culture in the Paideia Proposal," Curriculum Inquiry, 15(Spring, 1985), 93-106., Michael W. Apple

Annotation: Critiques Adler's Paideia Proposal and identifies who it is intended for even though Adler says it is for all students.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Curriculum Differentiation

Apple, Michael W., "On Analyzing Hegemony," Journal of Curriculum Theorizing, 1(Winter, 1979), 10-27. A revised version appears pp. 1-25 in his Ideology and Curriculum. London: Routledge & Kegan Paul, 1979. Also in 2nd ed., 1990., Michael W. Apple

Annotation: Addresses how thought and culture are determined by the social and economic structure; shows how to detect ideology.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Ideology and School Knowledge, Knowledge Generation

Apple, Michael W., "On Analyzing New Hegemonic Relations: An Interview," pp. 173-202 in Michael W. Apple. Ideology and Curriculum, 3rd ed. New York: RoutledgeFalmer, 2004., Michael W. Apple

Annotation: Capures the author's views on 17 questions put to him about the dominant ideologies in contemporary education policies and practices and about what actions he would urge in these circumstances.

Broad Topical Focus: Curriculum Policies and Policy Making, 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, Value Assumptions and Ideologies in Curriculum, Democratic Education, Freedom/Authority and Curriculum

Apple, Michael W., "Politics and National Curriculum Policy," Curriculum Inquiry, 7(Winter, 1977), 355-361., Michael W. Apple

Annotation: Reviews documents from NIE's Curriculum Development Task Force in terms of political perspectives.

Broad Topical Focus: Curriculum Policies and Policy Making, 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, Government Role in Educational Research & Development, Value Assumptions and Ideologies in Curriculum

Apple, Michael W., "Power and Culture in the 'Report of the Committee of Ten'," New York University Education Quarterly, 14(Winter, 1983), 28-32. Revised as Ch 5 in his Power, Meaning, and Identity. New York: Peter Lang, 1999., Michael W. Apple

Annotation: Critques the 1894 Report of the Committee of Ten on Secondary Social Studies in terms of inequalities.

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

Apple, Michael W., "Power and School Knowledge," The Review of Education, 3(January-February, 1977), 26-49., Michael W. Apple

Annotation: Presents an essay review of Sharp & Green's Education and Social Control (1975).

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Curriculum and Politics, Curriculum Aims and Objectives

Apple, Michael W., "Rationality as Ideology," Educational Theory, 26(Winter, 1976), 121-131.*, Michael W. Apple

Annotation: Sets forth a perspective on Feinberg's book, Reason and Rhetoric.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences, Curriculum Visions and Philosophies
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Value Assumptions and Ideologies in Curriculum

Apple, Michael W., "Reproduction, Contestation, and Curriculum: An Essay in Self-Criticism," Interchange, 12(Nos. 2-3, 1981), 27-47., Michael W. Apple

Annotation: Recaps Apple's own work and sets it in relation to the broader curriculum field.

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, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge

Apple, Michael W., "Review of Bourdieu and Passerson 'Reproduction in Education, Society and Culture'," School Review, 86(November, 1977), 144-147., Michael W. Apple

Annotation: Presents an exploration and crtical review of this book.

Apple, Michael W., "Scientific Interests and the Nature of Educational Institutions," pp. 120-132 in William Pinar, ed., Curriculum Theorizing . Berkeley, CA: McCutchan, 1975., Michael W. Apple

Annotation: Argues that the curriculum field follows an outmoded positivist method of science, thinking it is interest-free, and needs to follow other forms of rationality.

Broad Topical Focus: Curriculum Conceptions and Theories,Curriculum Research and Inquiry-General,Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum

Apple, Michael W., "Social Crisis and Curriculum Accords," Educational Theory, 38(Spring, 1988), 191-201.*, Michael W. Apple

Annotation: Defines the political contexts within which curriculum compromises are made.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Ideology and School Knowledge, Value Assumptions and Ideologies in Curriculum

Apple, Michael W., "Social Structure, Ideology, and Curriculum," pp. 131-159 in Martin Lawn and Len Barton, eds. Rethinking Curriculum Studies. New York: Halsted, 1981. Also in Interchange (2 & 3), 1981. Also Chapter 1 in his Education and Power, 1982., Michael W. Apple

Annotation: Reviews the literature of curriculum and reproduction and the author's own related work; opens up the possibilities for political action in education.

Apple, Michael W., "Some Aspects of the Relationship Between Economic and Cultural Reproduction," Journal of Curriculum Theorizing, 3(Winter, 1981), 130-142., Michael W. Apple

Annotation: Discusses the literature on the topic from France, England, and the U. S. and reviews leading issues involved.

Apple, Michael W., "Standards, Markets, and Curriculum," pp. 55-74 in Barry M. Franklin, ed., Curriculum and Consequences: Herbert M. Kliebard and the Promise of Schooling. New York: Teachers College Press, 2000., Michael W. Apple

Annotation: Analyzes the political movement (called conservative restoration by Apple) in which market forces and performance standards, national curriculum, and national testing are touted as reforms in the curriculum in England; also by inference in the U. S.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Value Assumptions and Ideologies in Curriculum, Curriculum Standards and Testing, Comparative Curriculum, Local Control of Schooling

Apple, Michael W., "Teaching and Technology: The Hidden Effects of Computers on Teachers and Students," pp. 289-311 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. 314-336 in 2nd ed., 1998., Michael W. Apple

Annotation: Discusses politics of technology, economic realities, and resulting inequalities.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Media and Computers in Curriculum Development

Apple, Michael W., "The Adequacy of Systems Management Procedures in Education and Alternatives," Journal of Educational Research, 66(September, 1972), 10-18. Reprinted in Albert H. Lee, ed., Perspectives on Management Systems Approaches in Education: A Symposium . Englewood Cliffs, NJ: Educational Technology Publications, 1973. Another version pp. 105-122 in Michael W. Apple, Ideology and Curriculum. New York: Routledge and Kegan Paul, 1979.*, Michael W. Apple

Annotation: Critiques the technical ideology in systems management procedures from political and ethical perspectives.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Ethical Issues in Curriculum, Value Assumptions and Ideologies in Curriculum

Apple, Michael W., "The Culture and Commerce of the Textbook," Journal of Curriculum Studies, 17(April-June, 1985), 147-162. Reprinted pp. 223-242 in William F. Pinar, ed., Contemporary Curriculum Discourses. Scottsdale,AZ: Gorsuch Scarisbrick, 1988., Michael W. Apple

Annotation: Describes textbook publishing in the U. S.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Textbooks, Ideology and School Knowledge

Apple, Michael W., "The Hidden Curriculum and the Nature of Conflict," Interchange, 2(No. 4, 1971), 27-40. Reprinted pp. 95-119 in William Pinar, ed., Curriculum Theorizing: The Reconceptualists. Berkeley, CA: McCutchan, 1975., Michael W. Apple

Annotation: Discusses the hidden curriculum and the part conflict plays in it.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry, Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Hidden Curriculum, Curriculum and Politics, Value Assumptions and Ideologies in Curriculum

Apple, Michael W., "The New Sociology of Education: Analyzing Cultural and Economic Reproduction," Harvard Educational Review, 48(November, 1978), 495-503., Michael W. Apple

Annotation: Reviews two books in the sociology of education appearing in 1977 by Bernbaum and by Woods & Hammersley.

Apple, Michael W., "The Other Side of the Hidden Curriculum: Correspondence Theories and the Labor Process," Journal of Education (Boston University), 162(Winter, 1980), 47-66. A version appears in Interchange, 11(no. 3, 1980-81), 5-22., Michael W. Apple

Annotation: Discusses the hidden curriculum and the norms of the workplace, including women's work, and how schools can take action.

Apple, Michael W., "The Political Economy of Text Publishing," Educational Theory, 34(Fall, 1984), 307-319. A version appears pp. 81-105 in his Teachers and Texts. New York: Routledge & Kagan Paul, 1986., Michael W. Apple

Annotation: Describes the economics of textbook publishing and the resulting ideological hegemony.

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

Apple, Michael W., "The Politics of Official Knowledge: Does a National Curriculum Make Sense? Teachers College Record, 95(Winter, l993), 222-241; reprinted pp. 22-41 in Michael W. Apple, Cultural Politics and Education. New York: Teachers College Press, 1996.*, Michael W. Apple

Annotation: Argues against conservative perspective on a national curriculum.

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: Ideology and School Knowledge, Curriculum and Politics, Freedom/Authority and Curriculum, Curriculum Standards and Testing

Apple, Michael W., "The Politics of School Knowledge," The Review of Education, 5(Winter, 1979), 1-14., Michael W. Apple

Annotation: Presents a review of Whitty & Young's Explorations in the Politics of School Knowledge.

Apple, Michael W., "The Politics of Teachers and Texts," pp. 3-28 in Michael W. Apple, Teachers and Texts. New York: Routledge & Kegan Paul, 1986., Michael W. Apple

Annotation: Explains the research approach informing the author's study of teachers and texts; focuses on class, race, gender.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Contexts and Societal Influences, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Textbooks, Ideology and School Knowledge

Apple, Michael W., "The Process and Ideology of Valuing in Educational Settings," pp. 3-34 in Michael W. Apple, Michael J. Subkoviak, and Henry S. Lufler, Jr., eds., Educational Evaluation: Analysis and Responsibility . Berkeley, CA: McCutchan, 1974. Reprinted pp. 468-494 in Arno A. Bellack and Herbert M. Kliebard, eds., Curriculum and Evaluation . Berkeley, CA: McCutchan, 1977., Michael W. Apple

Annotation: Analyzes issues in evaluation and urges institutional evaluation rather than evaluation of learning.

Broad Topical Focus: Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Evaluative Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Social Efficiency/Control

Apple, Michael W., "The Production of Knowledge and the Production of Deviance in Schools," pp. 113-131 in Len Barton and Roland Meighan, eds., Schools, Pupils, and Deviance . Nafferton, England: Nafferton Books, 1979., Michael W. Apple

Annotation: Explores the relation between student deviance and knowledge production in schools.

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

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