CIRS - Curriculum Inquiry and Related Studies in Educational Research: A Searchable Bibliography of Selected Studies is a database of research studies that focuses primarily on curriculum practices and policies in education, inquiry methods useful in studying these topics, and exemplary studies from the published literature on these topics. This bibliography features a search capability by which a user can readily draw out from this list of nearly 4000 citations a list of those citations of interest on a specific topic. It covers much of the 20th century and 21st century literature to 2022. Each citation is accompanied by a brief annotation of its contents and by a series of descriptors by which it can be located in a search of the entire bibliography. To see what appears in a full citation, see a citation in the list below. This list contains all the citations available in CIRS and can be browsed here if desired. Searching by author, topic, or descriptor is possible by use of options listed under Browse CIRS in the column to the left.

For searching or printing help, visit the Tips for Using the CIRS Database page. For more information about this database, click on any of the following links: About the Bibliography; Significance; About the Compiler.

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Gordon, Edmund W., Fayneese Miller, and David Rollock, "Coping with Communicentric Bias in Knowledge Production in the Social Sciences," Educational Researcher, 19(April, 1990), 14-19., Edmund W. Gordon, Fayneese Miller, and David Rollock

Annotation: Suggests inquiry that accomodates cultural, class, ethnic, and gender diversity.

Broad Topical Focus: Curriculum Research Domains and Structure, Curriculum Inquiry Guidelines, Critique and Utilization of Curriculum Research and Inquiry, Curriculum Contexts and Societal Influences
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

Gordon, Ira J., "New Conceptions of Children's Learning and Development," pp. 49-73 in Walter B. Waetjen and Robert R. Leeper, eds., Learning and Mental Health in the School, 1966 Yearbook of ASCD. Washington, DC: Association for Supervision and Curriculum Development, 1966., Ira J. Gordon

Annotation: Identifies new conceptions of learning and development in early childhood education.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Research Synthesis
Narrow Topic: Psychology and Curriculum, Early Childhood Curriculum

 

Gordon, Marshall, and Ira Marc Weingarten, "Communication or Communique: Towards a Theory of Practice," The Journal of Curriculum Theorizing, 1(Summer, 1979), 65-77., Marshall Gordon and Ira Marc Weingarten

Annotation: Argues for true communication as we strive for liberatory practice.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics

 

Gordon, Mordechai, "Lying in Politics: Fake News, Alternative Facts, and the Challenges for Deliberative Citizenship Education," Educational Theory, 68(No. 1, 2018), 49-64., Mordechai Gordon

Annotation: Explores the consequences of utilizing lying and confusing opinion with truthful facts in current political debates and media; discusses the need for citizenship education to deal with these issues.

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

 

Gordon, Nora, and Carrie Conaway, Common-Sense Evidence: The Education Leader's Guide to Using Data and Research. Cambridge, MA: Harvard Education Press, 2020., Nora Gordon and Carrie Conaway

Annotation: Provides a step-by step guide for identifying a problem of practice, finding relevant research on the problem, and determining how relevant and convincing the research is; identifies the limitations to the "evidence-based" requirement in ESSA 2015; discusses how to build evidence from your own data, how to communicate and interpret your evidence, and how to organize to use evidence; particular examples are given throughout.

Broad Topical Focus: Relation of Curriculum Research to Practice, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Linkage, Knowledge Utilization

 

Gordon, Stephen P., ed., Collaborative Action Research:Developing Professional Learning Communities. New York: Teachers College Press, 2008., Stephen P. Gordon

Annotation: Reports a series of collaborative action research studies done by school-university partnerships; analyzes their results and the lessons learned from them; provides guidelines for doing this kind of action research.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Collection of Studies
Narrow Topic: Teacher Research

 

Gordon, Stephen P. "Supervision's New Challlenge: Facilitating a Multidimentional Curriculum," Journal of Educational Supervision, 1(2, 2018), 17-32., Stephen P. Gordon

Annotation: Proposes a seven-dimentional model of holistic curriculum--cognitive, social-emotional, moral, cultural, democratic, creative-artistic, health and physical--within the context of educational supervision.

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: Curriculum Aims and Objectives, Content Selection and Organization

 

Gore, Jennifer M., "On Silent Regulation: Emancipatory Action Reserach in Preservice Teacher Education," Curriculum Perspectives, 11(October, 1991), 47-51., Jennifer M. Gore

Annotation: Comments on dangers and possibilities of using action research methods in teacher education.

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 Education

 

Gose, Michael D., "Curriculum Animation," Educational Forum, 69(Fall, 2004). 54-64.*, Michael D. Gose

Annotation: Gives five criteria for artistic curriculum development based on the literature.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum Development Strategies

 

Gottesman, Isaac, "From Gouldner to Gramsci: The Making of Michael Apple's 'Ideology and Curriculum'," Curriculum Inquiry, 42(December, 2012), 571-596., Isaac Gottesman

Annotation: Examines the influences in Apple's thought and publications prior to his 1979 collection of his writings.

Broad Topical Focus: Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Classics of Curriculum Literature

 

Gottlieb, Derek, "Accountability as Interpersonal Responsibility," pp. 143-158 in Derek Gottlieb, A Democratic Theory of Educational Accountabiliity: From Test-based Assessment to Interpersonal Responsibility. Routledge, 2020., Derek Gottlieb

Annotation: Presents the author's conclusions to arguments throughout the book showing the inevitable shortcomings of the technical/measured methods of determining accountability in education and the necessity of preserving the place of responsible judgments in reaching authentic accountability; gives elaborate philosophical treatment of the issues involved.

Broad Topical Focus: Curriculum Evaluation
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry - Speculative Essay, Philosophical Inquiry - Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Evaluation of Instruction, Freedom/Authority and Curriculum, Program Audit/Evaluation, Student Assessment, Value Assumptions and Ideologies in Curriculum

 

Gough, David, "Appraising Evidence Claims," Review of Research in Education, March, 2021. Vol. 45, pp. 1-26., David Gough

Annotation: Summarizes the task of, and the tools used in, appraising the quality and fitness-to-purpose of research evidence claims; sets forth a framework for doing this that addresses 1) the nature of an evidence claim, 2) the basis for making such claims, and 3) the standards used to judge these claims, as well as 4) the communication of these claims to policy makers, practitioners, and others using the research in their educational decision-making; focuses on doing reviews of research that aim to match user contexts.

Broad Topical Focus: Curriculum Inquiry Guidelines, Relation of Curriculum Research to Practice, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generartion, Knowledge Linkage, Knowledge Utilization

 

Gough, David, "Systematic Research Synthesis," pp. 44-62 in Gary Thomas and Richard Pring, eds., Evidenced-based Practice in Education. New York: Open University Press, 2004., David Gough

Annotation: Argues for the formulation and use of systematic research syntheses in education; sets forth stages in producing systematic research syntheses.

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

 

Gough, David A., "User-Led Reviews of Research Knowledge: Enhancing Relevance and Reception," pp. 126-139 in Elizabeth M. Banister, Bonnie J. Leadbeater, and E. Anne Marshall, eds., Knowledge Translation in Context: Indigenous, Policy, and Community Settings. Toronto: University of Toronto Press, 2011., David A. Gough

Annotation: Describes a seven-step process for doing systematic reviews of research; also argues for user participation in reviewing research.

Broad Topical Focus: Curriculum Inquiry Guidelines, Relation of Curriculum Research to Practice
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Linkage, Knowledge Utilization

 

Gough, David, and James Thomas, "Community and Diversity in Reviews," pp. 43-70 in David Gough , Sandy Oiiver, and James Thomas, An Introduction to Systematic Reviews, 2nd Ed. London: Sage, 2017., David Gough and James Thomas

Annotation: Describes features of research reviews in the social sciences by which such reviews vary (extent, breadth, depth, problem addressed,and methods); includes illustrative examples; describes types and structures of reviews, their conceptualization and interpretation.

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

 

Gough, Noel, "From Epistemology to Ecopolitics: Renewing a Paradigm for Curriculum," Journal of Curriculum Studies, 2(May-June, 1989), 225-241.*, Noel Gough

Annotation: Gives a perspective on a new curriculum paradigm embracing ecological theories of perception, transtemporal connections, and more practical, holistic subjects of study.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research and Inquiry-General
Source Discipline: Curriculum
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

 

Gough, Noel, "Locating Curriculum Studies in the Global Village," Journal of Curriculum Studies, 32 (March-April, 2000), 329-342., Noel Gough

Annotation: Considers the impact of globalization on curriculum and the issue of internationalizing curriculum studies; contrasts local knowledge and universal knowledge.

Broad Topical Focus: Curriculum Change, Curriculum Contexts and Societal Influences, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Comparative Curriculum, Local Control of Schooling, Knowledge Generation, Knowledge Utilization

 

Gough, Noel, "Practical Curriculum Theorizing," Curriculum Perspectives, 4(May, 1984), 65-69., Noel Gough

Annotation: Calls for including paradoxes in our conceptions of curriculum ; examines issues related to practical curriculum theorizing (Schwab) in context of Victorian (Australia) policy on curriculum.

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

 

Gough, Noel, "School-based Curriculum Development: Whither Curriculum Theory?" Curriculum Perspectives, 2(October, 1981), 41-45.*, Noel Gough

Annotation: Gives a theory of school-based curriculum development.

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

 

Gough, Noel, "Understanding Curriculum Systems," pp. 47 -69 in James G. Henderson and Kathleen R. Kesson, eds., Understanding Democratic Curriculum Leadership. New York: Teachers College Press, 1999.*, Noel Gough

Annotation: Contrasts curriculum documents of a factory system of education with the narrative efforts of a system drawing upon choas and complexity theory.

Broad Topical Focus: Curriculum Administration, Leadership, Finance, Curriculum Conceptions and Theories, Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Narrative Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses

 

Gowen, Heela, Mira Yemini, Claire Maxwell, and Efrat Blumenfield-Liebenthal, "Terminological Communities: A Conceptual Mapping of Scholarship Indentified with Education's Global Turn," Review of Research in Education, 44(2020), 36-63., Heela Gowen, Mira Yemini, Claire Maxwell, and Efrat Blumenfield-Liebenthal

Annotation: Outlines a methodology for examining topics and themes contained in large bodies of research literature through use of natural language processing software and related software for identifying convergent topics and amount of their emphasis; implemented by qualitative analysis of selected studies; illustrates the use of this innovative methodology by reporting a study of literature in four domains related to global citizenship education.

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

 

Gowin, D. Bob, and Jason Millman, "Meta-Evaluation and a Direction for Research on Evaluation," CEDR Quarterly , 11 (Winter, 1978), 3-6.*, D. Bob Gowin and Jason Millman

Annotation: Addresses value and epistemological issues in evaluative studies.

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

 

Gowin, D. Bob, and Jason Millman, "Research Methodology--A Point of View," Review of Educational Research, 39(December, 1969), 553-560.*, D. Bob Gowin and Jason Millman

Annotation: Analyzes the context for inquiry (scene and phenomena of interest, telling questions, principles of evidence, key concepts and conceptual systems, basic assumptions, and presuppositions), methods of work, products, and values related to these dimensions of research.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research and Inquiry-General
Source Discipline: Education
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation

 

Grace, Gerald, "Curriculum and Pedagogy," pp. 190-213 in his Teachers, Ideology, and Control: A Study of Urban Education . London: Routledge & Kegan Paul, 1978., Gerald Grace

Annotation: Explores the ideology of control present in teachers' use of curriculum and pedagogy in Britain.

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: Ideology and School Knowledge, Comparative Curriculum, Social Efficiency/Control

 

Graham, Robert J., "Currere and Reconceptualism: The Progress of the Pilgrimage 1975-1990," Journal of Curriculum Studies, 24(January-February, 1992), 27-42.*, Robert J. Graham

Annotation: Reviews the work done by the reconceptualists in curriculum over a 15 year period.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research Domains and Structure, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Curriculum History, Knowledge Generation

 

Graham, Robert J., Reading and Writing the Self: Autobiography in Education and the Curriculum. New York: Teachers College Press, 1991., Robert J. Graham

Annotation: Explores the problems and possibilities of autobiography in English Language Education and in curriculum generally; relates the discussion broadly to the genre of autobiography and more specifically to the work of Pinar, Grumet, and others in Curriculum Studies.

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, Self-Knowledge

 

Grant, S. G., "The California History-Social Science Framework: A Study in the Deprofessionalization of Teachers," Journal of Curriculum and Supervision , 6 (Spring, 1991), 213-221., S. G. Grant

Annotation: Analyzes the conception and impact on teacher professionalization of the 1988 California History-Social Science Framework.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Enactment and Teaching, 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 Frameworks, Social Studies, Content Selection and Organization, Curriculum Implementation, Teacher Planning, Teaching/Learning Process, Authority of Teacher, Local Control of Schooling

 

Grant, S. G., Alison Derme-Insinna, Jill Gradwell, Ann Marie Lauricella, Lynn Pullano, and Kathryn Tzetzo, "Juggling Two Sets of Books: A Teacher Responds to the New York State Global History Exam," Journal of Curriculum and Supervision, 17(Spring, 2002), 232-255., S. G. Grant, Alison Derme-Insinna, Jill Gradwell, Ann Marie Lauricella, Lynn Pullano, and Kathryn Tzetzo

Annotation: Explores a teacher's difficulties in interpreting a new New York state global history curriculum and exam.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Implementation, Curriculum Standards and Testing, Social Studies, Teaching/Learning Process, Evaluation of Instruction

 

Graue, Beth, "The Transformative Power of Reviewing," Educational Researcher, 35(December, 2006), 36-41., Beth Graue

Annotation: Explores the purposes, the processes, and the ethics involved in doing peer reviews of research articles for publication and of other scholarly work.

Broad Topical Focus: Publication Outlets for Curriculum Research and Inquiry, Critique and Utilization of Curriculum Research and Inquiry, Curriculum Research and Inquiry-General
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

Gray, James U., "Vintage Connoisseurship: A Practitioner's View of Educational Criticism," Curriculum Inquiry, 11(Winter, 1981), 343-358., James U. Gray

Annotation: Shows the limitations of Eisner's method of educational criticism in light of data from three case studies.

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

 

Gray, Kenneth, "Vocational Education in High School: A Modern Phoenix?" Phi Delta Kappan , 72 (February, 1991), 437-445.*, Kenneth Gray

Annotation: Provides a review of the history of vocational education in the U. S. and of related research on curriculum reform in vocational education.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Vocational vs. Liberal Education, Secondary School Curriculum, Government Role in Educational Research & Development

 

Green, Bill, "Introduction: Engaging Curriculum?" pp. 1-20 in Bill Green, Engaging Curriculum: Bridging the Curriculum Theory and English Education Divide. New York: Routledge, 2018., Bill Green

Annotation: Reviews recent developments in the field of curriculum theory; gives the author's own view on those theories involving knowledge, ideology, and pedagogy; makes a case for the use of curriculum theory in studying the English subject curriculum; introduces the essays by the other authors in the book; discusses the verb and the noun forms of the term "engaging" in the book's title; the discussion is set in the context of the Australian curriculum.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Research and Inquir--General
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay; Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Comparative Curriculum, Curriculum Theory Creation and Uses, Curriculum Frameworks, Content Selection and Organization

 

Green, Bill, "Knowledge, Pedagogy, Democracy: Reclaiming the Australian Curriculum," pp. 265-276 in Alan Reid and Deborah Price, eds., The Australian Curriculum: Promise, Problems, and Possibilities. Canberra: Australian Curriculum Studies Association, 2018., Bill Green

Annotation: Offers a critique of the current Australian Curriculum and of the articles written about it earlier in this book; addresses questions about knowledge, pedagogy, and democracy that are prompted by these earlier articles; gives an overall assessment of where work with the Australian Curriculum now stands.

Broad Topical Focus: Curriculum Policies and Policy Making; Curriculum Guides, Plans, Documents, Materials
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Comparative Curriculum, Curriculum Frameworks, Curriculum and Politics, Core Mandates, Freedom/Authority and Curriculum, School Subjects, Elementary School Curriculum

 

Green, Bill, "Re-negotiating the Curriculum?" Curriculum Perspectives, 4(2021), 213-225., Bill Green

Annotation: Discusses the continuing relevance of curriculum negotiation as described by Garth Boomer,1982.

Broad Topical Focus: Currricuum Decision-Making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophcal Inquiry--Specuative Essay
Type of Study: Single Sudy
Narrow Topic: Curriculum Development Strategies

 

Green, Bill, "Understanding Curriculum as Practice or On the PracticeTurn(s) in Curriculum Inquiry," Curriculum Perspectives 42(2022), 77-83., Bill Green

Annotation: Explains the idea of curriculum as practice as related to the work of curriculum scholarship of recent years; urges further inquiry in this vain.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophcal Inquiry--Specuative Essay
Type of Study: Single Sudy
Narrow Topic: Curriculum Development Strategies

 

Green, BIll, Philip Roberts, and Marie Brennan, eds., Currciulum Chalenges and Opportunities in a Changing World. Palgrave Macmillan, 2021., Bill Green, Philip Roberts, and Marie Brennan

Annotation: Contains 20 articles related to presentations at the 2018 IAACS conference in Melbourne; treats topics such as colonialization of curriculum, knowledge in curriculum, and other contemporary issues in Curriculum Studies by international authors.

Broad Topical Focus: Currriculum as a Field of Practice and Stuidy
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry - Speculative Essay
Type of Study: Collectionof Studies
Narrow Topic: Comparative Curriculum, Curriculum Theory Creation and Uses, Literature of Curriculum

 

Greene, Maxine, "A Perspectival View of Consciousness: Against Dualism," pp. 55-68 in Arthur W. Foshay and Irving Morrisett, eds., Beyond the Scientific: A Comprehensive View of Consciousness . Boulder, CO: Social Science Education Consortium, 1978., Maxine Greene

Annotation: Deals with the many modes of consciousness and the pursuit of meaning.

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

 

Greene, Maxine, "Cognition, Consciousness, and Curriculum," pp. 69-84 in William F. Pinar, ed., Heightened Consciousness, Cultural Revolution, and Curriculum Theory . Berkeley, CA: McCutchan, 1974., Maxine Greene

Annotation: Discusses how Freire's views can take us beyond traditional curriculum thinking to new consciousness.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Freedom/Authority and Curriculum, Curriculum as Experience

 

Greene, Maxine, "Consciousness and the Public Space: Discovering a Pedagogy," Phenomenology + Pedagogy, 3(No. 2, 1985), 69-83., Maxine Greene

Annotation: Argues for teachers to interact with the public community to pursue freedom, critical understanding, and transformation.

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

 

Greene, Maxine, "Curriculum and Consciousness," Teachers College Record, 73(December, 1971), 253-269. Reprinted pp. 299-320 in William F. Pinar, ed., Curriculum Theorizing. Berkeley, CA: McCutchan, 1975. Reprinted pp. 237-253 in Arno A. Bellack and Herbert M. Kliebard, eds., Curriculum and Evaluation . Berkeley, CA: McCutchan, 1977., Maxine Greene

Annotation: Shows how breaking with common sense views and examining alternative ones can lead to designing curriculum with many possibilities.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Freedom/Authority and Curriculum, Value Assumptions and Ideologies in Curriculum

 

Greene, Maxine, "Diversity and Inclusion: Toward a Curriculum for Human Beings," Teachers College Record, 95(Winter, 1993), 211-221.*, Maxine Greene

Annotation: Makes the case for inclusion of diverse perspectives, including women's, in curriculum content.

Broad Topical Focus: Curriculum Proposals in Coherent Form, Curriculum Development, Organization, Design, 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: Content Selection and Organization

 

Greene, Maxine,"Epistmology and Educational Research: The Influence of Recent Approaches to Knowledge," pp. 423-464 in Linda Darling-Hammond, ed., Review of Research in Education, 20: 1994. Washington, DC: American Educational Research Association, 1994., Maxine Greene

Annotation: Traces the evolution of epistemological bases for making knowledge claims from Plato to postmodern philosophers and the implications for contemporary educational research.

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

 

Greene, Maxine, "Excellence and the Educational Researcher," Educational Researcher, 10(October, 1981), 4; 30-31.*, Maxine Greene

Annotation: Treats briefly the relation between excellence and educational research.

Broad Topical Focus: Curriculum Change, Curriculum Research and Inquiry-General
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

 

Greene, Maxine, "Jeremiad and Curriculum: The Haunting of the Secondary School," Curriculum Inquiry, 15(Fall, 1985), 333-345., Maxine Greene

Annotation: Looks at historical trends in secondary school curriculum which reflect perspectives of sacred ideals in the context of presumed failure to achieve them.

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: Secondary School Curriculum, Value Assumptions and Ideologies in Curriculum

 

Greene, Maxine, "Metaphors and Multiples: Representation, the Arts, and History," Phi Delta Kappan, 78 (January, 1997), 387-394., Maxine Greene

Annotation: Sets forth the distinction between Enlightment (singular) and multiple views of knowledge and illustrates these representations in the arts and history.

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, Philosophical Schools, Curriculum and the Disciplines, Knowledge Generation, Art Education, Social Studies

 

Greene, Maxine, "Notes on Aesthetic Education," pp. 7-43 in Maxine Greene, Variations on a Blue Guitar: The Lincoln Center Lectures on Aesthetic Education. New York: Teachers College Press, 2001., Maxine Greene

Annotation: Asserts what aesthetic education is and presents ideas on its part in curriculum; many related essays follow.

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

 

Greenfield, Thomas B., "Waiting for an Answer," Curriculum Inquiry, 16(Fall, 1986), 239-243., Thomas B. Greenfield

Annotation: Points up the centrality of values in educational inquiry.

Broad Topical Focus: Curriculum Research and Inquiry-General, Critique and Utilization of Curriculum Research and Inquiry, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Comparisons Among Inquiry Modes

 

Green, Judith L., Gregory Camilli, and Patricia B. Elmore, eds., Handbook of Complementary Methods in Education Research. Mahwah, NJ: Lawrence Erlbaum, 2006., Judith L. Green, Gregory Camilli, and Patricia B. Elmore

Annotation: Gives guidelines on over40 kinds of research methods or approaches to educational inquiry; updates the second edition (1997) or Complementary Methods for Research in Education.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation

 

Greeno, James G., et al., "Research, Reform, and Aims in Education: Modes of Action in Search of Each Other," pp. 299-335 in Ellen Condliffe Lagemann and Lee S. Shulman, eds., Issues in Educational Research : Problems and Possibilities. San Francisco: Jossey-Bass, 1999.*, James G. Greeno

Annotation: Describes a cooperative researcher-practitioner project in curriculum development and research--Middle-School Mathematics Applications Project (MMAP) 1991-1996.

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 Development Strategies, Mathematics, Materials Development and Evaluation

 

Green, Thomas F., "The Formation of Conscience in an Age of Technology," American Journal of Education, 94(November, 1985), 1-32., Thomas F. Green

Annotation: Elucidates conscience as craft, membership, sacrifice, memory, imagination.

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

 

Greenwalt, Kyle, "Discursivity, Heteroglossia, and Interest: Revisiting Kliebard's Dewey," Education and Culture, 24(No.2, 2008), 41-53., Kyle Greenwalt

Annotation: Takes issue with Kliebard's treatment of U.S. curriculum politics (competing interests) by drawing on Baktin's notion of discourses and Dewey's notion of interests; offers an alternative rooted in concrete curriculum institutional practices.

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

 

Greer, W. Dwaine, "A Model for the Art of Teaching and A Critique of Teaching," pp. 161-185 in George Willis, ed., Qualitative Evaluation . Berkeley, CA: McCutchan, 1978., W. Dwaine Greer

Annotation: Gives a non-technique oriented model for teaching; does a crtique of one segment of classroom teaching.

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: Conceptions of Teaching

 

Gress, James R., "Curriculum: Variations on Themes," pp. 74-86 in James R. Gress, ed., Curriculum: An Introduction to the Field . Berkeley, CA: McCutchan, 1988. (Originally in Theory into Practice, 15(April, 1976), 98-106), James R. Gress

Annotation: Examines the evolution of American elementary curriculum thought and designs and concludes they are "variations on themes' affected by socio-political realities.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Contexts and Societal Influences, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Elementary School Curriculum, Curriculum History

 

Grimmett, Peter, and Mark Halvorson, "From Understanding Curriculum to Creating Curriculum: The Case of Co-Evolution of Re-conceptualized Design with Re-conceptualized Curriculum," Curriculum Inquiry, 40(March, 2010),241-262., Peter Grimmett and Mark Halvorson

Annotation: Discusses the problem of design practice as it relates to curriculum design; notes the omission of reconceptualizing curriculum design in Pinar's Understanding Curriculum which the authors review.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Frameworks, Curriculum Theory Creation and Uses

 

Grimmett, Peter P., "The Struggles of Teacher Research in a Context of Education Reform: Implications for Instructional Supervision," Journal of Curriculum and Supervision, 12(Fall, 1996), 37-65.*, Peter P. Grimmett

Annotation: Reports a four-year project among 25 teacher research groups in British Columbia to engage in action inquiry with the aid of supportive supervisors who engage in pedogogical tasks with these teachers.

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, Supervision of Instruction, Comparative Curriculum

 

Grobman, Arnold B., "Curriculum Adaptation," pp. 1135-1138 in T. Husen and T. N. Postlethwaite, eds., International Encyclopedia of Education. New York: Pergamon, 1984., Arnold B. Grobman

Annotation: Discusses issues in curriculum adaptation.

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

 

Grobman, Hulda, Developmental Curriculum Projects: Decision Points and Processes . Itasca, IL: F. E. Peacock, 1970., Hulda Grobman

Annotation: Describes projects funded by U. S. government in the 1950s and 1960s in terms of processes of decision-making used.

Broad Topical Focus: Curriculum Decision-making Processes, 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, Curriculum History, Government Role in Educational Research & Development

 

Grollios, Georgios, Paulo Freire and the Curriculum. Boulder, CO: Paradigm Publishers, 2009., Georgios Grollios

Annotation: Gives a comprehensive analysis and elucidation of Freire's ideas on education and curriculum; examines the contexts in which his ideas were formulated and the settings in which he put them into practice; differentiates his perspective on curriculum planning from other historic and contemporary perspectives.

Broad Topical Focus: Curriculum Theorists, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Teaching/Learning Process, Content Selection and Organization

 

Grossman, Pamela L., and Susan S. Stodolsky, "Content as Context: The Role of School Subjects in Secondary School Teaching," Educational Researcher, 24 (November, 1995), 5-11; 23., Pamela L. Grossman and Susan S. Stodolsky

Annotation: Explores the relationship between schools and teacher organization and differences in subject matter structure, sequence, and flexibility across the curriculum.

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

 

Grossman, Pamela, and Clarissa Thompson, "District Policy and Beginning Teachers: A Lens on Teacher Learning," Educational Evaluation and Policy Analysis, 26(Winter, 2004), 281-301., Pamela Grossman and Clarissa Thompson

Annotation: Assesses the role that local curriculum policies, professional development, and mentoring had on three first-year teachers.

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

 

Grossman, Pamela, Sam Wineburg, and Scott Beers, "When Theory Meets Practice in the World of School'" pp. 1-16 in Sam Wineburg and Pam Grossman, eds., Interdisciplinary Curriculum: Challenges to Interpretation. New York: Teachers College Press, 2000., Pamela Grossman, Sam Wineburg, and Scott Beers

Annotation: Traces the development in the 20th century of interdisciplinary approaches to curriculum and notes gaps in our current understanding of these approaches (which the studies that follow begin to fill in).

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

 

Groundwater-Smith, Susan, "Practitioner Research and Practical Knowledge: Their Relationship to Curriculum Enquiry," Curriculum Perspectives, 11(October, 1991), 51-55., Susan Groundwater-Smith

Annotation: Discusses issues involved in teacher inquiry and action research.

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

 

Grove, Richard W., "An Analysis of the Constant Comparative Method," Qualitative Studies in Education, 1(No. 3, 1988), 273-279.*, Richard W. Grove

Annotation: States and contrasts two methods of analzying qualitative data--those of Glaser and Strauss and of Lincoln and Guba.

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

 

Grove, Richard W., and Edmund C. Short, "Theoretical Inquiry: Components and Structure," pp. 211-224 in Edmund C. Short, ed., Forms of Curriculum Inquiry . Albany, NY: SUNY Press, 1991.*, Richard W. Grove and Edmund C. Short

Annotation: Describes the processes of theoretical inquiry in curriculum.

Broad Topical Focus: Curriculum Inquiry Guidelines, 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

 

Grubb, W. Norton, and Marvin Lazerson, "Transforming the High School," pp. 29-55 in W. Norton Grubb and Marvin Lazerson. The Education Gospel: The Economic Power of Schooling. Cambridge, MA: Harvard University Press, 2004., W. Norton Grubb and Marvin Lazerson

Annotation: Explores the history of vocationalism in the U.S. high school, discusses its problems, and offers recommendations for its future.

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: Vocational vs. Liberal Education, Curriculum History, Curriculum and Politics

 

Grumet, Madeleine. Amy Anderson, and Chris Osmon, "Finding Form for Curriculum Research," pp. 136-156 in Kathleen Gallagher, ed., The Methodological Dilemma: Creative, Critical, and Collaborative Approaches to Qualitative Research. New York: Rutledge, 2008., Madeleine Grumet, Amy Anderson, and Chris Osmon

Annotation: Suggests three ways curriculum may be studied: as a cultural object, as an event, and as a researcher's subjectivity--each with its appropriate form of qualitative method; case studies are included to illustrate these points.

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, Qualitative Research

 

Grumet, Madeleine R., "Autobiography and Reconceptualization," Impact, 14 (Spring, 1979), 10-14. Reprinted in Journal of Curriculum Theorizing, 2(Summer, 1980), 155-158. Reprinted pp. 139-144 in Henry A. Giroux, Anthony N. Penna, and William F. Pinar, eds., Curriculum and Instruction: Alternatives in Education . Berkeley, CA: McCutchan, 1981., Madeleine R. Grumet

Annotation: Describes the method of autobiography or reflexive analysis with students in teacher education.

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

 

Grumet, Madeleine R., "Bodyreading," pp. 453-473 in William F. Pinar, ed., Contemporary Curriculum Discourses . Scottsdale, AZ: Gorsuch Scarisbrick, 1988., Madeleine R. Grumet

Annotation: Shows how student meanings are amenable to phenomenological and feminist analysis.

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

 

Grumet, Madeleine R., "Conception, Contradiction and Curriculum," The Journal of Curriculum Theorizing, 3(Winter, 1981), 287-298., Madeleine R. Grumet

Annotation: Ventures into feminist social theory and draws implications for curriculum.

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: Psychology and Curriculum

 

Grumet, Madeleine, R., "Curriculum as Theater: Merely Players," Curriculum Inquiry, 8(Spring, 1978), 37-64., Madeleine R. Grumet

Annotation: Describes use of theater to free students to see their experience; relies on the performance of "scores".

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: Curriculum as Experience

 

Grumet, Madeleine R., "Restitution and Reconstruction of Educational Experience: An Autobiographical Method for Curriculum Theory," pp. 115-130 in Martin Lawn and Len Barton, eds., Rethinking Curriculum Studies: A Radical Approach . New York: Halsted Press, 1981.*, Madeleine R. Grumet

Annotation: Describes value and process of using the autobiographical method of inquiry in curriculum.

Broad Topical Focus: Curriculum Inquiry Guidelines, Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Self-Knowledge

 

Grumet, Madeleine R., "Songs and Situations: The Figure/Ground Relation in a Case Study of Currere," pp. 274-315 in George Willis, ed., Qualitative Evaluation . Berkeley, CA: McCutchan, 1978., Madeleine R. Grumet

Annotation: Describes currere as an analysis of students' experiences and their use of it; presents a case study from a Rochester Theatre Festival.

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

 

Grumet, Madeleine R., "The Beauty Full Curriculum," Educational Theory, 39(Summer, 1989), 225-230., Madeleine R. Grumet

Annotation: Discusses the sense of beauty in curricular models and its characterization.

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

 

Grumet, Madeleine R., "The Line is Drawn," Educational Leadership, 40(January, 1983), 28-38., Madeleine R. Grumet

Annotation: Explores aesthetic experience as a metaphor for education.

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: Aesthetics and Curriculum, Curriculum as Experience, Ideology and School Knowledge

 

Grumet, Madeleine R., "The Politics of Personal Knowledge," Curriuclum Inquiry, 17(Fall, 1987), 319-329., Madeleine R. Grumet

Annotation: Describes experience in doing narrative inquiry and autobiography.

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

 

Grumet, Madeleine R., "The Politics of Presence," pp. 76-83 in Mary Aswell Doll, ed., The Reconceptualization of Curriculum Studies: A Festschrift in Honor of William F. Pianr. New York: Routledge, 2017., Madeleine R. Grumet

Annotation: Gives a straight-forward representation of many of Pinar's key ideas and personal traits--most especially his concepts of currere and autobiographical method.

Broad Topical Focus: Curriculum Theorists, Curriculum Conceptions and Theories, Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Professors, Curriculum as Experience, Curriculum Theory Creation and Uses

 

Grumet, Madeleine R., "The Work of James B. Macdonald: Theory Fierce with Reality," The Journal of Curriculum Theorizing, 6(Fall, 1985), 19-27., Madeleine R. Grumet

Annotation: Presents highlights and significance of the work of Macdonald.

Broad Topical Focus: Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum History

 

Grumet, Madeleine, R., "Women and Teaching: Homeless at Home," pp. 531-539 in William F. Pinar, ed., Contemporary Curriculum Discourses. Scottsdale, AZ: Gorsuch Scarisbrick, 1988., Madeleine R. Grumet

Annotation: Presents a critical interpretation of an autobiographical account of a young woman's educational experiences.

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 as Experience

 

Grumet, Madeleine, and Lynda Stone, "Feminism and Curriculum: Getting our Act Together," Journal of Curriculum Studies, 32 (March-April, 2000), 183-197., Madeleine Grumet and Lynda Stone

Annotation: Notes the dualism of feminism and of curriculum that splits school from home and also the dualisms within feminism and within curriculum; draws implications for change in both.

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

 

Grundy, Shirley, Curriculum: Product or Praxis? Philadelphia: Falmer Press, 1987., Shirley Grundy

Annotation: Examines curriculum as praxis and critical practice in relation to teachers' work.

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

 

Grundy, Shirley, "Three Modes of Action Research," Curriculum Perspectives, 2(October, 1982), 23-34.*, Shirley Grundy

Annotation: Discusses technical, practical, and emancipatory modes of action research.

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

 

Guba, Egon G., "Criteria for Assessing the Trustworthiness of Naturalistic Inquiries," Education Communication and Technology Journal, 29(No. 2, 1981), 75-91.*, Egon G. Guba

Annotation: Identifies and discusses criteria for trustworthiness of naturalistic studies.

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, Comparisons Among Inquiry Modes, Value Assumptions and Ideologies in Curriculum, Qualitative Research

 

Guba, Egon G., "Relativism," Curriculum Inquiry, 22(Spring, 1992), 17-23., Egon G. Guba

Annotation: Describes issues surrounding relativism in educational research; one of four related aticles.

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

 

Guba, Egon G., "Subjectivity and Objectivity," pp. 74-91 in Elliot W. Eisner and Alan Peshkin, eds., Qualitative Inquiry in Education: The Continuing Debate . New York: Teachers College, 1990., Egon G. Guba

Annotation: Analyzes the issues involved in alternative views of the place of subjectivity and objectivity in qualitative inquiry.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Ethnographic Inquiry, Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Qualitative Research

 

Guba, Egon G., Toward a Methodology of Naturalistic Inquiry in Educational Evaluation . CSE Monograph Series in Evaluation, No. 8. Los Angeles, CA: Center for the Study of Evaluation, University of California, 1978., Egon G. Guba

Annotation: Describes the nature and use of naturalistic inquiry in educational evaluation along with a look at related methodological problems.

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

 

Guba, Egon G., and David L. Clark, "Levels of Research and Development Productivity in Schools of Education," Educational Researcher, 7(May, 1978), 3-9., Egon G. Guba and David L. Clark

Annotation: Reports a study of faculty productivity evidenced by journal articles and books published, conventions addressed, and grants received.

Broad Topical Focus: Critique and Utilization of Curriculum Research and Inquiry, Publication Outlets for Curriculum Research and Inquiry
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry, Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Professors

 

Guba, Egon G., and Yvonna S. Lincoln, "Epistemological and Methodological Bases of Naturalistic Inquiry," Educational Communication and Technology Journal, 30 (Winter, 1982), 233-252.*, Egon G. Guba and Yvonna S. Lincoln

Annotation: Sets forth the differences between rationalistic and naturalistic paradigms of inquiry.

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, Comparisons Among Inquiry Modes, Value Assumptions and Ideologies in Curriculum, Qualitative Research

 

Guba, Egon G. and Yvonna S. Lincoln, Fourth Generation Evaluation. Newbury Park, CA: Sage Publications, 1989., Egon G. Guba and Yvonna S. Lincoln

Annotation: Focuses on evaluation as responsive focusing and explains matching constructivist methodology.

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

 

Gudmundsdottir, Sigrun, "Story-maker, Story-teller: Narrative Structures in Curriculum," Journal of Curriculum Studies , 23 (May-June, 1991), 207-218., Sigrun Gudmundsdottir

Annotation: Gives examples of pedagogical content knowledge of two teachers presented in their narratives.

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, Teacher Knowledge, Teacher Education

 

Gudmundsdottir, Sigrun, "The Teller, the Tale, and the One Being Told: The Narrative Nature of the Research Interview," Curriculum Inquiry, 26 (Fall, 1996), 293-306., Sigrun Gudmundsdottir

Annotation: Examines issues related to interviewer and interviewee in narrative inquiry and the interpretation of interview reports.

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

 

Gundem, Bjorg B., "Curriculum Reform and the School Subject "English" in the Norwegian Common School," pp. 233-240 in Craig Kridel, ed., Curriculum History . Lanham, MD: University Press of America, 1989., Bjorg B. Gundem

Annotation: The story of changes in English as a foreign language in the Norwegian schools and their relation to social and ideological factors.

Broad Topical Focus: Curriculum Change, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: English, Comparative Curriculum, Value Assumptions and Ideologies in Curriculum

 

Gundem, Bjorg B., "History of Curriculum", pp. 1301-1308 in Torsten Husen and Thomas N. Postlethwaite, eds., The International Encyclopedia of Education, 2d ed. New York: Pergamon, 1994.*, Bjorg B. Gundem

Annotation: Reviews the scope, subject matter, and value of historical inquiry in curriculum; history of curriculum theories, of curriculum codes, of school subjects, of curriculum reform and practice.

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

 

Gundem, Bjorg B., "Notes on the Developent of Nordic Didactics," Journal of Curriculum Studies, 24(January-February, 1992), 61-70.*, Bjorg B. Gundem

Annotation: Describes the history in the Nordic countries of the concepts of curriculum and didactics.

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: Comparative Curriculum, Curriculum History

 

Gundem, Bjorg B., and Stefan Hopmann, eds., Didaktik and/or Curriculum: An International Dialogue. New York: Peter Lang, 1998., Bjorg B. Gundem and Stefan Hopmann

Annotation: Treats the contrast between curriculum and the European concept of Didaktik; 18 chapters by Reid, Westbury, Davis, Hamilton, Lundgren, Englund, Pinar, the editors, and others.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Enactment and Teaching, Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Collection of Studies
Narrow Topic: Comparative Curriculum, Curriculum History

 

Gunzenhauser, Michael G., "High-Stakes Testing and the Default Philosophy of Education," Theory into Practice, 42(Winter, 2003), 51-58., Michael G. Gunzenhauser

Annotation: Argues that current policies on high-stakes testing narrow the curriculum and accept a philosophy that contradicts stated purposes and goals of education; gives suggestions on what to do in this situation.

Broad Topical Focus: Curriculum Evaluation, 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: Student Assessment, Program Audit/Evaluation

 

Gutek, Gerald Lee, Philosophical and Ideological Voices in Education. Boston: Pearson/Allyn & Bacon, 2004., Gerald Lee Gutek

Annotation: Catelogues seven philosophies of education, seven educational ideologies, and four theories of education.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Visions and Philosophies
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Philosophical Schools, Value Assumptions and Ideologies in Curriculum, Curriculum Theory Creation and Uses

 

Guttchen, Robert S., and Bertram Bandman , eds., Philosophical Essays on Curriculum. Philadelphia: J. B. Lippincott, 1969., Robert S. Guttchen and Bertram Bandman

Annotation: Consists of 19 essays pertaining to the disciplines in the various arts and sciences with implications for the content and organization of curriculum.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Philosophical Inquiry-Speculative Essay
Type of Study: Collection of Studies
Narrow Topic: Curriculum and the Disciplines, Content Selection and Organization

 

Gwynn, J. Minor, "Overview ot the Evolution of the Curriculum," pp. 1-40, and "Stages of Growth in the Modern Curriculum Movement," pp. 137-165 in J. Minor Gwynn, Curriculum Principles & Social Trends. New York: Macmillan, 1943., J. Minor Gwynn

Annotation: Provides a summary of the curricula offered in U. S. schools from 1635-present; gives analyses by various curriculum authorities of the various movements during this history.

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

 

Gwynn, J. Minor, "Philosophy, Goals, and Social Factors," Review of Educational Research, 21(June, 1951), 173-185., J. Minor Gwynn

Annotation: Deals with factors influencing curriculum, values, religion, goals, and objectives.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum Aims and Objectives, Value Assumptions and Ideologies in Curriculum

 

Gwynn, J. Minor, and John B. Chase, Jr., "Evolution of the Curriculum: An Overview, " pp. 1-32 in J. Minor Gwynn and John B. Chase, Jr., Curriculum Principles and Social Trends, 4th edition. New York City: Macmillan, 1969., J. Minor Gwynn and John B. Chase Jr.

Annotation: Traces the evolution of the motives in curriculum in the United States from 1635 to the present.

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

 

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