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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Johnson, Aostre N., "Diverse Perspectives on Spiritual Curriculum and Pedagogy," Journal of Curriculum and Pedagogy, 2(Winter, 2005), 30-34., Aostre N. Johnson

Annotation: Reviews themes found in spiritual, moral, and theological discourses and their implications for curriculum and pedagogy

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Development, Organization, Design, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Moral Inquiry, Religious Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Content Selection and Organization, Value Assumptions and Ideologies in Curriculum, Ethical Issues in Curriculum

 

Johnson, Aostre N., "Meditations on James Macdonald's Transcendental Developmental Ideology of Education," JCT: Journal of Curriculum Theorizing, 14(Spring, 1998), 37-43., Aostre N. Johnson

Annotation: Relates Macdonald's views with those of 13th century mystic, Rumi.

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

 

Johnson, Earl S., "Framework and Philosophy for an Integrated Curriculum," The Social Studies, 72(January/February, 1981), 4-7. Reprinted pp. 183-191 in Earl S. Johnson, The Humanistic Teachings of Earl S. Johnson . Boulder: Westview Press, 1983., Earl S. Johnson

Annotation: Identifies structure and norms for an integrated curriculum.

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: Curriculum Integration, Content Selection and Organization

 

Johnson, Earl S., "Science, Society, and the Curriculum," School Review, 66 (Winter, 1958), 437-445. Reprinted pp. 157-165 in Earl S. Johnson, The Humanistic Teachings of Earl S. Johnson . Boulder: Westview Press, 1983., Earl S. Johnson

Annotation: Describes the relation of science and society to curriculum.

Broad Topical Focus: Curriculum Development, Organization, Design,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: Curriculum Integration, Liberal Education/General Education, Science

 

Johnson, Earl S., The Humanistic Teachings of Earl S. Johnson. Boulder: Westview Press, 1983., Earl S. Johnson

Annotation: Presents collected articles by the author which identifies his values.

Broad Topical Focus: Curriculum Theorists,Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry,Philosophical Inquiry-Speculative Essay
Type of Study: Collection of Studies
Narrow Topic: Liberal Education/General Education

 

Johnson, Earl S., "Ways of Knowing," Social Education, 27(January, 1963), 5-10; 35. Reprinted pp. 167-181 in Earl S. Johnson, The Humanistic Teachings of Earl Johnson . Boulder, CO: Westview Press, 1983., Earl S. Johnson

Annotation: Concludes that the making of facts and the ordering of facts in any field of knowledge are not culture-free or value-free; imagination enters these processes; explains the difference in approaching the same object scientifically and artistically.

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: Single Study
Narrow Topic: Curriculum and the Disciplines, Knowledge Generation

 

Johnson, Lee, and William F. Pinar, "Aspects of Gender Analysis in Recent Feminist Psychological Thought and their Implications for Curriculum," Journal of Education (Boston University), 162(Fall, 1980), 113-126., Lee Johnson and William F. Pinar

Annotation: Reviews the implications for curriculum of recent work on gender analysis.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Psychology and Curriculum

 

Johnson-Mardones, Daniel, "Toward a Multidimensional Concept of Curriculum: Understanding Curriculum as Phenomenon, Field, and Design," European Journal of Curriculum Studies, 1(No. 2, 2014), 172-177., Daniel Johnson-Mardones

Annotation: Argues for a multidimensional concept of curriculum as a phenomenon, a field, and a design process; taps into previous work on the structure of the concept of curriculum and combines these ideas into a new theoretical tool.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Decision-making Processes, Curriculum Research and Inquiry-General
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Curriculum Development Strategies

 

Johnson, Margaret J., Carole Janisch, and Barbara Morgan-Fleming, "Cultural Literacy in Classroom Settings: Teachers and Students Adapt the Core Knowledge Curriculum," Journal of Curriculum and Supervision, 16 (Spring, 2001), 259-272., Margaret J. Johnson, Carole Janisch, and Barbara Morgan-Fleming

Annotation: Reports a study of adapting a curriculum through coordinated teacher planning.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Implementation, Teacher Planning

 

Johnson, Mark, "Embodied Knowledge," Curriculum Inquiry, 19(Winter, 1989), 361-377. *, Mark Johnson

Annotation: Shows relation between general practical knowledge concepts of Elbaz and Clandinin and embodied knowledge.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Enactment and Teaching
Source Discipline: Education
Mode of Inquiry in the Study: Normative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Practical Knowledge

 

Johnson, Mark, The Body in the Mind: The Bodily Basis of Meaning, Imagination, and Reason . Chicago: The University of Chicago Press, 1990., Mark Johnson

Annotation: Gives a view of embodied schemata, not objectivist propositions.

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

 

Johnson, Mauritz, "Appropriate Research Directions for Curriculum and Instruction," Curriculum Theory Network, 6(1971), 24-37.*, Mauritz Johnson

Annotation: Distinguishes technical and managerial processes and relates research variables to each of the 17 processes identified.

Broad Topical Focus: Curriculum Conceptions and Theories,Curriculum Research Domains and Structure,Defining Curriculum Research Questions,Relation of Curriculum Research to Practice
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Knowledge Linkage

 

Johnson, Mauritz, "Curriculum Areas," pp. 1139-1141 in T. Husen and T. N. Postlethwaite, eds., International Encyclopedia of Education . New York: Pergamon, 1984., Mauritz Johnson

Annotation: Identifies subjects, courses, and topics common in schools and colleges.

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

 

Johnson, Mauritz, "Definitions and Models in Curriculum Theory," Educational Theory, 17(April, 1967), 127-140.*, Mauritz Johnson

Annotation: Presents a model of curriculum and instruction and systematically distinguishes elements of a schema for curriculum.

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

 

Johnson, Mauritz, "Needed Research: Emphasis on the Future," Educational Leadership, 33(April, 1976), 505-508.*, Mauritz Johnson

Annotation: Defines curriculum research and suggests a research agenda for the future.

Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum Conceptions and Theories, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Content Selection and Organization, Curriculum Theory Creation and Uses

 

Johnson, Mauritz, "On the Meaning of Curriculum Design," Curriculum Theory Network, 3(Spring, 1969), 3-9.*, Mauritz Johnson

Annotation: Distinguishes several notions of curriculum design, such as a product or a process.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis; Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum Development Strategies, Evaluation of Instruction

 

Johnson, Mauritz, "The Translation of Curriculum into Instruction," Journal of Curriculum Studies, 1(May, 1969), 115-131.*, Mauritz Johnson

Annotation: Distinguishes curriculum planning from instructional planning.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Research Domains and Structure, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Implementation, Teacher Planning

 

Johnson, R. Burke, and Anthony J. Onwuegbuzie, "Mixed Methods Research: A Research Paradigm Whose Time Has Come," Educational Researcher, 33(October, 2004), 14-26., R. Burke Johnson and Anthony J. Onwuegbuzie

Annotation: Makes the case for mixed methods research in education and presents a model of the research process employed in this paradigm.

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, Qualitative Research

 

Johnson, Sue, "Curriculum Decision Making at the School Level: Is it Just a Case of Teachers Learning to Act Like Administrators," Journal of Curriculum and Supervision, 10(Winter, 1995), 136-154.*, Sue Johnson

Annotation: Reports a case study of teacher deliberation regarding behavior management in an Australian school.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Case Study
Narrow Topic: Curriculum Deliberation, Comparative Curriculum

 

Johnson, Susan M, Jill Harrisonberg, and Morgaen L. Donaldson, "Curriculum, Standards, and Accountability," pp. 59-66 in their Who Stays In Teaching and Why: A Review of the Literature on Teacher Retention. Cambridge, MA: Harvard Graduate School of Education, 2005., Susan M. Johnson, Jill Harrisonberg, and Morgaen L. Donaldson

Annotation: Reports a summary of research studies dealing with teachers' access to curriculum and its alignment with state standards, with their responses to "scripted" curricula, and with their responses to the use of stardarized tests; suggests needed research.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Curriculum Implementation

 

Johnson, Thomas J., "Motivation: Some Principles, Problems, and Classroom Applications," pp. 93-111 in James B. Macdonald and Robert R. Leeper, eds., Language and Meaning . Washington, DC: Association for Supervision and Curriculum Development, 1966., Thomas J. Johnson

Annotation: Reviews principles and application of research on motivation.

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, Motivation

 

Johnston, Bill, "Organizational Structure and Ideology in Schooling," Educational Theory, 35(Fall, 1985), 333-343., Bill Johnston

Annotation: Examines the bureaucratic centralist authoritarianism ideology at work in school organization.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Administration, Leadership, Finance
Source Discipline: Education
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Organization Theory

 

Johnston, James Scott, Inquiry and Education: John Dewey and the Quest for Democracy. Albany, NY: State University of New York Press, 2006., James Scott Johnston

Annotation: Engages Dewey's views of inquiry, experience, growth, community, and democracy by detailing both critic's and supporter's writings on these topics and by offering his own resolution of the issues raised; traces these arguments quite thoroughly using quotations from Dewey and others and systematically analyzes and critiques them; interprets the role of education in all of these.

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

 

Johnston, J. Howard, "John H. Lounsbury: Conscience of the Middle School Movement," Middle School Journal, 24(November, 1992), 45-50., J. Howard Johnston

Annotation: Reviews the life and contributions of John H. Lounsbury to middle school theory.

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, Middle School Curriculum

 

Jones, Lyle V., and Ingram Olkin, eds., The Nation's Report Card: Evolution and Perspectives. Bloomington, IN: Phi Delta Kappa Education Foundation, 2004., Lyle V. Jones and Ingram Olkin

Annotation: Gives estensive, detailed history of the development and evaluation of NAEP from 1963-2003, written by key officials and staff of NAEP.

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

 

Jonnaert, Phillippe, and Genevieve Thevriault, "Curricula and Curriculum Analysis: Some Pointers for Debate," Prospects, 43(December, 2013), 379-417., Phillippe Jonnaert and Genevieve Thevriault

Annotation: Proposes a new conceptualization of a curricular system and its components (see Figure 1 and Table 1) presented by a UNESCO curriculum development team; consists of a framework of six forms of Curriculum (a subject, a process, a product, a framework for reform, a subject of adaptation, a means of regulation), three kinds of research (orientation, operationalization, adjustment), and three phases (the intended, the implemented, the achieved); introduces several articles from around the world that follow.

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 Theory Creation and Uses, American/International Curriculum Organizations

 

Jorgenson, Gerald W., "Graded Schools and Textbooks: A View from the Nineteenth Century," pp. 145-160 in Craig Kridel, ed., Curriculum History. Lanham, MD: University Press of America, 1989., Gerald W. Jorgenson

Annotation: Gives a history of impact of graded schools and textbooks on American 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: Teaching/Learning Process, Textbooks, Curriculum History

 

Joseph, Ellis A., "Epilogue," pp. 87-92 in Hendrik D. Gideonse and Ellis A. Joseph, eds., Increasing Research Capacity in Schools of Education: A Policy Inquiry and Dialogue . Dayton, OH: School of Education, University of Dayton, 1985., Ellis A. Joseph

Annotation: Envisions inquiry-based teacher education curricula.

Broad Topical Focus: Curriculum Proposals in Coherent Form, Curriculum Inquiry Guidelines, Defining Curriculum Research Questions
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Teacher Education

 

Joyce, Bruce R., "The Curriculum Worker of the Future," pp. 307-355 in Robert M. McClure, ed., Curriculum: Retrospect and Prospect , Seventieth Yearbook of the NSSE, Part I. Chicago: University of Chicago Press, 1971.*, Bruce R. Joyce

Annotation: Presents positive and negative theses regarding the role of the curriculum worker in improving curriculum.

Broad Topical Focus: Curriculum as a Field of Practice and Study, Curriculum Conceptions and Theories, Curriculum Enactment and Teaching, Curriculum Development, Organization, Design, Curriculum Research and Inquiry-General
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Philosophical Inquiry-Conceptual Analysis
Type of Study: Status Study
Narrow Topic: Professionalization in Curriculum, Value Assumptions and Ideologies in Curriculum, Curriculum History, Curriculum Aims and Objectives, Curriculum Theory Creation and Uses

 

Joyce, Bruce R., Richard H. Hersh, and Michael McKibbin, The Structure of School Improvement . New York: Longman, 1983., Bruce R. Joyce, Richard H. Hersh, and Michael McKibbin

Annotation: Provides a handbook on redesigning schools, curricula, and staff developmemt.

Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Research Synthesis
Narrow Topic: Criticism of Schooling, Content Selection and Organization, In-service Teacher Development

 

Joyce, Bruce, and Marsha Weil, "Models and Curriculum Development," pp. 319-347 in Bruce Joyce and Marsha Weil, Models of Teaching . Englewood Cliffs, NJ: Prentice Hall, 1972., Bruce Joyce and Marsha Weil

Annotation: Describes the relationship between models of teaching described in the book and curriculum development strategies.

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: Curriculum Development Strategies, Conceptions of Teaching

 

Jozefzoon, Eddy O. I., ed., Coordinating Curriculum Policy and Practice: An AERA Symposium . Enschede, Netherlands: SLO (National Institute for Curriculum Development), 1986., Eddy O. I. Jozefzoon

Annotation: Describes the Dutch National Institute for Curriculum Development and its work.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Decision-making Processes, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: American/International Curriculum Organizations, Curriculum Development Strategies, Comparative Curriculum

 

Jupp, James C., "Decolonizing and De-Cannonizing Curriculum Studies: An Engaged Discussion Organized Around Joao M. Paraskeva's Recent Books," Journal of the Association for the Advancement of Curriculum Studies,12(No. 1, 2017), 1-25., James C. Jupp

Annotation: Introduces a group of articles related to two books by Paraskeva (Conflicts in Curriculum Theory, 2011; Curriculum Epistemicide, 2016); briefly explains the primary features of the author's works and notes the highlights of the commentaries that follow is subsequent articles.

Broad Topical Focus: Curriculum Theorists, 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 Professors, Comparative Curriculum, Ideology and School Knowledge, Curriculum Theory Creation and Uses

 

Kain, Daniel L., "Recipes or Dialogue? A Middle School Team Conceptualizes 'Curricular Integration'," Journal of Curriculum and Supervision,11 (Winter, 1996), 163-187., Daniel L. Kain

Annotation: Reports three phases of the development of teachers' conceptionalization of interdisciplinarity and draws related implications.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum Integration, Middle School Curriculum

 

Kallos, Daniel, "Notes on Schooling, Curriculum, and Teaching," pp. 471-491 in George Willis, ed., Qualitative Evaluation . Berkeley, CA: McCutchan, 1978., Daniel Kallos

Annotation: Explores the use of critical and ideological views in curriculum evaluation.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Development, Organization, Design, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism, Evaluative Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum

 

Kallos, Daniel, "On Educational Phenomena and Educational Research," pp. 140-152; 200-202 in W. B. Dockrell and David Hamilton, eds., Rethinking Educational Research. London: Hodder and Stoughton, 1980.*, Daniel Kallos

Annotation: Discusses the tasks of educational research.

Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum Research Domains and Structure, Curriculum Change
Source Discipline: Education
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

 

Kallos, Daniel, and Ulf P. Lundgren, "Educational Psychology: Its Scope and Limits," British Journal of Educational Psychology, 45(1975), 111-121., Daniel Kallos and Ulf P. Lundgren

Annotation: Describes the nature of psychological research in education in relation to curriculum.

Broad Topical Focus: Curriculum Research Domains and Structure, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Psychology and Curriculum

 

Kallos, Daniel, and Ulf P. Lundgren, "Lessons from a Comprehensive School System for Curriculum Theory and Research," Journal of Curriculum Studies, 9(May, 1977), 3-20., Daniel Kallos and Ulf P. Lundgren

Annotation: Describes reforms in Swedish schools and draws implications for curriculum theory and research.

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

 

Kamberelis, George, and Greg Dimitriadis, On Qualitative Inquiry: Approaches to Language and Literacy Research. New York: Teachers College Press, 2005., George Kamberelis and Greg Dimitriadis

Annotation: Provides a conceptualization of four possible stances (chronotypes) toward inquiry that take into account variations in epistemological assumptions; illustrated in the field of language and literacy research.

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

 

Kamens, David H., and Aaron Benavot, "Elite Knowledge for the Masses: The Origins and Spread of Mathematics and Science Education in National Curricula," American Journal of Education , 99 (February, 1991), 137-180., David H. Kamens and Aaron Benavot

Annotation: Provides data on the entrance and extent of science and math in the curriculum of many nations.

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: Comparative Curriculum, Mathematics, Science, Curriculum History

 

Kamens, David H., and Yun-Kyung Cha, "The Legitimation of New Subjects in Mass Schooling: 19th-Century Origins and 20th-Century Diffusion of Art and Physical Education," Journal of Curriculum Studies, 24(January-February, 1992), 43-60., David H. Kamens and Yun-Kyung Cha

Annotation: Reviews the history of art and physical education in the curriculum around the world.

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: Comparative Curriculum, School Subjects, Art Education, Physical Education

 

Kamens, David H., John W. Meyer, and Aaron Benavot, "Worldwide Patterns in Academic Secondary Education Curriculum," Comparative Education Review, 40(May, 1996), 116-138., David H. Kamens, John W. Meyer, and Aaron Benavot

Annotation: Analyzes patterns in worldwide data on preparatory curricula for entering higher education.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Survey
Narrow Topic: Comparative Curriculum, Secondary School Curriculum

 

Kandel, Isaac L., History of the Curriculum . Experimental edition, mimeo, 1935., Isaac L. Kandel

Annotation: Presents a forty-page history of curriculum in an experimental edition.

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: Literature of Curriculum, Curriculum History

 

Kapferer, Judith L., "Curricula and the Reproduction of Structured Social Inequalities," Curriculum Inquiry, 16(Spring, 1986), 5-31., Judith L. Kapferer

Annotation: Shows that variations in inequities in public and private schools in Australia are reproduced in timetables, homework, and organizational arrangements.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Comparative Curriculum, Religious & Private Schooling

 

Kaplan, Andrew, "Conversing About Character: New Foundations for General Education," Educational Theory, 45 (Summer, 1995), 359-378., Andrew Kaplan

Annotation: Makes the case for general education directed toward character development in undergraduate education.

Broad Topical Focus: Curriculum Development, Organization, Design, 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: Liberal Education/General Education, Higher Education Curriculum, Curriculum Aims and Objectives, Character Education

 

Kaplan, Andrew, "GALILEO: An Experiment in Interdisciplinary Education," Curriculum Inquiry, 18(Fall, 1988), 255-287., Andrew Kaplan

Annotation: Describes the design and implementation of a ninth grade course at Francis W. Parker School in Chicago in 1974.

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: Content Selection and Organization, Curriculum Integration, Curriculum and the Disciplines

 

Karaba, Robert, "Educational Leadership for Democratic Citizenship," pp. 257-270 in Charles L. Lowery and Patrick M. Jenlink, eds., The Handbook of Dewey's Educational Theory and Practice. Boston: Brill Sense, 2019., Robert Karaba

Annotation: Notes Dewey's three interrelated dispositions necessary for democracy: inquiry, critical thinking, and cooperation.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Democratic Education

 

Karmon, Amnon, "Institutional Organization of Knowledge: The Missing Link in Educational Discourse," Teachers College Record, 109(March, 2007), 603-634., Amnon Karmon

Annotation: Describes two main models of organizing knowledge in an educational institution--inculcating existing knowledge and producing new knowledge; proposes a new model -- the pedagogical discipline -- that overcomes the shortcomings of the two traditional models.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Knowledge Utilization, Value Assumptions and Ideologies in Curriculum

 

Kass, Heidi, "The Transformation of Curricular Knowledge," The Alberta Journal of Educational Research, 37(December, 1991), 367-383., Heidi Kass

Annotation: Identifies a variety of knowledge and value perspectives that must be taken into account in selecting curriculum content generally and in science in particular.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Visions and Philosophies, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Science

 

Kaufman, B. A., "Piaget, Marx and the Political Ideology of Schooling," Journal of Curriculum Studies, 10(January-March, 1978), 19-44., B. A. Kaufman

Annotation: Contrasts theories of behavioral psychology and capitalism which emanate from a materialist model with theories of constructivism and socialism which emanate from a dialectical model.

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: Value Assumptions and Ideologies in Curriculum, Psychology and Curriculum

 

Kaufmann, David, Susan Moore Johnson, Susan M. Kardos, Edward Liu, and Heather G. Peske, " 'Lost at Sea': New Teachers' Experiences with Curriculum and Assessment," Teachers College Record, 104(March, 2002), 273-300., David Kaufmann, Susan Moore Johnson, Susan M. Kardos, Edward Liu, and Heather G. Peske

Annotation: Documents teachers' experiences in implementing and assessing the Massachusetts curriculum frameworks with little or no guidance.

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

 

Kearney, Nolan C., and Walter W. Cook, "Curriculum," pp. 358-365 in Chester W. Harris, ed., Encyclopedia of Educational Research, third edition. New York: Macmillan, 1960., Nolan C. Kearney and Walter W. Cook

Annotation: Deals with objectives, organization, and influences on curriculum.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum Aims and Objectives, Content Selection and Organization

 

Keddie, Nell, "Classroom Knowledge," pp. 286-316 in Arno A. Bellack and Herbert M. Kliebard, eds., Curriculum and Evaluation . Berkeley, CA: McCutchan, 1977.*, Nell Keddie

Annotation: Reports a classroom ethnography of what teachers know about their pupils and how that relates to curriculum knowledge.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Knowledge, Ideology and School Knowledge

 

Keeves, John, "The Unity of Educational Research," Interchange, 19(Spring, 1988), 14-30.*, John Keeves

Annotation: Reviews the differences between scientific and qualitative research approaches, outlines several related epestemological issues, and discusses the prospect of integrating diverse perspectives.

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

 

Keeves, John P., and Gabriele Lakomski, eds., Issues in Educational Research. New York: Pergamon, 1999., John P. Keeves and Gabriele Lakomski

Annotation: Consists of eleven chapters on specific inquiry approaches in educational research; also addresses epistemological and other related issues.

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, Value Assumptions and Ideologies in Curriculum

 

Keiny, Shoshana, and Tzila Weiss, "A Case Study of a School-Based Curriculum Development as a Model for INSET," Journal of Education for Teaching, 12( No. 2, 1986), 155-166., Shoshana Keiny and Tzila Weiss

Annotation: Describes school-based curriculum development strategies used in one setting.

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

 

Kelly, Anthony E., "Research as Design," Educational Researcher, 32(January/February, 2003), 3-4., Anthony E. Kelly

Annotation: Introduces a series of articles that follow on the role of design in educational research.

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

 

Kelly, Anthony E., and Robert K. Yin, "Strengthening Structured Abstracts for Education Research: The Need for Claim-Based Structured Abstracts," Educational Researcher, 36(April, 2007), 133-138., Anthony E. Kelly and Robert K. Yin

Annotation: Sets forth norms for writing structured abstracts of research reports in education based on the need to present convincing arguments for claims made in the research; provides a model for a research report itself.

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

 

Kelly, A. V., "Curriculum Objectives," pp. 23-48 in his The Curriculum: Theory and Practice . London: Harper & Row Ltd., 1977.*, A. V. Kelly

Annotation: Examines various uses of curriculum objectives including their non-use in curriculum.

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

 

Kelly, A. V., "Ideological Constraints on Curriculum Planning," pp. 7-30 in Curriculum Context . London: Harper and Row, 1980.*, A. V. Kelly

Annotation: Summarizes ideological critiques of instrumental models of curriculum.

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

 

Kelly, Edward F., "Curriculum Evaluation and Literary Criticism: Comments on the Analogy," Curriculum Theory Network, 5(No. 2, 1975), 87-105. Reprinted pp. 112-139 in George Willis, ed., Qualitative Evaluation . Berkeley, CA: McCutchan, 1978.*, Edward F. Kelly

Annotation: Applies the forms and methods of literary criticisms to the study of curriculum.

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

 

Kelly, Thomas F., "Why State Mandates Don't Work," Phi Delta Kappan, 80(March, 1999), 543-546., Thomas F. Kelly

Annotation: Argues against mandates as a method of school reform: discusses the failure of these mandates: teacher evaluation, state testing, higher standards, foreign language.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design, Curriculum Change, Curriculum Decision-making Processes
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Local Control of Schooling, Curriculum Standards and Testing, Freedom/Authority and Curriculum

 

Kemmis, Stephen, "Action Research and the Politics of Reflection," pp. 130-163 in David Boud, Rosemary Keogh, and David Walker, eds., Reflection: Turning Experience into Learning . London: Kogan Page, 1985., Stephen Kemmis

Annotation: Discusses the role of action research in reflective action.

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

 

Kemmis, Stephen, "Curriculum Theory and the State in Australia," Journal of Curriculum Studies, 22(July-August, 1990), 392-400.*, Stephen Kemmis

Annotation: Describes the place of curriculum theorists in Australia in influencing curriculum policies in the 1970s and 1980s.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Curriculum and Politics, Comparative Curriculum, Curriculum Specialists in Schools

 

Kemmis, Stephen, "Emancipatory Action Research and Post Modernisms," Curriculum Perspectives, 11(October, 1991), 59-65., Stephen Kemmis

Annotation: Discusses strengths of critical action research.

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

 

Kemmis, Stephen, "Nomothetic and Idiographic Approaches to the Evaluation of Learning," Journal of Curriculum Studies, 10(January-March, 1978), 45-59., Stephen Kemmis

Annotation: Contrasts approaches intended to establish laws and intended to understand a situation; illustrates the latter.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Evaluative Inquiry, Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

Kemmis, Stephen, "Phronesis, Experience, and the Primacy of Practice," pp. 147-161 in Elizabeth Anne Kinsella and Allan Pitman, eds., Phronesis as Professional Knowledge: Practical Wisdom in the Professions. Rotterdam: Sense Publishers, 2012., Stephen Kemmis

Annotation: Contrasts practical reasoning and practical wisdom attained through the experience of doing educational practice with propositional, theoretical, and scientific knowledge about educational practice; phronesis involves understanding and critiquing one's own practice as a professional practitioner through learning from and reporting on his own and other's praxis; provided through philosophical analysis on the concepts involved; the author elucidates phronesis as a disposition and as a moral action learned indirectly through praxis; gives implications for professional education of educators.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Enactment and Teaching
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Teacher Education, Value Assumptions and Ideologies in Curriculum, Programs of Study in Curriculum and Instruction, Practical Knowledge, In-service Teacher Development, Ethical Issues in Curriculum, Curriculum Deliberation, Curriculum as Experience

 

Kemmis, Stephen, "Seven Principles for Program Evaluation in Curriculum Development and Innovation," pp. 478-494 in James R. Gress, ed., Curriculum: An Introduction to the Field . Berkeley, CA: McCutchan, 1988., Stephen Kemmis

Annotation: Discusses reasonableness, responsibility, community self-interest, plurality of perspectives, self-critical community, propriety, and appropriateness.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Program Audit/Evaluation

 

Kemmis, Stephen, The Action Research Reader. Geelong, Victoria, Australia: Deakin University Press, 1982., Stephen Kemmis

Annotation: Contains 42 articles on action research with reports of several cases and projects.

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: Knowledge Generation

 

Kemmis, Stephen, "Theorizing Educational Practice," pp, 1-17 in Wilfred Carr, For Education: Towards Critical Educational Inquiry. Philadelphia: Open University Press, 1995., Stephen Kemmis

Annotation: Traces origins and uses of four views of the relation of theory and practice: as guide, as applied, as thought-and-action, and as mutually constituent of one another.

Broad Topical Focus: Curriculum Inquiry Guidelines, Relation of Curriculum Research to Practice
Source Discipline: Education
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum Theory Creation and Uses

 

Kemmis, Stephen, and Giovanna Di Chiro, "Emerging and Evolving Issues of Action Research Praxis: An Australian Perspective," Peabody Journal of Education, 64(Spring, 1987), 101-130., Stephen Kemmis and Giovanna Di Chiro

Annotation: Discusses issues in action research in Australia where leading critical inquiry has evolved.

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

 

Kemmis, Stephen, Peter Cole, and Dahle Suggett, Orientations to Curriculum and Transition: Towards the Socially-Critical School. Melbourne, Australia: Victoria Institute of Secondary Education, 1983., Stephen Kemmis, Peter Cole, and Dahle Suggett

Annotation: Defines the socially critical school, its key images, and strategies for change; gives annotated sources and hypothetical interviews on each orientation.

Broad Topical Focus: Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Curriculum Aims and Objectives, Comparative Curriculum

 

Kemmis, Stephen, and Robin McTaggart, "Participatory Action Research," pp. 567-605 in Norman K. Denzin and Yvonne S. Lincoln, eds., The Handbook of Qualitative Research, 2nd ed. Thousand Oaks, CA: Sage Publications, 2000., Stephen Kemmis and Robin McTaggart

Annotation: Defines and criticizes several types of action research, discusses five traditions of studying practice with their characteristic methods and techniques, and analyzes relationships among the traditions; identifies key features of participatory action research.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Philosophical Inquiry-Speculative Essay, Action Inquiry
Type of Study: Status Study
Narrow Topic: Knowledge Generation, Qualitative Research

 

Kemmis, Stephen, and Robin McTaggart, The Action Research Planner. Geelong, Victoria, Australia: Deakin University Press, 1982., Stephen Kemmis and Robin McTaggart

Annotation: Describes briefly how to do action research with step-by-step guidelines.

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

 

Kemp, Andrew T., "Engaging the Envionment: A Case for a Place-Based Curriculum," Curriculum and Teaching Dialogue, 8(Nos.1 & 2, 2006), 125-142., Andrew T. Kemp

Annotation: Defines place-based curriculum and reviews the literature related to it.

Broad Topical Focus: Curriculum Proposals in Coherent Form, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Status Study
Narrow Topic: Content Selection and Organization, Curriculum as Environment

 

Kennedy, David, "After Socrates: Community of Philosophical Inquiry and the New World Order," pp, 55-68 in Joe L. Kincheloe and Randall Hewitt, eds., Regenerating the Philosophy of Education: What Happened to School? New York: Peter Lang, 2011., David Kennedy

Annotation: Argues for teaching philosophic inquiry in schools.

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: Philosophy for Children, Curriculum Aims and Objectives

 

Kennedy, Kerry, "National Initiatives in Curriculum: The Australian Context," British Journal of Educational Studies, 37(May, 1989), 111-124., Kerry Kennedy

Annotation: Summarizes elements influencing national curriculum initiatives in Australia.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Comparative Curriculum

 

Kennedy, Kerry J., "The Policy Context of Curriculum Reform in Australia in the 1980's," Australian Journal of Education, 32 (No. 3, 1988), 357-374.*, Kerry J. Kennedy

Annotation: Reviews the move to adapt an instrument approach to curriculum determination in Australia in the 1980s in order to meet new material needs but which failed to take local teachers and students into account in implementing the new policies.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Comparative Curriculum, Curriculum History, Curriculum Implementation, Core Mandates

 

Kennedy, Kerry J., ed., Case Studies in Curriculum Design . Perth, Australia: West Australian Social Science Education Consortium, 1990., Kerry J. Kennedy and .

Annotation: Presents instances of curriculum development employing deliberation involving teachers.

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: Case Study
Narrow Topic: Curriculum Deliberation, Content Selection and Organization, Comparative Curriculum

 

Kennedy, Kerry J., and John C. K. Lee, "Curriculum Reform: School-Based Curriculum Development as a Strategy for Asia's Schools," pp. 89-107 in their The Changing Role of Schools in Asian Societies. New York: Routledge, 2008., Kerry J. Kennedy and John C. K. Lee

Annotation: Notes specific examples of employing the concept of SBCD in curriculum reform in Asian countries; assesses the prospects for increased use of this strategy in Asian schools.

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

 

Kennedy, Kerry J., and Gilbert McDonald, "Designing Curriculum Materials for Multicultural Education: Lessons from an Australian Development Project," Curriculum Inquiry, 16(Fall, 1986), 312-326., Kerry J. Kennedy and Gilbert McDonald

Annotation: Reports a study of a curriculum materials design project and the issues involved.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Materials Development and Evaluation, Curriculum Development Strategies, Multiethnic Adaptation

 

Kennedy, Kerry J., and Nitza Shafriri, "Knowledge Utilization and the Process of Curriculum Development: A Report," Journal of Curriculum Studies, 17 (January-March, 1985), 103-106., Kerry J. Kennedy and Nitza Shafriri

Annotation: Reports the use of Walker's model in a series of studies of curriculum development.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Guides, Plans, Documents, Materials
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Comparative Curriculum, Knowledge Utilization

 

Kennedy, Mary, "Parsing the Practice of Teaching," Journal of Teacher Education, 67(January-February, 2016), 6-17., Mary Kennedy

Annotation: Presents an alternative 5-step way of defining what teachers do, the first of which is "portraying the curriculum"; describes this process as "live events", "activity flows", and judgements on "good portrayals" for which criteria can be prescribed.

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: Teaching/Learning Process, Teacher Education

 

Kennedy, Mary M., "Defining a Literature," Educational Researcher, 36(April, 2007), 139-147., Mary M. Kennedy

Annotation: Classifies different types of literature reviews and explores several issues related to determining the body of literature appropriate to each type; stipulates various distinctions and illustrates them with examples.

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

 

Kennedy, Mary M., ed., Teacher Assessment and the Quest for Teacher Quality: A Handbook. San Francisco: Jossey-Bass, 2010., Mary M. Kennedy

Annotation: Contains fourteen articles synthesizing research on various aspects of assessing the quality of teachers and teaching; treats assessment of candidates for admission into teacher education, graduates of preparation programs for teaching, practicing teachers, and teachers being considered for dismissal.

Broad Topical Focus: Curriculum Evaluation, Curriculum Enactment and Teaching
Source Discipline: Education
Mode of Inquiry in the Study: Evaluative Inquiry
Type of Study: Collection of Studies
Narrow Topic: Teacher Evaluation

 

Kennedy, Mary M., "The Connection between Research and Practice," Educational Researcher, 26(October, 1997), 4-12., Mary M. Kennedy

Annotation: Reviews four hypotheses concerned with the lack of connection between educational research and practice.

Broad Topical Focus: Curriculum Inquiry Guidelines, Relation of Curriculum Research to Practice
Source Discipline: Education
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Knowledge Utilization

 

Kennedy, Mary M., "Working Knowledge," Knowledge: Creation, Diffusion, Utilization, 5(December, 1983), 193-211., Mary M. Kennedy

Annotation: Describes in a general context the use of knowledge in practice and related issues.

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

 

Kenny, W. Robert, and Arden D. Grotelueschen, "Making the Case for Case Study," Journal of Curriculum Studies, 16(January-March, 1984), 37-51.*, W. Robert Kenny and Arden D. Grotelueschen

Annotation: Anayzes four epistemological arguments for the case study in educational research.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Ethnographic Inquiry
Type of Study: Case Study
Narrow Topic: Knowledge Generation, Comparisons Among Inquiry Modes

 

Kerr, Donna H., Barriers to Integrity: Modern Modes of Knowledge Utilization . Boulder, CO: Westview Press, 1984., Donna H. Kerr

Annotation: Identifies barriers to the integration of knowledge.

Broad Topical Focus: Critique and Utilization of Curriculum Research and Inquiry, Curriculum Policies and Policy Making
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Utilization

 

Kesson, Kathleen, "Curriculum Theory and Pedagogical Practice: Troubling the Split Between Idea and Lived Experience," Journal of Curriculum and Pedagogy, 1(Summer, 2004), 83-88., Kathleen Kesson

Annotation: Cautions against dichotomizing thought and practice (curriculum from pedagogy) and illustrates from personal experience the potential of trying to combine them and the difficulties inherent therein.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Enactment and Teaching, Critique and Utilization of Curriculum Research and Inquiry
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, Knowledge Linkage

 

Kesson, Kathleen, and Donald Oliver, "On the Need for a Re-Conceptualized Theory of Experience," pp. 185-197 in William E. Doll, Jr., and Noel Gough, eds., Curriculum Visions. New York: Peter Lang, 2002., Kathleen Kesson and Donald Oliver

Annotation: Centers on a view of experience (throb) as coping actions, embodiments of experience, construction of meanings, annd enactment rituals.

Broad Topical Focus: Curriculum Visions and Philosophies, 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: Value Assumptions and Ideologies in Curriculum, Philosophical Schools, Curriculum as Experience

 

Kesson, Kathleen R., "Circling the Known," pp. 139-146 in Molly Quinn, ed., Compexifying Curriculum Studies: Reflections on the Generative and Generous Gifts of William E. Doll, Jr. New York: Routledge, 2019., Kathleen R. Kesson

Annotation: Summarizes William Doll's analysis of behaviorist, constructivist, and chaos theorists and their implications for curriculum; gives her view of the emergent metaphors (fresh language) for Doll's "implicate order" and their potential for actualization as educational possibilities.

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

 

Kesson, Kathleen R., "Toward a Curriculum of Mythopoetic Meaning," pp. 84-105 in James G. Henderson and Kathleen R. Kesson, eds., Understanding Democratic Curriculum Leadership. New York: Teachers College Press, 1999., Kathleen R. Kesson

Annotation: Outlines a view of a curriculum infused with personal experience, narratives, autobiography, spirituality, and the arts--the mythopoetic.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Proposals in Coherent Form, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Religious Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Content Selection and Organization

 

Kickbusch, Kenneth W., "Curriculum-in-Use and the Emergence of Practical Ideology: A Comparative Study of Secondary Classrooms," The Journal of Curriculum Theorizing, 6(Spring, 1986), 98-143., Kenneth W. Kickbusch

Annotation: Reports a study of the message system of two teachers with different epistemologies (traditional and humanistic), the meanings or practical ideologies of students, and the dialectic struggle by which they create meanings.

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, Value Assumptions and Ideologies in Curriculum, Teacher Knowledge

 

Kickbusch, Kenneth W., and Robert B. Everhart, "Curriculum, Practical Ideology, and Class Contradiction," Curriculum Inquiry, 15(Fall, 1985), 281-317., Kenneth W. Kickbusch and Robert B. Everhart

Annotation: Reports a study of students' knowledge and ideologies in traditional and in humanistic schools.

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

 

Kihara, K., "Curriculum History: Japan," pp. 1197-1198 in T. Husen and T. N. Postlethwaite, eds., International Encyclopedia of Education. New York: Pergamon, 1984., K. Kihara

Annotation: Treats recent curriculum history in Japan.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Status Study
Narrow Topic: Comparative Curriculum, Curriculum History

 

Kilbourn, Brent, "The Qualitative Doctoral Dissertation Proposal," Teachers College Record, 108(April, 2006), 529-579., Brent Kilbourn

Annotation: Discusses components and qualities of a doctoral dissertation proposal; emphasizes the nature of arguments appropriate to the various parts and gives examples.

Broad Topical Focus: Curriculum Research and Inquiry-General, Inquiry Language in Curriculum Research
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Comparisons Among Inquiry Modes, Qualitative Research

 

Kilbourn, Brent, "World Views and Curriculum," Interchange, 11(No. 2, 1980-81), 1-10., Brent Kilbourn

Annotation: Uses Pepper's analysis of six world views (animism, mysticism, formism, mechanism, contextualism, and organicism) to provide a conceptual framework for inquiry into the contributions the curriculum might make to the study of social problems.

Broad Topical Focus: Inquiry Language in Curriculum Research,Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Normative Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Philosophical Schools, Social Studies

 

Kilbourn, Brent, "World Views and Science Teaching," pp. 34-43 in Hugh Munby, Graham Orpwood, and Thomas Russell, eds., Seeing Curriculum in a New Light, Essays from Science Education. Toronto: OISE Press, 1980., Brent Kilbourn

Annotation: Describes the use and limitations of mechanistic explanations in science teaching.

Broad Topical Focus: Inquiry Language in Curriculum Research,Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Normative Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Values in the Classroom, Science, Philosophical Schools

 

Kilpatrick, William H., A Reconstructed Theory of the Educative Process . New York City: Bureau of Publication, Teachers College, Columbia, 1935., William H. Kilpatrick

Annotation: Gives a view of the educative process aligned with progressive principles.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Teaching/Learning Process, Classics of Curriculum Literature

 

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