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 (and continually expanding) citations a list of those citations of interest on a specific topic. It covers much of the 20th century and 21st century literature to date. 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, by the way, contains all the citations available in CIRS and can be browsed here if desired.

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Steffy, Betty E., "Curriculum Decision Making: Parental Involvement," pp. 1115-1157 in T. Husen and T. N. Postlethwaite, eds., International Encyclopedia of Education. New York: Pergamon, 1984., Betty E. Steffy

Annotation: Discusses several facets of parent participation in curriculum decision-making.

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

Stehr, Nico, and Volker Meja, "The Classical Sociology of Knowledge Revisited," Knowledge: Creation, Diffusion, Utilization, 4(September, 1982), 33-50., Nico Stehr and Volker Meja

Annotation: Reviews the elements of classical sociology of knowledge that bear revisiting following the advent of the new sociology of knowledge.

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

Stein, Sandra J., The Culture of Education Policy. New York: Teachers College Press, 2004., Sandra J. Stein

Annotation: Reports a study of critical and ideological assumptions found in the discourse surrounding the passage and implementation of ESEA and NCLB.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences
Source Discipline: Education
Mode of Inquiry in the Study: Ethnographic Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Discourse Analysis, Government Role in Educational Research & Development, Local Control of Schooling, Curriculum and Politics, Curriculum Implementation, Value Assumptions and Ideologies in Curriculum

Stengel, Barbara S., " 'Academic Discipline' and 'School Subject': Contestable Curriculum Concepts," Journal of Curriculum Studies, 29(September-October, 1997), 585-602.*, Barbara S. Stengel

Annotation: Examines five views of the relation between the concepts of academic discipline and of school subject; gives implications for curriculum.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum and the Disciplines, School Subjects, Content Selection and Organization

Stenhouse, Lawrence, "A Critique of the Objectives Model," pp. 70-83 in his An Introduction to Curriculum Research and Development . London: Heinemann, 1975.*, Lawrence Stenhouse

Annotation: Provides a summary of critiques of basing curriculum planning on objectives.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives

Stenhouse, Lawrence, "Behavioral Objectives and Curriculum Development," pp. 57-69 in his An Introduction to Curriculum Research and Development. London: Heinemann, 1975.*, Lawrence Stenhouse

Annotation: Reviews various analyses of behavioral objectives in curriculum development.

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

Stenhouse, Lawrence, "Defining the Curriculum Problem," Cambridge Journal of Education, 5(February, 1975), 104-108. Reprinted pp. 25-28 in Nigel Norris, ed, Curriculum and the Teacher: 35 Years of the Cambridge Journal of Education. NEw York: Routledge, 2008., Lawrence Stenhouse

Annotation: Defines curriculum as a specification which can be worked toward and modified in practice.

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

Stenhouse, Lawrence, ed., Curriculum Research and Development in Action . London: Heinemann Educational Books, 1980., Lawrence Stenhouse

Annotation: Treats various dimensions of research and development undertaken in curriculum by teachers and others in action research settings in England.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry, Ethnographic Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum Development Strategies, Teacher Research, Comparative Curriculum

Stenhouse, Lawrence, "The Content of Education," pp. 6-23 in his An Introduction to Curriculum Research and Development. London: Heinemann, 1975.*, Lawrence Stenhouse

Annotation: Reviews various classifications of curriculum content and their relative merits.

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

Stenhouse, Lawrence, "The Relevance of Practice to Theory," Theory Into Practice, 22 (Summer, 1983), 211-215., Lawrence Stenhouse

Annotation: Argues that knowledge of practice is essential for developing theory.

Broad Topical Focus: Curriculum Conceptions and Theories, Relation of Curriculum Research to Practice
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses

Stenhouse, Lawrence, "Towards a Research Model," pp. 123-141 in his An Introduction to Curriculum Research and Development . London: Heinemann, 1975.*, Lawrence Stenhouse

Annotation: Discusses and illustrates research by teachers on a curriculum project in race relations.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teacher Research, Comparative Curriculum, Social Studies

Stenhouse, Lawrence, "What Counts as Research?" British Journal of Educational Studies, 29(June, 1981), 103-113.*, Lawrence Stenhouse

Annotation: Analyzes several types of research including teacher-researcher collaboration.

Broad Topical Focus: Defining Curriculum Research Questions,Curriculum Research and Inquiry-General,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-Conceptual Analysis,Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Knowledge Utilization

Sternberg, Robert J., and David R. Caruso, "Practical Modes of Knowing," pp. 133 -158 in Elliot W. Eisner,ed., Learning and Teaching the Ways of Knowing, Eighty-fourth Yearbook of the NSSE, Part II. Chicago: University of Chicago, 1985., Robert J. Sternberg and David R. Caruso

Annotation: Defines practical knowledge and discusses the transmission and acquisition of practical knowledge.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Practical Knowledge

Stevenson, David Lee, and David P. Baker, "State Control of the Curriculum and Classroom Instruction," Sociology of Education, 64 (January, 1991), 1-10.*, David Lee Stevenson and David P. Baker

Annotation: Reports cross-national comparisons between centralized and decentralized educational systems for mathematics and draws inplications about curriculum reform procedures.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Comparative Curriculum, Government Role in Educational Research & Development, Local Control of Schooling

Stewart, William J., "Facilitating Holistic Curriculum Planning in Schools," The Clearing House, 67(November-December,1993), 112-115., William J. Stewart

Annotation: Describes and illustrates a holistic curriculum development strategy that is comprehensive, cooperative, coordinated, and continuous.

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

Stiegelbauer, Suzanne M., "The Dimensions of Implementation: From Plans to Action," pp. 112-133 in Stephen P. Gordon, ed., Collaborative Action Research: Developing Professional Learning Communities. New York: Teachers College Press, 2008., Suzanne M. Stiegelbauer

Annotation: Gives a synthesis of research on the implementation process as it relates to action research projects; is cast in practical language.

Broad Topical Focus: Curriculum Change, Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry, Action Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum Implementation, Knowledge Linkage, Knowledge Generation

Stinson, Susan W., "Curriculum and the Morality of Aesthetics," The Journal of Curriculum Theorizing, 6(Fall, 1985), 66-83., Susan W. Stinson

Annotation: Discusses Macdonald's contribution related to moral dimensions of education in the arts.

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: Aesthetics and Curriculum, Values in the Classroom

St. Maurice, Henry, "A Guide to Commonplaces on the Use of Loci in Educator's Discourse," Journal of Curriculum Studies, 23(January-February, 1991), 41-53., Maurice Henry St.

Annotation: Describes a conception of rhetoric, its application to Schwab's commonplaces of education, and some alternatives.

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

St. Maurice, Henry, "Two Rhetorics of Cynicism in Curriculum Deliberation, or Two Riders in a Barren Landscape," Educational Theory, 43(Spring, 1993), 147-159., Maurice Henry St.

Annotation: Traces the history of two forms of cynicism and illustrates them with educational examples in historical and contemporary curriculum deliberation.

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

Stoller, Aaron, "Taylorism and the Logic of Learning Outcomes," Journal of Curriculum Studies, 47(No. 3, 2015), 317-333., Aaron Stoller

Annotation: Traces the connection between Taylor's scientific management principles and the current learning outcomes movement in education; compares these with Dewey's concept of ends-in-view; shows how both Taylorism and the current movement are at odds with democratic principles; written primarily about higher education.

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: Curriculum Aims and Objectives, Ideology and School Knowledge, Higher Education Curriculum, Social Efficiency/Control

Stone, Brian A., "Curriculum-Centered Barriers to Child-Centered Practice and Frames for Resistance," Professing Education, 18(1 & 2, 2020), 51-64., Brian A. Stone

Annotation: Makes the case for child-centered practices in K-8 education; argues against the neo-liberal/accountability framework in education; points to ways of resisting this negative framework.

Broad Topical Focus: Curriculum Proposals in Coherent Form, Curriculum Conceptions and Theories, Curriclulum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Elementary School Curriculum, Criticism of Schooling, Curriculum Aims and Objectives

Stone, James C., "Educational Evaluation: Classic Works of Ralph W. Tyler," Educational Evaluation and Policy Analysis , 12(Spring, 1990), 102-106.*, James C. Stone

Annotation: Reviews a book which includes reprints of Ralph W. Tyler's writings on testing, the Eight-Year Study, curriculum development, etc.

Broad Topical Focus: Curriculum Theorists, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Classics of Curriculum Literature, Curriculum Standards and Testing

Stotsky, Sandra, ed., What's at Stake in the K-12 Standards Wars: A Primer for Educational Policy Makers. New York: Peter Lang, 2000., Sandra Stotsky

Annotation: Presents criticisms of subject area standards in mathematics, science, history and economics, and English from the perspective of academicians in the various disciplines; the collection of articles embraces anti-constructivist aspects of the standards and critiques the federal and state policy initiatives that promote these flawed sets of standards; frequently proposes alternative policies and standards.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay
Type of Study: Collection of Studies
Narrow Topic: Curriculum and the Disciplines, Curriculum Frameworks, Curriculum and Politics, Curriculum Standards and Testing

Stoughton, Charles R., ed., Issues in Curricululm Theory. Washington, DC: Univiersity Press of America, 1981., Charles R. Stoughton

Annotation: Presents 12 brief articles treating curriulum theory and several related topics as summarized in 1981.

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

Stratemeyer, Florence B., Hamden L. Forkner, Margaret G. McKim, and A. Harry Passow, Developing a Curriculum for Modern Living, 2d ed, Revised and Enlarged. New York: Bureau of Publications, Teachers College, Columbia University, 1957. (1st ed., 1947), Florence B. Stratemeyer, Hamden L. Forkner, Margaret G. McKim, and A. Harry Passow

Annotation: Elaborates and argues for a curriculum based on persistent life situations in which the design provides for coping from early childhood through adulthood in increasingly competent mastery of 26 areas of life and learning.

Broad Topical Focus: Curriculum Proposals in Coherent Form, Curriculum Development, Organization, Design
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, Classics of Curriculum Literature

Straume, Ingerid, "Bildung from Paideia to the Modern Subject." In Oxford Research Encyclopedia of Education. Online 27 August 2020. https://doi.org/10.1093/acrefore/9780190264093.013.1417, Ingerid Straume

Annotation: Traces the meaning and influence of the idea of Bildung in education from its Greek origins through its German and Scandinavian manifestations; traces the conceptual tensions and paradoxes in these manifestations; analyzes each of these in great detail; discusses the possibilities of these concepts for our times.

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

Strauss, Anselm, and Juliet Corbin. Basics of Qualitative Research: Grounded Theory Procedures and Techniques. Newbury Park,CA: Sage, 1990., Anselm Strauss and Juliet Corbin

Annotation: Describes coding procedures for analyzing qualitative data and developing grounded theory.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Ethnographic Inquiry, Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Qualitative Research

Strauss, Anselm L., Qualitative Analysis for Social Scientists . New York: Cambridge University Press, 1987., Anselm L. Strauss

Annotation: Describes how to develop theory through several forms of analysis of qualitative data.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Ethnographic Inquiry, Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Qualitative Research

Strauss, Sidney, "Learning Theories of Gagne and Piaget: Implications for Curriculum Development," Teachers College Record, 74(September, 1972), 81-102., Sidney Strauss

Annotation: Compares these two theories and the curriculum structures resulting from each.

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: Psychology and Curriculum

Stray, Chris, "Paradigms Regained: Towards a Historical Sociology of the Textbook," Journal of Curriculum Studies, 26(January- February, 1994), 1-29., Chris Stray

Annotation: Discusses textbooks as cultural commodities throughout history.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Textbooks, Curriculum History

Streck, Danilo R., Enclides Redin, and Jaime Jose Zitkoski, eds., Paulo Freire Encyclopedia. Lanham, MD: Rowman & LIttlefield Publishers, 2012., Danilo R. Streck, Enclides Redin, and Jaime Jose Zitkoski

Annotation: Presents short treatments of over 200 words and concepts found in the writings of Freire; these are organized from A to Z and are written by a variety of Freire scholars (many from Brazil); authors privide direct quotations from Freire's many writings and add their own elucidations; contains a bibliography of Freire's books in Portuguese and English compiled by his wife.

Broad Topical Focus: Curriculum Theorists
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum Theory Creation and Uses, Comparative Curriculum, Curriculum and Politics, Conceptions of Teaching, Ethical Issues in Curriculum, Literature of Curriculum, Teaching/Learning Process, Value Assumptions and Ideologies in Curriculum

Strickland, Dorothy S., and Carol Ascher, "Low Income African-American Children and Public Schooling," pp. 609-625 in Philip W. Jackson, ed., Handbook of Research on Curriculum. New York: Macmillan, 1992., Dorothy S. Strickland and Carol Ascher

Annotation: Reviews how poverty and race affect curriculum reform and innovation.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Development, Organization, Design, Curriculum Policies and Policy Making, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Content Selection and Organization

Strickland, Kate, "Curriculum History: Its Past, Present, and Future," pp. 24-26 in Craig Kridel, ed., Curriculum History . Lanham, MD: Univeristy Press of America, 1989., Kate Strickland

Annotation: Gives views on state of curriculum history.

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: Curriculum History

Strickland, Kate, ed., "Ralph W. Tyler: A Special Topic Edition," Journal of Thought, 21(Spring, 1986), 1-118., Kate Strickland

Annotation: Introduces an entire issue of the journal devoted to Tyler.

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

Strickland, Kate, "Ralph W. Tyler in Retrospect," Journal of Thought, 21(Spring, 1986), 88-90., Kate Strickland

Annotation: Gives a summation of the articles on Tyler in this special issue of the journal.

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

Strickland, Kate, "Research into the Curriculum, 1918-1938: Highlights of the Work of the First Generation," pp. 51-59 in Laurel N. Tanner, ed., Papers of the Society for the Study of Curriculum History . University Park, PA: The Society, College of Education, Penn State University, 1981., Kate Strickland

Annotation: Points out significant curriculum research studies done during this period.

Broad Topical Focus: Curriculum Research Domains and Structure, Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry, Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum History

Strike, Kenneth, "An Epistemology of Practical Research," Educational Researcher, 8(January, 1979), 10-16.*, Kenneth Strike

Annotation: Provides a model of practical research that utilizes the methods of practical reasoning and integrates facts and values.

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

Strike, Kenneth A., "Dialogue, Religion, and Tolerance: How to Talk to People Who Are Wrong About (Almost) Everything," pp. 59-69 in James T. Sears and James C . Casper, eds., Curriculum, Religion, and Public Education: Conversations for an Enlarging Public Square. New York: Teachers College Press, 1998.*, Kenneth A. Strike

Annotation: Addresses how religious differences can be adjudicated through dialogue based on six basic principles.

Broad Topical Focus: Curriculum Decision-making Processes
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, Curriculum and Politics, Curriculum Deliberation, Freedom/Authority and Curriculum

Strike, Kenneth A., "On the Expressive Potential of Behaviorist Language," American Educational Research Journal, 11(Spring, 1974), 103-120.*, Kenneth A. Strike

Annotation: Sets forth an argument against behaviorism as a theory of language and its implications for oppressive educational practice.

Broad Topical Focus: Inquiry Language in Curriculum Research, Curriculum Research and Inquiry-General
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Ethical Issues in Curriculum

Strike, Kenneth A., "Schools as Communities: Four Metaphors, Three Models, and a Dilemma or Two," Journal of Philosophy of Education, 34(Novermber, 2000), 617-642., Kenneth A. Strike

Annotation: Suggests and analyzes four conceptualizations of community as metaphor for schools and criticizes them in terms of blended embodiment in three different forms(comprehensive doctrine schools, deliberative democratic schools, and liberation of the mind schools).

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

Strike, Kenneth A., Small Schools and Strong Communities: A Third Way of School Reform. New York: Teachers College Press, 2010., Kenneth A. Strike

Annotation: Contrasts standards, choice, and community paradigms for school reform; sets forth and argues for the merits of the school community model built around a shared educational project and characterized by coherence, cohesion, care, and connection; a theory of curriculum is presented with examples of schools already possessing these characteristics, including some small schools.

Broad Topical Focus: Curriculum Proposals in Coherent Form, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Frameworks, Curriculum Standards and Testing, Value Assumptions and Ideologies in Curriculum

Strike, Kenneth A., and George J. Posner, "Epistemological Perspectives on Conceptions of Curriculum Organization and Learning," pp. 106-141 in Lee Shulman, ed., Review of Research in Education, 4(1976). Itasca, IL: Peacock Publishers, 1977.*, Kenneth A. Strike and George J. Posner

Annotation: Analyzes different conceptions of curriculum organization and learning, citing the related research.

Broad Topical Focus: Defining Curriculum Research Questions,Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation, Psychology and Curriculum

Strike, Kenneth, and George Posner, "Types of Synthesis and Their Criteria," pp. 345-362 in Spencer A. Ward and Linda J. Reed, eds., Knowledge Structure and Use: Implications for Synthesis and Interpretation . Philadelphia: Temple University Press, 1983., Kenneth Strike and George Posner

Annotation: Presents a classification scheme with examples for various types of syntheses (inductive, dialectics, interdisciplinary, and quasi-synthesis), along with a discussion of applicable criteria.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation

Strong-Wilson, Teresa, et al., eds, Provoking Curriculum Encounters Across Educational Experience: New Engagements with the Curriculum Theory Archive. New York: Routledge, 2020., Teresa Strong-Wilson

Annotation: Includes sixteen articles on a variety of innovative ways to create educational encounters, based on presentations at the 2017 Canadian Provoking Curriculum Conference; the final chapter provides a brief record of the meetings, themes, and people involved in Canadian Curriculum Studies since the 1970s with particular attention to the seven biennial Provoking Curriculum Conferences held between 2003 and 2017.

Broad Topical Focus: Curriculum Research and Inquiry - General
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Collection of Studies
Narrow Topic: American/International Curriculum Organizations, Curriculum as Experience

Stubbs, Michael, Discourse Analysis: The Sociolinguistic Analysis of Natural Language . Chicago, IL: The University of Chicago Press, 1983., Michael Stubbs

Annotation: Provides a step-by-step process for conducting discourse analysis.

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

Stufflebeam, Daniel L., and Anthony J. Shinkfield, Evaluation Theory, Models, and Applications. San Francisco: Jossey-Bass, 2007., Daniel L. Stufflebeam

Annotation: Presents a thorough, comprehensive guide to the discipline of evaluation; covers 26 different approaches to doing evaluations classified within five major types; illustrates in detail seven of the best approaches; provides guidance on all practical aspects of evaluation work.

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

Stufflebeam, Daniel L., and William J. Webster, "An Analysis of Alternative Approaches to Evaluation," Educational Evaluation and Policy Analysis, 2(May-June, 1980), 5-20.*, Daniel L. Stufflebeam and William J. Webster

Annotation: Distinguishes 13 types of evaluation studies.

Broad Topical Focus: Curriculum Evaluation,Defining Curriculum Research Questions,Curriculum Conceptions and Theories
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

Subedi, Binaya, "Decolonizing the Curriculum for Global Perspectives," Educational Theory, 63(No. 6, 2013), 621-638., Binaya Subedi

Annotation: Critiques Eurocentric ideology or the deficit approach used in global curricula as well as the accommodations approach which claims to be the corrective to the former approach; advocates and argues for the decolonization or contrapuntal approach.

Broad Topical Focus: Critique and Utilization of Curriculum Research and Inquiry, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Criticism of Schooling, Character Education, Content Selection and Organization, Curriculum Aims and Objectives, Ideology and School Knowledge, Value Assumptions and Ideologies in Curriculum

Sudsawad, Pimjai, Knowledge Translation: Introduction to Models, Strategies, and Measures. Austin, TX: Southwestern Educational Development Laboratory, National Center for the Dissemination of Disability Research, 2007., Pimjai Sudsawad

Annotation: Defines knowledge translation and provides six models of knowledge translation; discusses the effectiveness of knowledge translation strategies; reviews methods of measuring knowledge use; broadly applicable but treated in the context of the medical field.

Broad Topical Focus: Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Linkage, Knowledge Utilization

Sullanmaa, Jenni, Kirsi Pyhalto, Janne Pietarinen, and Tiina Soini, "Curriculum Coherence as Perceived by Disrict Level Stakeholders in Large-Scale National Curriclulm Reform in Finland," The Curriclum Jourmal, 30(3, 2019), 244-263., Jenni Sullanmaa

Annotation: Reports a factor analysis study of the factors in curriculum coherence that stakeholders perceived in Finish curriculum reform (consistency, integration, and alignment between objectives, content, and assessments).

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 Development Strategies, Curriculum Integration, Comparative Curriculum

Sullivan, Edmund V., A Critical Psychology: Interpretation of the Personal World. New York: Plenum, 1984., Edmund V. Sullivan

Annotation: Gives a critical interpretation of the personal world; treats the method of emancipatory praxis.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum as Experience, Psychology and Curriculum

Sullivan, Edmund V., Sergio Martinic, and Horatio Walker, "Critical Interpretation: A Comparison of Two Ethnographies," Phenomenology +Pedagogy, 5(No. 3, 1987), 242-267.*, Edmund V. Sullivan, Sergio Martinic, and Horatio Walker

Annotation: Compares two ethnographies on various methodological and interpretive dimensions.

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

Sumara, Dennis, and Brent Davis, "Interrupting Heteronormativity," Curriculum Inquiry, 29(Summer, 1999), 191-208., Dennis Sumara and Brent Davis

Annotation: Explores the role of curriculum theory in interrupting straight norms embedded in curriculum.

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

Sumara, Dennis, and Brent Davis, "Interrupting Heteronormativity: Toward a Queer Curriculum Theory," Curriculum Inquiry, 29(Summer, 1999), 191-208., Dennis Sumara and Brent Davis

Annotation: Argues for an approach to theorizing curriculum that could challenge the normativity of heterosexuality in curriculum.

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

Sunderman, Gail L., The Unraveling of No Child Left Behind: How Negotiated Changes Transform the Law. Cambridge, MA: The Civil Rights Project at Harvard University, 2006., Gail L. Sunderman

Annotation: Reviews the changes allowed since 2001 to the states in NCLB's rules for implementation.

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

Sunderman, Gail L., James S. Kim, and Gary Orfield, NCLB Meets School Realities: Lessons from the Field. Thousand Oaks, CA: Corwin Press, 2005., Gail L. Sunderman, James S. Kim, and Gary Orfield

Annotation: Documents problems in six states in their attempts to implement NCLB; covers curricular and other aspects.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Evaluation
Source Discipline: Education
Mode of Inquiry in the Study: Historical Inquiry, Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Curriculum Standards and Testing, Freedom/Authority and Curriculum

Suppes, Patrick, ed., Impact of Research on Educaiton: Some Case Studies, Washington, DC: National Academy of Education, 1978., Patrick Suppes

Annotation: Gives examples of educational research that has had significant impact on education.

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

Suri, Harsh, and David Clarke, "Advancements in Research Synthesis Methods: From a Methodologically Inclusive Perspective," Review of Educational Research, 79(No. 1, 2009),395-430., Harsh Suri and David Clarke

Annotation: Highlights features of a methodologically inclusive research synthesis where connections can be made across interpretive, participatory, and critical lines.

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

Swail, Watson Scott, ed., Finding Superman: Debating the Future of Public Education in America. New York: Teachers College Press, 2012., Watson Scott Swail

Annotation: Provides critiques of the movie, "Waiting for Superman." in terms of its portrayal of inner city charter schools, its biases, and its flawed assumptions.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Collection of Studies
Narrow Topic: Criticism of Schooling, Curriculum and Politics

Sykes, Gary, "Government Intervention in the School Curriculum: Floating Like a Bee, Stinging like a Butterfly," pp. 313-330 in Jon Schaffarzick and Gary Sykes, eds., Value Conflicts and Curriculum Issues: Lessons from Research and Experience. Berkeley, CA: McCutchan, 1979., Gary Sykes

Annotation: Appraises both the direct and the indirect interventions made by the U. S. government in the school curriculum of the 1960s and 1970s.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Government Role in Educational Research & Development, Freedom/Authority and Curriculum

Tabachnick, B. Robert, "Needed for Teacher Education: Naturalistic Research that is Culturally Responsive," Teaching and Teacher Education, 5(No. 2, 1989), 155-163.*, B. Robert Tabachnick

Annotation: Examines the advantages and problems in using qualitative research methods in studying teaching, learning, and schooling.

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

Taba, HIlda, "A Conceptual Framework for Curriculum Design," pp. 413-444 in her Curriculum Development: Theory and Practice. New York: Harcourt Brace & World, 1962. Reprinted pp. 276-304 in James R. Gress, ed., Curriculum: An Introduction to the Field. Berkeley, CA: McCutchan, 1988., HIlda Taba

Annotation: Analyzes the rationale, problems, and principles of curriculum design; discusses design elements and relationships; sets forth a model of curriculum design.

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: Content Selection and Organization

Taba, Hilda, "General Techniques of Curriculum Planning," pp. 80-115 in Nelson B. Henry, ed., American Education in the Postwar Period - Part 1 - Curriculum Reconstruction. 44th Yearbook of the National Society for the Study of Education. Chicago: The University of Chicago Press, 1945., Hilda Taba

Annotation: Presents a "short course" on the topic and covers matters ranging from the sources of curriculum, to formulating objectives, to selection of curriculum experiences, to organizing them, to planning units of study.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Theorists, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Content Selection and Organization, Literature of Curriculum, Curriculum Professors

Tabak, Iris, "Prospects for Change at the Nexus of Policy and Design," Educational Researcher, 35(March, 2006), 24-30., Iris Tabak

Annotation: Discusses the design of policy documents, their nature, structure, and role, for enhancing implementation; draws on the idea of "pattern language."

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Guides, Plans, Documents, Materials
Source Discipline: Education
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Frameworks, Curriculum Standards and Testing, Materials Development and Evaluation

Tahirsylaj, Armend, Kai Niebert, and Richard Duschl,"Curriculum and Didaktik in 21st Century: Still Divergent or Converging?, European Journal of Curriculum Studies, 2(No. 2, 2015), 262-281., Armend Tahirsylaj, Kai Niebert, and Richard Duschl

Annotation: Discusses and compares the U.S. concept of curriculum and the German/European concept of didaktik; analyzes dialogues between theorists about these two concepts and changes brought about by national standards and assessment policies.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Content Analysis
Type of Study: Single Study
Narrow Topic: Comparative Curriculum, Curriculum Aims and Objectives, Curriculum as Experience, Curriculum Professors, Discourse Analysis

Takaya, Keiichi, "Caroline Pratt's Idea of Curriculum and Imagination," Interchange, 49(May, 2018), 205-216., Keiichi Takaya

Annotation: Examines Caroline Pratt's legacy from her City and Country School which she founded in New York City in 1914; identifies her progressive theory of curriculum with its emphasis on play and imagination (carefully defined).

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

Talmage, Harriet, "Evaluation of Programs," pp. 592-611 in Harold E. Mitzel, ed., Encyclopedia of Educational Research, fifth edition. New York: Macmillan, 1982., Harriet Talmage

Annotation: Reviews the rise of program evaluation, defines its purposes and assumptions, its methodological and political issues, and classifies various evaluation models.

Broad Topical Focus: Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation, Program Audit/Evaluation

Tamir, Pinchas, "Content Analysis Focusing on Inquiry," Journal of Curriculum Studies, 17(January-March, 1985), 87-94., Pinchas Tamir

Annotation: Shows how content analysis may be used in teaching science as inquiry.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Content Analysis
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Science

Tamir, Pinchas, "Evaluation and Curriculum Development," in Pinchas Tamir, ed., The Role of Evaluation in Curriculum Development . London: Croom Helm, 1985.*, Pinchas Tamir

Annotation: Conceptualizes a model for curriculum development and evaluation.

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

Tamir, Pinchas, "Long-Term Curriculum Evaluation," pp. 207-209 in Torsten Husen and Thomas N. Postlethwaite, eds., International Encyclopedia of Education. Supplement Volume One. New York: Pergamon, 1988., Pinchas Tamir

Annotation: Describes the nature and limits of long-term retrospective evaluation and gives examples.

Broad Topical Focus: Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Program Audit/Evaluation

Tamir, Pinchas, "The Potential of Evaluation in Curriculum Implementation," pp. 341-356 in Arieh Lewy and David Nevo, eds., Evaluation Roles in Education . London: Gordon and Breach, 1981., Pinchas Tamir

Annotation: Describes the uses of evaluation findings in curriculum implementation.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Implementation

Tammivaara, Julie, and D. Scott Enright, "But Where is the Hypothesis? A Guide to Reading and Evaluating Ethnographic Studies," Educational Foundations, 1(Fall, 1986), 106-125., Julie Tammivaara and D. Scott Enright

Annotation: Gives guidance on interpeting ethnographic studies in education.

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

Tampio, Nicholas, Common Core: National Education Standards and the Threat to Democracy. Baltimore: Johns Hopkins University Press, 2019, Nicholas Tampio

Annotation: Explains the development and impact of various U.S. national subject area education standards; argues in favor of local establishment of curriculum and assessments rather than the national common core standards.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosopical Inquiry--Ampliative Criticism, Philosophical Inquiry--Speculative Essay
Type of Study: SIngle Study
Narrow Topic: Content Selection and Organization, Local Control of Schooling, Student Assessment

Tangerud, Hans, and Erik Wallin, "Values and Contextual Factors in School Improvement," Journal of Curriculum Studies, 18(January-March, 1986), 45-61., Hans Tangerud and Erik Wallin

Annotation: Analyzes several aspects and strategies of school improvement, including those with open-ended and/or closed-ended pedagogies.

Broad Topical Focus: Curriculum Contexts and Societal Influences,Curriculum Change,Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Teaching/Learning Process

Tanner, Daniel, "Curriculum History," pp. 412-420 in Harold E. Mitzel, ed., Encyclopedia of Educational Research, Fifth edition. New York: Macmillan Free Press, 1982.*, Daniel Tanner

Annotation: Reviews the history of curriculum study, theory, and reform.

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

Tanner, Daniel, "Curriculum Theory: Knowledge and Content," Review of Educational Research, 36(June, 1966), 362-372., Daniel Tanner

Annotation: Reviews studies between 1963 and 1966 on reorganizing curriculum content to conform to disciplined knowledge as structures.

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: Content Selection and Organization, Curriculum and the Disciplines

Tanner, Daniel, "From Lester Frank Ward to John Dewey: The Three Universl Curriculums," The Educational Forum, 83(April-June, 2019), 124-139., Daniel Tanner

Annotation: Identifies curriculum ideas from Ward,1883, that Dewey advanced in 1916; general education, career education, and enrichment were the three curriculums Dewey set forth for an education within a democratic society.

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, Scondary School Curriculum, Democratic Education, Higher Education Curriculum

Tanner, Daniel, "History of Curriculum Development in Schools." In Oxford Research Encyclopedia of Education. Online 27 October 2020. https://doi.org/10.1093/acrefore/9780190264093.013.1037, Daniel Tanner

Annotation: Traces the detailed history of school curriculum and its development from Rousseau, Mann, Herbart, Spencer, Ward, Dewey, and Caswell, as it relates to democracy in education; points to three universal curricula (general, vocational, enrichment); traces the history of the comprehensive high school in the United States; cites highlights in the field of curriculum development (26th NSSE Yearbook, Eight Year Study, Core Problems of Democracy Course) and the rise of discipllnary curricula in the 1960s and the standards movement that followed.

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

Tanner, Daniel, "The Lost Sources of a Science of Education," Kappa Delta Pi Record, 54(April-June, 2018), 82-86., Daniel Tanner

Annotation: Gives reasons why the book by John Dewey (The Sources of a Science of Education, 1929) was largely ignored by educators until recently; notes its current rediscovery with respect to republication in English and French.

Broad Topical Focus: Curriculum Theorists
Source Discipline: Education
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: SIngle Study
Narrow Topic: Curriculum History, Classics of Curriculum Literature

Tanner, Daniel, "The Social Consequences of Bad Research," Phi Delta Kappan, 79(January, 1998), 344-349.*, Daniel Tanner

Annotation: Critiques selected research studies in education and discusses the consequences of doing research badly.

Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum Inquiry Guidelines, Critique and Utilization of Curriculum Research and Inquiry, Relation of Curriculum Research to Practice
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Practical Knowledge, Knowledge Utilization

Tanner, Daniel, "The Structure and Function of the American Secondary School: A National Survey," pp. 95-113 in Peter S. Hlebowitsh and William G. Wraga, eds., Annual Review of Research for School Leaders. New York: Scholastic (NASSP), 1996., Daniel Tanner

Annotation: Reviews change in the secondary school's comprehensiveness over recent history and reports trends in a number of related dimensions

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, Secondary School Curriculum, Content Selection and Organization

Tanner, Daniel, and Laurel N. Tanner, Curriculum Development: Theory into Practice. New York: Macmillan, 1975. Second Edition, 1980. Third Edition, 1995. Fourth Edition, 2007., Daniel Tanner and Laurel N. Tanner

Annotation: Provides a comprehensive text on curriculum development; chapters 4 through 8 in the 1975 edition and chapters 6 through 10 in the 1980 edition are historical in nature.

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

Tanner, Daniel, and Laurel N. Tanner, "Emancipation from Research: The Reconceptualist Prescription," Educational Researcher, 8(June, 1979), 8-12., Daniel Tanner and Laurel N. Tanner

Annotation: Rebuts Pinar's stance on reconceptualists in curriculum in 7(8), 1978.

Broad Topical Focus: Curriculum Conceptions and Theories,Curriculum Theorists,Curriculum Research Domains and Structure,Curriculum Research and Inquiry-General,Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism,Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Criticism of Schooling

Tanner, Daniel and Laurel N. Tanner, History of the School Curriculum. New York: Macmillan, 1990., Daniel Tanner and Laurel N. Tanner

Annotation: Provides a comprehensive history of school curriculum in the U.S.

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

Tanner, Daniel, and Laurel N. Tanner, "The Emergence of a Paradigm in the Curriculum Field: A Reply to Jickling," Interchange, 19(Summer, 1988), 50-58.*, Daniel Tanner and Laurel N. Tanner

Annotation: Responds to criticism by Jickling (1988) of the author's views (1980) on a curriculum development paradigm.

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

Tanner, Laurel N., "Contributions of the Eight-Year Study," Journal of Thought, 21 (Spring, 1986), 33-35., Laurel N. Tanner

Annotation: Highlights the value of the Eight-Year Study.

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

Tanner, Laurel N., "Curriculum History and Educational Leadership," Educational Leadership, 41(November, 1983), 38-39; 42.*, Laurel N. Tanner

Annotation: Makes the case for educational leaders knowing and using curriculum history.

Broad Topical Focus: Critique and Utilization of Curriculum Research and Inquiry, Relation of Curriculum Research to Practice
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Curriculum Specialists in Schools

Tanner, Laurel N., "Curriculum History as Usable Knowledge," Curriculum Inquiry, 12(Winter, 1982), 405-411.*, Laurel N. Tanner

Annotation: Suggests the appropriate uses of curriculum history.

Broad Topical Focus: 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, Literature of Curriculum

Tanner, Laurel N., "Curriculum History: Whither Thou Goest," pp. 58-60 in Murry R. Nelson, ed., Papers of the Society for the Study of Curriculum History: 1980 and 1982 . DeKalb, IL: College of Education, Northern Illinois University, 1983., Laurel N. Tanner

Annotation: Marks the fifth year of the SSCH with comments on the status and progress of work to date.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research Domains and Structure, Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Status Study
Narrow Topic: Knowledge Generation, Curriculum History

Tanner, Laurel N., Dewey's Laboratory School: Lessons for Today. New York: Teachers College Press. 1997., Laurel N. Tanner

Annotation: Presents a thorough-going history of Dewey's Laboratory School at the University of Chicago and draws lessons for today from this history.

Broad Topical Focus: Curriculum Theorists, 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

Tanner, Laurel N., "Standing on the Shoulders of Giants: Does the Metaphor Apply to Education?" pp. 89-98 in Craig Kridel, ed., Curriculum History . Lanham, MD: University Press of America, 1989., Laurel N. Tanner

Annotation: Traces the contributions of sociologist Lester Ward to the curriculum field.

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

Tanner, Laurel N., "The Meaning of Curriculum in Dewey's Laboratory School (1896-1904)," Journal of Curriculum Studies , 23 (March-April, 1991), 101-117., Laurel N. Tanner

Annotation: Describes the curriculum of Dewey's school and gives implications for current reforms.

Broad Topical Focus: Curriculum Theorists, 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:

Tanner, Laurel N., "The Tenth Anniversary!" pp. 14-18 in Craig Kridel, ed., Curriculum History . Lanham, MD: University Press of America, 1989., Laurel N. Tanner

Annotation: Gives the story of the origin and development of the Society for the Study of Curriculum History.

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: Single Study
Narrow Topic: Curriculum History, American/International Curriculum Organizations

Tanner, Laurel N., and Daniel Tanner, "Environmentalism in American Pedogogy: The Legacy of Lester Ward," Teachers College Record, 88(Summer, 1987), 537-547., Laurel N. Tanner and Daniel Tanner

Annotation: Shows how Ward's ideas influenced Dewey's work; gives Ward's focus on social progress through the curriculum.

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

Tappan, Mark B., and Lyn Mikel Brown, "Stories Told and Lessons Learned: Toward a Narrative Approach to Moral Development and Moral Education," Harvard Educational Review, 59(May, 1989), 182-205.*, Mark B. Tappan and Lyn Mikel Brown

Annotation: Shows how narratives are used by children in authoring their own stories related to moral choice, action, and sensibility.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Values in the Classroom

NIE Curriculum Development Task Force, Current Issues, Problems, and Concerns in Curriculum Development . Washington, DC: National Institute of Education, NCER, 1976.*, NIE Curriculum Development Task Force

Annotation: Presents the results of a 1975 NIE survey of curriculum development processes, needs, roles, and relationships.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Survey
Narrow Topic: Curriculum and Politics, Local Control of Schooling

Taubman, Peter, "Teaching Without Hope: What is Really at Stake in the Standards Movement, High Stakes Testing, and the Drive for 'Practical Reforms'," Journal of Curriculum Theorizing, 16(Fall, 2000), 19-33., Peter Taubman

Annotation: Identifies a series of assumptions underlying these reforms and critiques their implicit hopefulness.

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

Taubman, Peter, "What is to Be Done in the Age of Accountability?" pp. 1-13 in Sheri Leafgren, Brian D. Schultz, Michael P. O'Malley, Larry Johnson, Jeanne F. Brady, and Audrey M. Dentith, eds., The Articulation of Curriculum and Pedagogy for a Just Society: Advocacy, Artistry, and Activism. Troy, NY: Educator's International Press, 2007., Peter Taubman

Annotation: Urges that professors of education not only resist accountability ideologies through their scholarly work but also that they refuse to comply with mandates related to this ideology.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Theorists, Curriculum Change
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Criticism of Schooling, Curriculum Professors

Taubman, Peter M., "Gender and Curriculum: Discourse and the Politics of Sexuality," The Journal of Curriculum Theorizing, 4(Winter, 1982), 12-87., Peter M. Taubman

Annotation: Theorizes about gender and the curriculum, the sexual revolution, Foucault's analysis, the organization of sexuality, and what a de-gendered society would be like.

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

Taxel, Joel, "The American Revolution in Children's Fiction: An Analysis of Literary Content, Form, and Ideology," pp. 61-88 in Michael W. Apple and Lois Weis, eds., Ideology and Practice in Schooling . Philadelphia: Temple University Press, 1983., Joel Taxel

Annotation: Shows how children's fiction portrays the American Revolution in four periods, with symbolic representations of socioeconomic relations.

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